1st Grade Math (Maryland MCCRS)

Number and Operation Sense – 1.NOS.A: Extend the counting sequence

• 1.NOS.A.1 Count forward and backward within 120.
  • a. Count by ones starting from any number.
  • b. Skip count by tens.
• 1.NOS.A.2 Read and write numerals to 120 and represent a quantity with a written numeral.

Number and Operation Sense – 1.NOS.B: Place value and representing numbers

• 1.NOS.B.3 Compose and decompose two-digit numbers as tens and ones.
  • a. Use objects, drawings or equations to show the composition.
  • b. Describe a number as a set of tens and ones.
  • c. Show the same number in more than one way.
• 1.NOS.B.4 Represent whole numbers as lengths from 0 on a number line with equally spaced points.
• 1.NOS.B.5 Compare two numbers up to 100 using tens and ones and position on a number line; record with >, = and <.
• 1.NOS.B.6 Estimate where numbers fall on a number line using benchmarks such as 10, 50 and 100.

Number and Operation Sense – 1.NOS.C: Properties of operations; how addition and subtraction relate

• 1.NOS.C.7 Use the commutative and associative properties of addition as strategies for adding.
• 1.NOS.C.8 Subtract by thinking of subtraction as an unknown-addend problem (inverse of addition).

Number and Operation Sense – 1.NOS.D: Add and subtract within 20

• 1.NOS.D.9 Recall or quickly work out addition and subtraction facts within 20.
  • a. Count on and count back.
  • b. Make a ten.
  • c. Use ten more and ten less.
  • d. Use doubles.

Number and Operation Sense – 1.NOS.E: Place value and properties to add and subtract

• 1.NOS.E.10 Add within 100, including a two-digit number plus a one-digit number or a multiple of 10.
  • a. Use concrete models and drawings.
  • b. Use counting and place value strategies.
  • c. Use properties of operations and the inverse relationship.
  • d. Explain how the strategy connects to the meaning of addition.
• 1.NOS.E.11 Find 10 more or 10 less than a two-digit number mentally, without counting, and explain the reasoning.
• 1.NOS.E.12 Subtract a multiple of 10 from a multiple of 10 within 90.
  • a. Use concrete models and drawings.
  • b. Use counting, properties of operations and the inverse relationship.
  • c. Connect the strategy to the meaning of subtraction.
• 1.NOS.E.13 Subtract a one-digit number from a two-digit number when no regrouping is needed.
  • a. Use concrete models and drawings.
  • b. Use counting, properties of operations and the inverse relationship.
  • c. Connect the strategy to the meaning of subtraction.

Number and Operation Sense – 1.NOS.F: Equal parts of a whole

• 1.NOS.F.14 Split circles and rectangles into equal halves and fourths and count how many shares make the whole.

Algebraic Thinking – 1.AT.A: Addition and subtraction problems

• 1.AT.A.1 Understand the equal sign and decide whether addition and subtraction equations are true or false.
• 1.AT.A.2 Solve add to, take from, put together, take apart and compare problems within 20 with the unknown in any position.
• 1.AT.A.3 Find the unknown whole number in an addition or subtraction equation relating three numbers.

Geometric Reasoning and Measurement – 1.GR.A: Measure length indirectly and with repeated units

• 1.GR.A.1 Order three objects by length and compare two lengths indirectly using a third object.
• 1.GR.A.2 Measure length to the nearest whole unit with nonstandard units laid end to end without gaps or overlaps.

Geometric Reasoning and Measurement – 1.GR.B: Shapes and their attributes

• 1.GR.B.3 Tell defining attributes of shapes apart from non-defining ones.
• 1.GR.B.4 Put 2-D or 3-D shapes together to make composite shapes, then build new shapes from those.

Geometric Reasoning and Measurement – 1.GR.C: Time and money

• 1.GR.C.5 Tell time to the hour, half hour and quarter hour on analog and digital clocks; estimate how long activities take.
• 1.GR.C.6 Recognize coins and bills and know their values.

Reasoning with Data and Statistics – 1.DS.A: Represent and interpret data

• 1.DS.A.1 Ask and answer questions by collecting, organizing and summarizing categorical data.
  • a. Write a question that can be answered with categorical data.
  • b. Collect data and sort it into up to three categories.
  • c. Show the data in tally charts and picture graphs.
  • d. Summarize tally chart data using words that compare amounts.