CC.1.OA.1 Represent and solve problems involving addition and subtraction. Use addition and subtraction within 2 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. GA.1.N.3 Students will add and subtract numbers less than 1, as well as understand and use GA.1.N.3.h Solve and create word problems involving addition and subtraction to 1 without P a g e 1 Grade Difference CC.1.OA.2 Represent and solve problems involving addition and subtraction. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 2, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. GA.1.N.3 Students will add and subtract numbers less than 1, as well as understand and use GA.1.N.3.h Solve and create word problems involving addition and subtraction to 1 without CC.1.OA.3 Understand and apply properties of operations and the relationship between addition and subtraction. Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 1 = 12. (Associative property of addition.) (Students need not use formal terms for these properties.) GA.1.N.3 Students will add and subtract numbers less than 1, as well as understand and use GA.2.N.2 Students will build fluency with multi-digit addition and subtraction. GA.2.N.2.d Use basic properties of addition (commutative, associative, and identity) to simplify problems (e.g. 98 + 17 by taking two from 17 and adding it to the 98 to make 1 and replacing the original problem by the sum 1 + 15). CC.1.OA.4 Understand and apply properties of operations and the relationship between addition and subtraction. Understand subtraction as an unknown-addend problem. For example, subtract 1 8 by finding the number that makes 1 when added to 8. GA.1.N.3 Students will add and subtract numbers less than 1, as well as understand and use GA.1.N.3.d Understand a variety of situations to which subtraction may apply: taking away from a set, comparing two sets, and determining how many more or how many less. GA.2.N.2 Students will build fluency with multi-digit addition and subtraction. September, 21 All Rights Reserved
P a g e 2 CC.1.OA.5 Add and subtract within 2. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). GA.1.N.3 Students will add and subtract numbers less than 1, as well as understand and use GA.1.N.3.b Skip-count by 2s, 5s, and 1s, forward and backwards; to and from numbers up to 1. CC.1.OA.6 Add and subtract within 2. Add and subtract within 2, demonstrating fluency for addition and subtraction within 1. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 1 + 4 = 14); decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 = 1 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). GA.1.N.3 Students will add and subtract numbers less than 1, as well as understand and use CC.1.OA.7 Work with addition and subtraction equations. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. CC.1.OA.8 Work with addition and subtraction equations. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = _ 3, 6 + 6 = _. GA.2.N.5.a Include the use of boxes or to represent a missing value. CC.1.NBT.1 Extend the counting sequence. Count to 12, starting at any number less than 12. In this range, read and write numerals and represent a number of objects with a written numeral. GA.1.N.1 Students will estimate, model, compare, order, and represent whole numbers up to 1. GA.1.N.1.a Represent numbers up to 1 using a variety of models, diagrams, and number sentences. Represent numbers larger than 1 in terms of tens and ones using manipulatives and pictures. GA.1.N.1.b Correctly count and represent the number of objects in a set using numerals. GA.2.N.1 Students will use multiple representations of numbers to connect symbols to quantities. GA.2.N.1.a Represent numbers using a variety of models, diagrams, and number sentences (e.g., 473 represented as 4, + 7 + 3, and units, 47 hundreds + 3, or 4,5 + 23). September, 21 All Rights Reserved
P a g e 3 CC.1.NBT.2 Understand place value. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: -- a. 1 can be thought of as a bundle of ten ones called a ten. -- b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. -- c. The numbers 1, 2, 3, 4, 5, 6, 7, 8, 9 refer to one, two, three, four, five, six, seven, eight, or nine tens (and ones). GA.1.N.2 Students will understand place value notation for the numbers 1 to 99. (Discussions may allude to 3-digit numbers to assist in understanding place value.) GA.1.N.2.a Determine to which ten a given number is closest using tools such as a sequential number line or chart. GA.1.N.2.b Represent collections of less than 3 objects with 2-digit numbers and understand the meaning of place value. GA.1.N.2.c Decompose numbers from 1 to 99 as the appropriate number of tens and ones. CC.1.NBT.3 Understand place value. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. GA.1.N.1 Students will estimate, model, compare, order, and represent whole numbers up to 1. GA.1.N.1.c Compare small sets using the terms greater than, less than, and equal to. CC.1.NBT.4 Use place value understanding and properties of operations to add and subtract. Add within 1, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 1, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. GA.1.N.3 Students will add and subtract numbers less than 1, as well as understand and use GA.1.N.3.a Identify one more than, one less than, 1 more than, and 1 less than a given number. GA.1.N.3.g Apply addition and subtraction to 2 digit numbers without regrouping (e.g.15 + 4, 8-6, 56 + 1, 1-3, 52 + 5). GA.2.N.2 Students will build fluency with multi-digit addition and subtraction. GA.2.N.2.a Correctly add and subtract two whole numbers up to three digits each with regrouping. GA.2.N.2.c Use mental math strategies such as benchmark numbers to solve problems. GA.2.N.2.d Use basic properties of addition (commutative, associative, and identity) to simplify problems (e.g. 98 + 17 by taking two from 17 and adding it to the 98 to make 1 and replacing the original problem by the sum 1 + 15). CC.1.NBT.5 Use place value understanding and properties of operations to add and subtract. Given a two-digit number, mentally find 1 more or 1 less than the number, without having to count; explain the reasoning used. GA.1.N.3 Students will add and subtract numbers less than 1, as well as understand and use GA.1.N.3.a Identify one more than, one less than, 1 more than, and 1 less than a given number. September, 21 All Rights Reserved
P a g e 4 CC.1.NBT.6 Use place value understanding and properties of operations to add and subtract. Subtract multiples of 1 in the range 1-9 from multiples of 1 in the range 1-9 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. GA.1.N.3 Students will add and subtract numbers less than 1, as well as understand and use GA.1.N.3.g Apply addition and subtraction to 2 digit numbers without regrouping (e.g.15 + 4, 8-6, 56 + 1, 1-3, 52 + 5). GA.1.N.3.h Solve and create word problems involving addition and subtraction to 1 without CC.1.MD.1 Measure lengths indirectly and by iterating length units. Order three objects by length; compare the lengths of two objects indirectly by using a third object. GA.1.M.1 Students will compare and/or order the length, height, weight, or capacity of two or more objects by using direct comparison or a nonstandard unit. GA.1.M.1.a Directly compare and/or order length, height, weight, and capacity of concrete objects. GA.1.M.1.b Estimate and measure using a non-standard unit that is smaller than the object to be measured. CC.1.MD.2 Measure lengths indirectly and by iterating length units. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. GA.1.M.1 Students will compare and/or order the length, height, weight, or capacity of two or more objects by using direct comparison or a nonstandard unit. GA.1.M.1.b Estimate and measure using a non-standard unit that is smaller than the object to be measured. GA.1.M.1.c Measure with a tool by creating a "ruled" stick, tape, or container by marking off ten segments of the repeated single unit. CC.1.MD.3 Tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. GA.1.M.2 Students will develop an understanding of the measurement of time. GA.1.M.2.a Tell time to the nearest hour and half hour and understand the movement of the minute hand and how it relates to the hour hand. CC.1.MD.4 Represent and interpret data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. GA.1.D.1 Students will create simple tables and graphs and interpret them. GA.1.D.1.a Interpret tally marks, picture graphs, and bar graphs. GA.1.D.1.b Pose questions, collect, sort, organize and record data using objects, pictures, tally marks, picture graphs, and bar graphs. CC.1.G.1 Reason with shapes and their attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, September, 21 All Rights Reserved
P a g e 5 orientation, overall size); for a wide variety of shapes; build and draw shapes to possess defining attributes. GA.1.G.1 Students will study and create various two and three-dimensional figures and identify basic figures (squares, circles, triangles, and rectangles) within them. GA.1.G.1.a Build, draw, name, and describe triangles, rectangles, pentagons, and hexagons. GA.1.G.2 Students will compare, contrast, and/or classify geometric shapes by the common attributes of position, shape, size, number of sides, and number of corners. CC.1.G.2 Reason with shapes and their attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as right rectangular prism. ) GA.1.G.1 Students will study and create various two and three-dimensional figures and identify basic figures (squares, circles, triangles, and rectangles) within them. GA.1.G.1.c Create pictures and designs using shapes, including overlapping shapes. GA.K.G.1 Students will correctly name simple two and three-dimensional figures, and recognize them in the environment. GA.K.G.1.d Combine basic figures to form other basic and complex figures into basic figures; decompose basic and complex figures into basic figures. 1 1 CC.1.G.3 Reason with shapes and their attributes. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. GA.1.N.4 Students will count collections of up to 1 objects by dividing them into equal parts and represent the results using words, pictures, or diagrams. GA.1.N.4.a Use informal strategies to share objects equally between two to five people. GA.1.N.4.c Identify, label, and relate fractions (halves, fourths) as equal parts of a collection of objects or a whole using pictures and models. GA.1.N.4.d Understand halves and fourths as representations of equal parts of a whole. GA.2.N.4 Students will understand and compare fractions. GA.2.N.4.a Model, identify, label, and compare fractions (thirds, sixths, eighths, tenths) as a representation of equal parts of a whole or of a set. September, 21 All Rights Reserved