Grade 1 Math Wisconsin standards Standards

Not applicable. See M.EE.1.OA.5.

Not applicable. See M.EE.3.OA.6.

Not applicable. See M.EE.1.NBT.4 and M.EE.1.NBT.6.

Not applicable. See M.EE.6.EE.3 and M.EE.N.CN.2.

Geometry

Measurement and Data

Number and Operations in Base Ten

Operations and Algebraic Thinking

Reason with shapes and their attributes.

Measure lengths indirectly and by iterating length units.

Tell and write time.

Represent and interpret data.

Extend the counting sequence.

Understand place value.

Use place value understanding andproperties of operations to add and subtract.

Represent and solve problems involving addition and subtraction.

Understand and apply properties of operations and the relationship between addition and subtraction.

Add and subtract within 20.

Work with addition and subtraction equations

Identify the relative position of objects that are on, off, in, and out.

Sort shapes of the same size and orientation including circles, squares, rectangles, and triangles.

Put together two shapes to make a shape that relates to the whole (e.g., two semicircles to make a circle,two squares to make a rectangle).

Compare lengths to identify which is longer/shorter or taller/shorter. Compare lengths to identify which is longer/shorter or taller/shorter.

Compare lengths to identify which is longer/shorter or taller/shorter.

Understand concepts of time.

Demonstrate an understanding of tomorrow, yesterday, and today.

Demonstrate an understanding of morning, afternoon, day, and night.

Identify activities that come before, next, and after.

Demonstrate an understanding that telling time is the same every day.

Organize objects into categories by sorting (e.g., color, size, shape). Count the number of objects in each category and identify the category with the most objects.

Know the count sequence and understand numbers and quantities.

Count by ones to 30.

Count up to 10 objects and representthe quantity withthe corresponding numeral.

Create sets of 10.

Compare two groups of 10 or fewer items when the number of items in each group is similar.

Compose quantities less than or equal to five in more than one way.

Decompose quantities less than or equalto five in more than one way.

Represent addition and subtraction e.g., by using objects, fingers, mental images, drawings, sounds (e.g., claps), or acting out situations.

Use “putting together” to solve problems with two sets.

Relate counting to addition and subtraction.

Use manipulatives or visual representations to indicate the number that results when adding one more.

Apply knowledge of “one less” to subtract one from a number.

Recognize two groups that have the same or equal quantity.

Geometry

Measurement and Data

Number and Operations in Base Ten

Operations and Algebraic Thinking

Standards for Mathematical Practice

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, orientation, overall size); build and draw shapes to possess defining attributes.

Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional 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. Student use of formal names such as "right rectangular prism" is not expected.

Partition circles and rectangles into two and four equal shares, describe and count the shares using the words halves and fourths, and use the phrases half of and fourth of the whole. Describe the whole as being two of the shares, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

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.

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.

Tell and write time.

Tell and write time in hours and half-hours using analog and digital clocks.

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.

Extend the counting sequence.

Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

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:

10 can be thought of as a bundle of ten ones -- called a "ten".

The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Compare two two-digit numbers based on meanings of the tens and ones digits and describe the result of the comparison using words and symbols ( >, =, and < ).

Use place value understanding and properties of operations to add and subtract.

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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.

Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (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.

Represent and solve problems involving addition and subtraction.

Use addition and subtraction within 20 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.

Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Understand and apply properties of operations and the relationship between addition and subtraction.

Apply properties of operations as strategies to add and subtract.

Understand subtraction as an unknown-addend problem.

Add and subtract within 20.

Use counting and subitizing strategies to explain addition and subtraction.

Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Use conceptual subitizing in unstructured arrangements with totals up to 10 and structured arrangements anchored to 5 or 10 (e.g., 10 frames, double ten frames, math rack/rekenrek) with totals up to 20 to relate the compositions and decompositions to addition and subtraction.

Use multiple strategies to add and subtract within 20.

Flexibly and efficiently add and subtract within 10 using strategies that may include mental images and composing/decomposing up to 10.

Add and subtract within 20 using objects, drawings or equations. Use multiple strategies that may include counting on; making a ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14) ; decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 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).

Work with addition and subtraction equations.

Understand the meaning of the equal sign as "has the same value/amount as" and determine if equations involving addition and subtraction are true or false.

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments, and appreciate and critique the reasoning of others.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeated reasoning.