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## MATH

**Hampton School DistrictMath Competencies and Standards for Grade 1 **

**OPERATIONS AND ALGEBRAIC THINKING**

▪ Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

▪ Add and subtract within 20.

▪ Apply properties of operations as strategies to add and subtract. Ex. If 8+3=11 is known, then 3+8=11 is also known (Commutative Property); 2+6+4= 2+10 =12. (Associative Property).

▪ Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

▪ Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 20.

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

▪ Understand subtraction as an unknown-addend problem. Ex. subtract 10 – 8 by finding the number that makes 10 when added to 8

▪ Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Ex. true or false: 6=6, 7=8–1, 5+2=2+5, 4+1=5+2.

▪ Work with addition and subtraction equations.**NUMBER AND OPERATIONS IN BASE TEN**

▪ 10 can be thought of as a bundle of ten ones — called a “ten.”

▪ Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and amultiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

▪ Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

▪ 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.

▪ Extend the counting sequence.

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

▪ Relate the addition strategy used to a written method and explain the reasoning used.

▪ Relate the subtraction strategy used to a written method and explain the reasoning used.

▪ Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

▪ 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).

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

▪ Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

▪ Understand place value. Use place value understanding and properties of operations to add and subtract.**MEASUREMENT AND DATA**

▪ 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.

▪ 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 end to end.

▪ Measure lengths indirectly and by iterating length units.

▪ Order three objects by length.

▪ Organize, represent, and interpret data with up to three categories.

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

▪ 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 measure to whole units)**GEOMETRY**

▪ Build and draw shapes to possess defining attributes.

▪ Compose two-dimensional shapes or three-dimensional shapes to create a composite shape, and compose new shapes from the composite shape.

▪ Describe the whole as two of, or four of the shares.

▪ Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size).

▪ 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.

▪ Understand when partitioning rectangles and circles into equal shares, decomposing into more equal shares creates smaller shares.**Hampton School DistrictMath Competencies and Standards for Grade 1 This report was created with tools provided by Revolutionary Schools.To learn more, visit www.RevolutionarySchools.com.**