North Carolina: Grade 1 Math Standards

44 standards · 4 domains

GEOMETRY

NC.1.G.1.a Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles.
NC.1.G.1.b Building cubes, rectangular prisms, cones, spheres, and cylinders.
NC.1.G.2.a Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape.
NC.1.G.2.b Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape.
NC.1.G.3.a Describe the shares as halves and fourths, as half of and fourth of.
NC.1.G.3.b Describe the whole as two of, or four of the shares.
NC.1.G.3.c Explain that decomposing into more equal shares creates smaller shares.

NC.1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
NC.1.MD.2.a Express the length of an object as a whole number of non-standard length units.
NC.1.MD.2.b Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps.
NC.1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.
NC.1.MD.4.a Ask and answer questions about the total number of data points.
NC.1.MD.4.b Ask and answer questions about how many in each category.
NC.1.MD.4.c Ask and answer questions about how many more or less are in one category than in another.
NC.1.MD.5 Identify quarters, dimes, and nickels and relate their values to pennies.

NC.1.NBT.1 Count to 150, starting at any number less than 150.
NC.1.NBT.2.a Unitize by making a ten from a collection of ten ones.
NC.1.NBT.2.b Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
NC.1.NBT.2.c Demonstrate that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens, with 0 ones.
NC.1.NBT.3 Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
NC.1.NBT.4.a A two-digit number and a one-digit number
NC.1.NBT.4.b A two-digit number and a multiple of 10
NC.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
NC.1.NBT.6.a Concrete models and drawings
NC.1.NBT.6.b Number lines
NC.1.NBT.6.c Strategies based on place value
NC.1.NBT.6.d Properties of operations
NC.1.NBT.6.e The relationship between addition and subtraction
NC.1.NBT.7 Read and write numerals, and represent a number of objects with a written numeral, to 100.

NC.1.OA.1.a Add to/Take from-Change Unknown
NC.1.OA.1.b Put together/Take Apart-Addend Unknown
NC.1.OA.1.c Compare-Difference Unknown
NC.1.OA.2 Represent and solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, by using objects, drawings, and equations with a symbol for the unknown number.
NC.1.OA.3 Apply the commutative and associative properties as strategies for solving addition problems.
NC.1.OA.4 Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem.
NC.1.OA.6.a Counting on
NC.1.OA.6.b Making ten
NC.1.OA.6.c Decomposing a number leading to a ten
NC.1.OA.6.d Using the relationship between addition and subtraction
NC.1.OA.6.e Using a number line
NC.1.OA.6.f Creating equivalent but simpler or known sums
NC.1.OA.7 Apply understanding of the equal sign to determine if equations involving addition and subtraction are true.
NC.1.OA.8 Determine the unknown whole number in an addition or subtraction equation involving three whole numbers.
NC.1.OA.9 Demonstrate fluency with addition and subtraction within 10.