South Carolina flagSouth Carolina: Grade 1 Math Standards

38 standards · 4 domains

ALGEBRAIC THINKING AND OPERATIONS

  • 1.ATO.1 Solve real-world/story problems using addition (as a joining action and as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 20 with unknowns in all positions.
  • 1.ATO.2 Solve real-world/story problems that include three whole number addends whose sum is less than or equal to 20.
  • 1.ATO.3 Apply Commutative and Associative Properties of Addition to find the sum (through 20) of two or three addends.
  • 1.ATO.4 Understand subtraction as an unknown addend problem.
  • 1.ATO.5 Recognize how counting relates to addition and subtraction.
  • 1.ATO.6 Demonstrate:
  • 1.ATO.6a Addition and subtraction through 20.
  • 1.ATO.6b Fluency with addition and related subtraction facts through 10.
  • 1.ATO.7 Understand the meaning of the equal sign as a relationship between two quantities sameness) and determine if equations involving addition and subtraction are true.
  • 1.ATO.8 Determine the missing number in addition and subtraction equations within 20.
  • 1.ATO.9 Create, extend and explain using pictures and words for:
  • 1.ATO.9a Repeating patterns (e.g., AB, AAB, ABB, and ABC type patterns).
  • 1.ATO.9b Growing patterns (between 2 and 4 terms/figures).

GEOMETRY

  • 1.G.1 Distinguish between a two-dimensional shape’s defining (e.g., number of sides) and non-defining attributes (e.g., color).
  • 1.G.2 Combine two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, rhombus, and trapezoid) or three-dimensional shapes (i.e., cube, rectangular prism, cone, and cylinder) in more than one way to form a composite shape.
  • 1.G.3 Partition two-dimensional shapes (i.e., square, rectangle, circle) into two or four equal parts.
  • 1.G.4 Identify and name two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, rhombus, trapezoid, and circle).

MEASUREMENT AND DATA ANALYSIS

  • 1.MDA.1 Order three objects by length using indirect comparison.
  • 1.MDA.2 Use nonstandard physical models to show the length of an object as the number of same size units of length with no gaps or overlaps.
  • 1.MDA.3 Use analog and digital clocks to tell and record time to the hour and half hour.
  • 1.MDA.4 Collect, organize, and represent data with up to 3 categories using object graphs, picture graphs, t-charts and tallies.
  • 1.MDA.5 Draw conclusions from given object graphs, picture graphs, t-charts, tallies, and bar graphs.
  • 1.MDA.6 Identify a penny, nickel, dime and quarter and write the coin values using a ȼ symbol.

NUMBER SENSE AND BASE TEN

  • 1.NSBT.1 Extend the number sequence to:
  • 1.NSBT.1a Count forward by ones to 120 starting at any number.
  • 1.NSBT.1b Count by fives and tens to 100, starting at any number.
  • 1.NSBT.1c Read, write and represent numbers to 100 using concrete models, standard form, and equations in expanded form.
  • 1.NSBT.1d Read and write in word form numbers zero through nineteen, and multiples of ten through ninety.
  • 1.NSBT.2 Understand place value through 99 by demonstrating that:
  • 1.NSBT.2a Ten ones can be thought of as a bundle (group) called a “ten”.
  • 1.NSBT.2b The tens digit in a two-digit number represents the number of tens and the ones digit represents the number of ones.
  • 1.NSBT.2c Two-digit numbers can be decomposed in a variety of ways (e.g., 52 can be decomposed as 5 tens and 2 ones or 4 tens and 12 ones, etc.) and record the decomposition as an equation.
  • 1.NSBT.3 Compare two two-digit numbers based on the meanings of the tens and ones digits, using the words greater than, equal to, or less than.
  • 1.NSBT.4 Add through 99 using concrete models, drawings, and strategies based on place value to:
  • 1.NSBT.4a Add a two-digit number and a one-digit number, understanding that sometimes it is necessary to compose a ten (regroup).
  • 1.NSBT.4b Add a two-digit number and a multiple of 10.
  • 1.NSBT.5 Determine the number that is 10 more or 10 less than a given number through 99 and explain the reasoning verbally and with multiple representations, including concrete models.
  • 1.NSBT.6 Subtract a multiple of 10 from a larger multiple of 10, both in the range 10 to 90, using concrete models, drawings, and strategies based on place value.