Grade 1 Math South Dakota Standards

Distinguish between defining attributes (such as triangles are three-sided) and non-defining attributes (such as color, orientation, or size).

Use defining attributes to build and draw shapes.

Compose and identify two-dimensional shapes including triangles, squares, rectangles, trapezoids, circles, half-circles, and quarter-circles.

Identify right rectangular prisms (three-dimensional solids with rectangular faces).

Partition circles and rectangles into two and four equal parts and describe the parts using the words halves, fourths, and quarters and understand that more equal shares create small shares.

Order three objects by length; compare the lengths of two objects indirectly by using a third object.

Measure the length of an object by lining up same-size units with no gaps or overlaps and counting the number of units.

Tell and write time to half-hour and hour intervals on analog and digital clocks.

Identify coins by name and value, including penny, nickel, dime, and quarter.

Find the value of combinations of U.S. coins up to one dollar using pennies, nickels and dimes and represent with ¢.

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

Interpret and compare data represented in a picture/bar graph or tally chart.

Fluently add within 20.

Fluently subtract within 20.

Recall from memory addition facts within 10.

Recall from memory subtraction facts within 10.

Mentally find 10 more or 10 less than a given two-digit number.

Count to 120 by 10s.

Count forward and backward from any number within 120.

Read, write, and identify numbers from 0 to 120.

Compose and decompose two-digit numbers into tens and ones.

Represent two-digit numbers (drawings, ten-frames, connecting cubes, base-ten blocks, place value chart, etc.).

Count objects up to 120 using groups of tens and ones.

Compare two two-digit numbers using the symbols <, >, =, based on the value of the 10s and 1s in the given numbers.

Understand counting on as addition and counting back as subtraction.

Apply the understanding of the equal sign to determine if equations involving addition or subtraction are true or false.

Given an addition or subtraction equation, find an unknown value in any position.

Demonstrate understanding of addition problems using properties (commutative, associative, and additive identity) within 20.

Solve addition and subtraction problems within 20, using objects, drawings, number line, or equations with a symbol for the unknown number.

Solve addition and subtraction word problems within 20, including problems with 3 whole addends.

Given a number within 100, add and subtract multiples of 10 within 100 using multiple strategies that reflect an understanding of place value.

Add a two-digit and one-digit number (with or without regrouping) using multiple strategies that reflect an understanding of place value.

Subtract a two digit and one digit number (with or without borrowing) using multiple strategies that reflect an understanding of place value.

Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences).

Demonstrate understanding of inverse operations between addition and subtraction by creating equivalent equations within 20.

Geometry

Numbers

Measurement

Mathematical Fluency

Operations and Algebraic Thinking

Number Operations

Data

Time and Money

Shapes

Measurement Concepts

Names, Sequence, and Comparison

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 and Identify regular and irregular two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) and compose three-dimensional shapes (cubes, spheres, 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 master formal names such as "right rectangular prism.")

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.

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 in hours and half-hours using analog and digital clocks.

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.

Identify nickels and understand that five pennies can be thought of as a nickel. Identify dimes and understand ten pennies can be thought of as a dime. Count the value of a set of coins comprised of pennies, nickels, and dimes.

In the range of 0 - 120

Count on from any given number.

Read and write numerals.

Represent a number of objects with a written numeral.

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, recording the results of comparisons with the symbols <, =, and >.

Add and subtract within 100.

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 (sums within 100) add 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.

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.

Apply commutative, associative, and additive identity properties of operations as strategies to add. (Students need not use formal terms for these properties.) 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 + 10 = 12. (Associative property of addition.) 8 + 0 = 8 (Additive Identity property)

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

Understand counting on as addition and counting back as subtraction e.g. 5, (6,7,8) means 5 + 3 and 5, (4,3,2) means 5-3.

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making 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).

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.

Determine the unknown whole number in an addition or subtraction equation relating to 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 = ? .

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments 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.

Operations and Algebraic Thinking

Represent and interpret data.

Reason with shapes and their attributes.

Understand Place Value

Use place value understanding and properties of operation to add and subtract

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

Work with addition and subtraction equations.

Work with time and money.

Extend the counting sequence.

Geometry

Represent and solve problems involving addition and subtraction.

Measurement and Data

Standards for Mathematical Practice

Number and Operation in Base Ten

Add and Subtract with in 20.

Measure lengths indirectly and by iterating length units.