1.OA.1: 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.
 I can use a symbol
(e.g. ?, x) to represent an unknown number in
a problem.
 I can determine the
operation to solve word problems with unknowns.
 I can solve word
problems by adding 3 numbers in different ways.
1.OA.2: 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.
 I can add 3 numbers.
 I can identify
parts/addends in a word problem.
 I can show how to
solve word problems.
1.OA.3: Apply properties of operations
as strategies to add and subtract.
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.)
 I can explain how
properties of addition and subtraction work.
 I can use strategies
to solve addition and subtraction problems.
1.OA.4: Understand subtraction as an
unknownaddend problem. For example, subtract 10 – 8 by finding the number
that makes 10 when added to 8.
 I can identify the
unknown in a subtraction problem.
 I can solve
subtraction problems to find the missing addend.
 I can explain the
relationship of addition and subtraction.
1.OA.6: Add and subtract within 20,
demonstrating fluency for addition and subtraction within 10. Use mental
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).
 I can add within 20.
 I can subtract within 20.
 I can use strategies to add and subtract
within 20.
 I can add fluently within 10.
 I can subtract fluently within 10.
1.OA.8: Determine the unknown whole
number in an addition or subtraction equation relating 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 = .
 I can recognize
partpartwhole relationships of three numbers
 I can determine the
missing value in an addition equation.
 I can determine the
missing value in a subtraction problem.
1.NBT.3: Compare two twodigit numbers
based on meanings of the tens and ones digits, recording the results of
comparisons with the symbols >, =, and <.
·
I
can identify the value of each digit in a twodigit number.
·
I
can explain what each symbol means (>, <, =).
·
I
can compare two 2 digit numbers.
·
I
can use >, <, = symbols to compare two 2 digit numbers.
1.NBT.4: Add within 100, including adding
a twodigit number and a onedigit number, and adding a twodigit 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 twodigit
numbers, one adds tens and tens, ones and ones; and sometimes it is
necessary to compose a ten.
·
I can show that in adding 2 digit numbers, you
add ones to ones and tens to tens.
·
I can recognize when to regroup to compose
(make) a ten.
·
I can add a 2 digit number and a 1 digit number
within 100.
·
I can add a 2 digit number and 1 digit number
with regrouping within 100.
·
I can add a 2 digit number and a multiple of 10
within 100.
·
I can relate the strategy to an equation.
·
I can explain why I used a chosen strategy to
solve a written equation.
