Please copy and paste this embed script to where you want to embed

First Grade Common Core

Math Assessments

Created by Brandi Wayment

The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief State School Officers. Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. ©

This product is the work of Brandi Wayment. It is intended to support the implementation of the CCSS. No approval by, nor association with, the creators of the CCSS is intended or implied. Copyright 2014 Brandi Wayment All rights reserved by author Permission to copy for single classroom use only. ©

Operations and Algebraic Thinking •

•

•

•

•

•

•

•

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, objects, drawings, and equations 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 Apply properties of operations as strategies to add and subtract Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction Add and subtract within 20, demonstrating fluency for addition and subtractions within 10. Understand Underst and the meaning of the equal sign, and determine if equations involving addition and subtraction are true or o r false. false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief State School Ofﬁcers. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Ofﬁcers. All

1.OA.A.1

Name """"""""""""""""""""

Sam had 6 oranges. Jeff gave him 8 more. How many oranges does Sam have now?

Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.1

Name """"""""""""""""""""

Beth Beth has already picked 12 cherries. How many more does she need to pick to have 17 cherries?

Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.1

Name """"""""""""""""""""

Mom put some apples in a basket. basket. Dad added 7 more to the basket. Now mom has 15 apples in the basket. How many did mom have to begin with?

Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.1

Name """"""""""""""""""""

Jenn had 12 peaches. She gave 5 to the neighbors. How many does she have left?

Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.1

Name """"""""""""""""""""

Mom had 14 lemons. She used some when making dinner. Now she has 5 lemons left. How many did she use?

Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.1

Name """"""""""""""""""""

Dad picked some oranges. He gave 8 to Grandma. Now he has 7 left. How many oranges did he pick?

Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.1

Name """"""""""""""""""""

Josh picked 5 green apples and 6 red apples. How many apples did he pick?

Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.1

Name """"""""""""""""""""

Mom used 9 apples to make some apple turnovers. 3 of the apples were red but the rest were green. How many green apples did she use? Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.1

Name """"""""""""""""""""

Dad picked 8 lemons and Mom picked 17 lemons. How many more lemons did Mom pick? Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.1

Name """"""""""""""""""""

Jon picked 7 apples. Brett picked 9 more than Jon. Jon. How many apples apples did did Brett pick? Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.1

Name """"""""""""""""""""

Grandma picked 18 peaches. She picked 5 more than Jeff. How many peaches did Jeff pick? Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.2

Name """"""""""""""""""""

When Mom cleaned out the backseat she found 3 rings, 5 bracelets and 8 earrings. How many pieces of jewelry did she find?

Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.2

Name """"""""""""""""""""

I opened the ice chest and found 5 waters, 6 orange sodas and 2 root beers. How many drinks are there?

Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.2

Name """"""""""""""""""""

Grandpa has a lot of animals in his barn. There are 3 cows, 5 horses and 6 pigs. How many animals does Grandpa have?

Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

Name """"""""""""""""""""

1.OA.B.3

Write all of the number sentences that belong to each fact triangle.

""""" # """"" $ """"" """""

10

""""" # """"" $ """"" """"" """"" % """"" $ """"" """""

3

7

9

""""" % """"" $ """"" """""

""""" # """"" $ """"" """"" """"" # """"" $ """"" """"" """"" % """"" $ """"" """""

5

4 """"" % """"" $ """"" """""

Name """"""""""""""""""""

1.OA.B.3 Fill in the blanks to make each number sentence sentence correct.

2+6+4=

+ +

3+3+1=

+ +

5+4+1=

+ +

___

___

___

___

___

___

+ +

=2+3+1

+ +

=1+2+5

___

___

___

___

Name """"""""""""""""""""

1.OA.B.4

When solving

When solving

10 – 6 =

7–2=

it is helpful to know that

6+

= 10

Knowing that

4+

= 10

it is helpful to know that

2+

What addition problem could help you solve 8-3=

can help you solve

10 -

=4

What addition problem could help you solve 12 - 7 =

?

____ + ____ = ____

=7

?

____ + ____ = ____ Knowing that

8+

= 10

can help you solve

10 -

=8

1.OA.C.5

Name """"""""""""""""""""

Solve each problem by using the number line to count on.

9+6= 5 + 12 = 7+8= 42 + 7 =

21 + 5 =

1.OA.C.6

Name """"""""""""""""""""

Addition to 10

6+4=

3+4=

3+2=

3+3=

7+1=

4+5=

5+3=

1+3=

7+0=

2+4=

1.OA.C.6

Name """"""""""""""""""""

Addition to 20

16 + 4 =

6+6=

8+7=

3 + 14 =

7+5=

9+9=

12 + 3 =

5+6=

7+9=

7 + 10 =

1.OA.C.6

Name """"""""""""""""""""

Subtrac Subtraction tion within w ithin 10

6-4=

9-4=

3-2=

10 - 2 =

7-1=

8-6=

5-3=

4-3=

7-0=

9-0=

1.OA.C.6

Name """"""""""""""""""""

Subtrac Subtraction tion within w ithin 20

16 - 4 =

15 - 4 =

13 - 5 =

16 - 2 =

17 - 6 =

20 - 1 =

15 - 3 =

18 - 9 =

12 - 4 =

15 - 5 =

1.OA.C.6

Name """"""""""""""""""""

Mixed Addition and Subtraction within 10

6+4=

3+3=

9-2=

10 - 5 =

7+1=

8-6=

5+3=

4+3=

7-0=

9+1=

1.OA.C.6

Name """"""""""""""""""""

Mixed Addition and Subtraction within 20

16 + 4 =

13 + 3 =

19 - 2 =

16 - 5 =

17 + 1 =

14 - 6 =

15 + 3 =

9+5=

12 - 0 =

6+8=

1.OA.D.7

Name """"""""""""""""""""

Decide whether each number sentence is true or false.

3+3=5+1 4+1=2+3 9–6=1+3 4+5=6+3 5+5=6+4

true false true false true false true false true false

Name """"""""""""""""""""

1.OA.D.7

Fill in the blank to make each number sentence true.

4+3=5+ ___

+3=5+1

9–4= 4+

___

+ + 3

___

= = 2 + 3

___

5+5=6+

___

Name """"""""""""""""""""

1.OA.D.8

6+

= = 10

__

+ + 5 = 8

__

6=

+ + 2

__

4+3=

__

12 -

= = 3

__

- 4 = 6

__

8=4+

2+

= = 5

5–3=

6-

= = 2

__

__

__

__

Numbers and operations in Base Ten •

•

Count to 120, starting at any number less than 120. In this range, read and write numbers and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represents amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones – called a “ten” b. The numbers from 11 to 19 are composed of a ten and ones c. Numbers 10, 20, etc. refer to a number with tens and no ones

•

•

•

•

Compare two two-digit two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols , and = Add within 100, including adding a two-digit number and a onedigit number, and adding a tw two-digit o-digit number and a multiple of 10, using concrete models or drawings. Understand that in adding two-digit numbers, one adds tens and tens, tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally mentally find 10 more or 10 less than the number, without having to to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the same range, using concrete concrete models or drawings.

The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief State School Ofﬁcers. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Ofﬁcers. All

Name """"""""""""""""""""

1.NBT.A.1 Continue Continue counting. counting.

83,

,

,

, 87

37,

,

,

, 41

98,

,

,

, ,

,

, 15, ,

, ,

, 107

Name """"""""""""""""""""

1.NBT.BA.1 Reading and

Writing Numbers

63

54

81

70

36

108

1.NBT.A.1 How How many are there?

Name """"""""""""""""""""

Name """"""""""""""""""""

1.NBT.B.2

54 tens tens

_____ ____ _

ones ones

____

89 tens tens

_____ ____ _

ones ones

____

38 tens tens

_____ ____ _

ones ones

____

26 tens tens

_____ ____ _

ones ones

____

1.NBT.B.2

Name """"""""""""""""""""

Use base ten pieces to build each number. Record how ho w you built built each each number number..

36 72 24 18 30

Name """"""""""""""""""""

1.NBT.B.2

tens tens

_____ ____ _

ones ones

____

The number is

____. ____ .

tens tens

_____ ____ _

ones ones

____

The number is

____. ____ .

1.NBT.B.3

Name """"""""""""""""""""

Compare each set of numbers by using the greater than, less than, or equal sign.

62 ___ 65 65 54 ___ 45 45 120 ___ 102 102 34 ___ 42 42 81 ___ 83 83 46 ___ 26 26

Name """"""""""""""""""""

1.NBT.C.4 Use base ten pieces to solve each equation.

63 + 5 = 35 + 20 = 106 + 9 = 48 + 6 =

1.NBT.C.4

Name """"""""""""""""""""

Solve each equation by sketching base ten pieces.

23 + 4 = 62 + 20 = 104 + 8 = 76 + 7 =

Name """"""""""""""""""""

1.NBT.C.5

Without counting, fill in the blank squares with the correct numbers. How did you know which number to write?

19 26 34

64

68

82 100

1.NBT.C.5

Name """"""""""""""""""""

Counting Counting by by tens. Writ Writee the missing numbers.

Name """"""""""""""""""""

1.NBT.C.6 Solve using base ten pieces.

1. 90 – 40 = 2. 40 – 20 = 3. 60 – 50 = 4. 30 – 10 = 5. 70 – 40 =

1.NBT.C.6 Solve by sketching. sketching.

1. 50 – 20 = 2. 60 – 10 = 3. 80 – 60 = 4. 40 – 30 = 5. 30 – 10 =

Name """"""""""""""""""""

Measurement and Data •

•

•

•

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; understand that the length measurement of an object is the number of same-size length units that span it. 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

The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief State School Ofﬁcers. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Ofﬁcers. All

1.MD.A.1

Name """"""""""""""""""""

Compare the length of the pencil, arrow arrow and paintbrush.

Which object is the longest? Which object is shorter than the pencil?

Which object is longer than the pencil?

Which object object is the short shortest? est?

1.MD.A.2

Name """"""""""""""""""""

How many cubes long is the pencil? How many cubes long is the arrow?

How many inches long is the pencil? How many inches long is the arrow?

1.MD.B.3 Telling time to the hour

Name """"""""""""""""""""

1.MD.B.3 Name """""""""""""""""""" Telling time to the half-hour

1.MD.B.3 Telling time

Name """"""""""""""""""""

1.MD.B.3 Name """""""""""""""""""" Read the time on each clock.

1.MD.B.3 Draw a line to the clocks that show the same time.

Name """"""""""""""""""""

Name """"""""""""""""""""

1.MD.C.4

Here are all of the animals on the farm:

Record all the animals on the farm in the graph below.

6 5 4 3 2 1

cows

horses

pigs

1. How many pigs are there? _______ 2. Which animal is there the most most of? _______

3. Are there more horses or pigs? _______ 4. How many more horses are there than cows? _____ 5. How many pigs and cows are there altogether? ____

Name """"""""""""""""""""

1.MD.C.4 At the school bake sale we sold:

Record all of the items sold in the graph. 7 6 5 4 3 2 1

cookies 1. 2. 3. 4.

pies

cupc cu pcakes akes

__________________ Which item sold the least? __________________ How many cookies and cupcakes were sold? _______ How many more cupcakes were sold than cookies? _____ What item sold the best?

Geometry •

•

•

Distinguish between defining attributes versus non-defining attributes; build and draw shapes to possess defining attributes Compose two-dimensional shapes or threedimensional shapes to create a composite shape, and compose new shapes from the composite shape Partition circles and rectangles into two and four equal shares, describe the shares using the words wor ds halves, hal ves, fourths, fourths, and quart quarters, ers, and a nd 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 in intto more equal shares shar es creates smaller shares.

The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief State School Ofﬁcers. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Ofﬁcers. All

Name """"""""""""""""""""

1.G.A.1

Draw each shape and decide if each statement is true or false.

Draw a triangle.

T F

A triangle is always red.

T F

A triangle always has 3 sides.

Draw a square. T F

A square always has 4 corners.

T F

A square is always green.

T F

Rect Rectangles have 3 corners. corners .

T F

Rect Rectangles have 4 sides.

T F

A circle has 4 corners.

T F

A circle circle has no straight straight sides.

Draw a rectangle.

Draw a circle.

1.G.A.2

Name """"""""""""""""""""

If you had to recreate this pattern with only triangles, how many triangles would you need?

1.G.A.2

Name """"""""""""""""""""

This is the pattern on a tile floor. What tiles would you need to finish the floor?

1.G.A.3

Name """"""""""""""""""""

Divide each shape into 2 equal shares.

Divide each shape into 4 equal shares.

Name """"""""""""""""""""

1.G.A.3

What part of each cookie is still there?

A

H

F

A

H

F

A

H

F

A

C

F

Credits A great big thanks to all the talented people who made my ideas look good!

!"#$#%&##$

Lovin-Lit www.teacherspayteachers.com/Store/Lovin-Lit

Connect wi with Me

Visit my

TpT Store

Thank you for downloading this product. I love to receive feedback, questions and suggestions. Please email me at: [email protected] [email protected]

View more...
Math Assessments

Created by Brandi Wayment

The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief State School Officers. Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. ©

This product is the work of Brandi Wayment. It is intended to support the implementation of the CCSS. No approval by, nor association with, the creators of the CCSS is intended or implied. Copyright 2014 Brandi Wayment All rights reserved by author Permission to copy for single classroom use only. ©

Operations and Algebraic Thinking •

•

•

•

•

•

•

•

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, objects, drawings, and equations 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 Apply properties of operations as strategies to add and subtract Understand subtraction as an unknown-addend problem. Relate counting to addition and subtraction Add and subtract within 20, demonstrating fluency for addition and subtractions within 10. Understand Underst and the meaning of the equal sign, and determine if equations involving addition and subtraction are true or o r false. false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief State School Ofﬁcers. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Ofﬁcers. All

1.OA.A.1

Name """"""""""""""""""""

Sam had 6 oranges. Jeff gave him 8 more. How many oranges does Sam have now?

Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.1

Name """"""""""""""""""""

Beth Beth has already picked 12 cherries. How many more does she need to pick to have 17 cherries?

Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.1

Name """"""""""""""""""""

Mom put some apples in a basket. basket. Dad added 7 more to the basket. Now mom has 15 apples in the basket. How many did mom have to begin with?

Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.1

Name """"""""""""""""""""

Jenn had 12 peaches. She gave 5 to the neighbors. How many does she have left?

Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.1

Name """"""""""""""""""""

Mom had 14 lemons. She used some when making dinner. Now she has 5 lemons left. How many did she use?

Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.1

Name """"""""""""""""""""

Dad picked some oranges. He gave 8 to Grandma. Now he has 7 left. How many oranges did he pick?

Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.1

Name """"""""""""""""""""

Josh picked 5 green apples and 6 red apples. How many apples did he pick?

Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.1

Name """"""""""""""""""""

Mom used 9 apples to make some apple turnovers. 3 of the apples were red but the rest were green. How many green apples did she use? Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.1

Name """"""""""""""""""""

Dad picked 8 lemons and Mom picked 17 lemons. How many more lemons did Mom pick? Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.1

Name """"""""""""""""""""

Jon picked 7 apples. Brett picked 9 more than Jon. Jon. How many apples apples did did Brett pick? Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.1

Name """"""""""""""""""""

Grandma picked 18 peaches. She picked 5 more than Jeff. How many peaches did Jeff pick? Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.2

Name """"""""""""""""""""

When Mom cleaned out the backseat she found 3 rings, 5 bracelets and 8 earrings. How many pieces of jewelry did she find?

Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.2

Name """"""""""""""""""""

I opened the ice chest and found 5 waters, 6 orange sodas and 2 root beers. How many drinks are there?

Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

1.OA.A.2

Name """"""""""""""""""""

Grandpa has a lot of animals in his barn. There are 3 cows, 5 horses and 6 pigs. How many animals does Grandpa have?

Problem:

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

Name """"""""""""""""""""

1.OA.B.3

Write all of the number sentences that belong to each fact triangle.

""""" # """"" $ """"" """""

10

""""" # """"" $ """"" """"" """"" % """"" $ """"" """""

3

7

9

""""" % """"" $ """"" """""

""""" # """"" $ """"" """"" """"" # """"" $ """"" """"" """"" % """"" $ """"" """""

5

4 """"" % """"" $ """"" """""

Name """"""""""""""""""""

1.OA.B.3 Fill in the blanks to make each number sentence sentence correct.

2+6+4=

+ +

3+3+1=

+ +

5+4+1=

+ +

___

___

___

___

___

___

+ +

=2+3+1

+ +

=1+2+5

___

___

___

___

Name """"""""""""""""""""

1.OA.B.4

When solving

When solving

10 – 6 =

7–2=

it is helpful to know that

6+

= 10

Knowing that

4+

= 10

it is helpful to know that

2+

What addition problem could help you solve 8-3=

can help you solve

10 -

=4

What addition problem could help you solve 12 - 7 =

?

____ + ____ = ____

=7

?

____ + ____ = ____ Knowing that

8+

= 10

can help you solve

10 -

=8

1.OA.C.5

Name """"""""""""""""""""

Solve each problem by using the number line to count on.

9+6= 5 + 12 = 7+8= 42 + 7 =

21 + 5 =

1.OA.C.6

Name """"""""""""""""""""

Addition to 10

6+4=

3+4=

3+2=

3+3=

7+1=

4+5=

5+3=

1+3=

7+0=

2+4=

1.OA.C.6

Name """"""""""""""""""""

Addition to 20

16 + 4 =

6+6=

8+7=

3 + 14 =

7+5=

9+9=

12 + 3 =

5+6=

7+9=

7 + 10 =

1.OA.C.6

Name """"""""""""""""""""

Subtrac Subtraction tion within w ithin 10

6-4=

9-4=

3-2=

10 - 2 =

7-1=

8-6=

5-3=

4-3=

7-0=

9-0=

1.OA.C.6

Name """"""""""""""""""""

Subtrac Subtraction tion within w ithin 20

16 - 4 =

15 - 4 =

13 - 5 =

16 - 2 =

17 - 6 =

20 - 1 =

15 - 3 =

18 - 9 =

12 - 4 =

15 - 5 =

1.OA.C.6

Name """"""""""""""""""""

Mixed Addition and Subtraction within 10

6+4=

3+3=

9-2=

10 - 5 =

7+1=

8-6=

5+3=

4+3=

7-0=

9+1=

1.OA.C.6

Name """"""""""""""""""""

Mixed Addition and Subtraction within 20

16 + 4 =

13 + 3 =

19 - 2 =

16 - 5 =

17 + 1 =

14 - 6 =

15 + 3 =

9+5=

12 - 0 =

6+8=

1.OA.D.7

Name """"""""""""""""""""

Decide whether each number sentence is true or false.

3+3=5+1 4+1=2+3 9–6=1+3 4+5=6+3 5+5=6+4

true false true false true false true false true false

Name """"""""""""""""""""

1.OA.D.7

Fill in the blank to make each number sentence true.

4+3=5+ ___

+3=5+1

9–4= 4+

___

+ + 3

___

= = 2 + 3

___

5+5=6+

___

Name """"""""""""""""""""

1.OA.D.8

6+

= = 10

__

+ + 5 = 8

__

6=

+ + 2

__

4+3=

__

12 -

= = 3

__

- 4 = 6

__

8=4+

2+

= = 5

5–3=

6-

= = 2

__

__

__

__

Numbers and operations in Base Ten •

•

Count to 120, starting at any number less than 120. In this range, read and write numbers and represent a number of objects with a written numeral. Understand that the two digits of a two-digit number represents amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones – called a “ten” b. The numbers from 11 to 19 are composed of a ten and ones c. Numbers 10, 20, etc. refer to a number with tens and no ones

•

•

•

•

Compare two two-digit two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols , and = Add within 100, including adding a two-digit number and a onedigit number, and adding a tw two-digit o-digit number and a multiple of 10, using concrete models or drawings. Understand that in adding two-digit numbers, one adds tens and tens, tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally mentally find 10 more or 10 less than the number, without having to to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the same range, using concrete concrete models or drawings.

The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief State School Ofﬁcers. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Ofﬁcers. All

Name """"""""""""""""""""

1.NBT.A.1 Continue Continue counting. counting.

83,

,

,

, 87

37,

,

,

, 41

98,

,

,

, ,

,

, 15, ,

, ,

, 107

Name """"""""""""""""""""

1.NBT.BA.1 Reading and

Writing Numbers

63

54

81

70

36

108

1.NBT.A.1 How How many are there?

Name """"""""""""""""""""

Name """"""""""""""""""""

1.NBT.B.2

54 tens tens

_____ ____ _

ones ones

____

89 tens tens

_____ ____ _

ones ones

____

38 tens tens

_____ ____ _

ones ones

____

26 tens tens

_____ ____ _

ones ones

____

1.NBT.B.2

Name """"""""""""""""""""

Use base ten pieces to build each number. Record how ho w you built built each each number number..

36 72 24 18 30

Name """"""""""""""""""""

1.NBT.B.2

tens tens

_____ ____ _

ones ones

____

The number is

____. ____ .

tens tens

_____ ____ _

ones ones

____

The number is

____. ____ .

1.NBT.B.3

Name """"""""""""""""""""

Compare each set of numbers by using the greater than, less than, or equal sign.

62 ___ 65 65 54 ___ 45 45 120 ___ 102 102 34 ___ 42 42 81 ___ 83 83 46 ___ 26 26

Name """"""""""""""""""""

1.NBT.C.4 Use base ten pieces to solve each equation.

63 + 5 = 35 + 20 = 106 + 9 = 48 + 6 =

1.NBT.C.4

Name """"""""""""""""""""

Solve each equation by sketching base ten pieces.

23 + 4 = 62 + 20 = 104 + 8 = 76 + 7 =

Name """"""""""""""""""""

1.NBT.C.5

Without counting, fill in the blank squares with the correct numbers. How did you know which number to write?

19 26 34

64

68

82 100

1.NBT.C.5

Name """"""""""""""""""""

Counting Counting by by tens. Writ Writee the missing numbers.

Name """"""""""""""""""""

1.NBT.C.6 Solve using base ten pieces.

1. 90 – 40 = 2. 40 – 20 = 3. 60 – 50 = 4. 30 – 10 = 5. 70 – 40 =

1.NBT.C.6 Solve by sketching. sketching.

1. 50 – 20 = 2. 60 – 10 = 3. 80 – 60 = 4. 40 – 30 = 5. 30 – 10 =

Name """"""""""""""""""""

Measurement and Data •

•

•

•

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; understand that the length measurement of an object is the number of same-size length units that span it. 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

The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief State School Ofﬁcers. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Ofﬁcers. All

1.MD.A.1

Name """"""""""""""""""""

Compare the length of the pencil, arrow arrow and paintbrush.

Which object is the longest? Which object is shorter than the pencil?

Which object is longer than the pencil?

Which object object is the short shortest? est?

1.MD.A.2

Name """"""""""""""""""""

How many cubes long is the pencil? How many cubes long is the arrow?

How many inches long is the pencil? How many inches long is the arrow?

1.MD.B.3 Telling time to the hour

Name """"""""""""""""""""

1.MD.B.3 Name """""""""""""""""""" Telling time to the half-hour

1.MD.B.3 Telling time

Name """"""""""""""""""""

1.MD.B.3 Name """""""""""""""""""" Read the time on each clock.

1.MD.B.3 Draw a line to the clocks that show the same time.

Name """"""""""""""""""""

Name """"""""""""""""""""

1.MD.C.4

Here are all of the animals on the farm:

Record all the animals on the farm in the graph below.

6 5 4 3 2 1

cows

horses

pigs

1. How many pigs are there? _______ 2. Which animal is there the most most of? _______

3. Are there more horses or pigs? _______ 4. How many more horses are there than cows? _____ 5. How many pigs and cows are there altogether? ____

Name """"""""""""""""""""

1.MD.C.4 At the school bake sale we sold:

Record all of the items sold in the graph. 7 6 5 4 3 2 1

cookies 1. 2. 3. 4.

pies

cupc cu pcakes akes

__________________ Which item sold the least? __________________ How many cookies and cupcakes were sold? _______ How many more cupcakes were sold than cookies? _____ What item sold the best?

Geometry •

•

•

Distinguish between defining attributes versus non-defining attributes; build and draw shapes to possess defining attributes Compose two-dimensional shapes or threedimensional shapes to create a composite shape, and compose new shapes from the composite shape Partition circles and rectangles into two and four equal shares, describe the shares using the words wor ds halves, hal ves, fourths, fourths, and quart quarters, ers, and a nd 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 in intto more equal shares shar es creates smaller shares.

The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief State School Ofﬁcers. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Ofﬁcers. All

Name """"""""""""""""""""

1.G.A.1

Draw each shape and decide if each statement is true or false.

Draw a triangle.

T F

A triangle is always red.

T F

A triangle always has 3 sides.

Draw a square. T F

A square always has 4 corners.

T F

A square is always green.

T F

Rect Rectangles have 3 corners. corners .

T F

Rect Rectangles have 4 sides.

T F

A circle has 4 corners.

T F

A circle circle has no straight straight sides.

Draw a rectangle.

Draw a circle.

1.G.A.2

Name """"""""""""""""""""

If you had to recreate this pattern with only triangles, how many triangles would you need?

1.G.A.2

Name """"""""""""""""""""

This is the pattern on a tile floor. What tiles would you need to finish the floor?

1.G.A.3

Name """"""""""""""""""""

Divide each shape into 2 equal shares.

Divide each shape into 4 equal shares.

Name """"""""""""""""""""

1.G.A.3

What part of each cookie is still there?

A

H

F

A

H

F

A

H

F

A

C

F

Credits A great big thanks to all the talented people who made my ideas look good!

!"#$#%&##$

Lovin-Lit www.teacherspayteachers.com/Store/Lovin-Lit

Connect wi with Me

Visit my

TpT Store

Thank you for downloading this product. I love to receive feedback, questions and suggestions. Please email me at: [email protected] [email protected]

Thank you for interesting in our services. We are a non-profit group that run this website to share documents. We need your help to maintenance this website.

To keep our site running, we need your help to cover our server cost (about $400/m), a small donation will help us a lot.