**Represent and solve problems involving addition and subtraction.**

*Math.1.OA.A.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.

Problem | Page |
---|---|

Problem 1 | 9 |

Problem 4 | 10 |

Problem 12 | 14 |

Problem 16 | 16 |

Problem 18 | 17 |

Problem 17 | 17 |

Problem 20 | 18 |

Problem 19 | 18 |

Problem 21 | 19 |

Problem 22 | 19 |

Problem 25 | 21 |

Problem 29 | 23 |

Problem 32 | 24 |

Problem 31 | 24 |

Problem 34 | 25 |

Problem 36 | 26 |

Problem 35 | 26 |

Problem 38 | 27 |

Problem 40 | 28 |

Problem 39 | 28 |

Problem 42 | 29 |

Problem 41 | 29 |

Problem 46 | 31 |

Problem 45 | 31 |

Problem 48 | 32 |

Problem 50 | 33 |

Problem 52 | 34 |

Problem 59 | 38 |

Problem 62 | 39 |

Problem 61 | 39 |

**Represent and solve problems involving addition and subtraction.**

*Math.1.OA.A.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.

Problem | Page |
---|---|

Problem 18 | 17 |

Problem 21 | 19 |

Problem 23 | 20 |

Problem 25 | 21 |

Problem 28 | 22 |

Problem 66 | 41 |

Problem 68 | 42 |

Problem 67 | 42 |

**Understand and apply properties of operations and the relationship between addition and subtraction.**

*Math.1.OA.B.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.) *

Problem | Page |
---|---|

Problem 8 | 12 |

Problem 13 | 15 |

Problem 15 | 16 |

Problem 18 | 17 |

Problem 21 | 19 |

Problem 23 | 20 |

Problem 25 | 21 |

Problem 28 | 22 |

Problem 27 | 22 |

Problem 32 | 24 |

Problem 37 | 27 |

Problem 42 | 29 |

Problem 44 | 30 |

Problem 43 | 30 |

Problem 45 | 31 |

Problem 49 | 33 |

Problem 51 | 34 |

Problem 53 | 35 |

Problem 60 | 38 |

Problem 66 | 41 |

Problem 68 | 42 |

Problem 67 | 42 |

**Understand and apply properties of operations and the relationship between addition and subtraction.**

*Math.1.OA.B.4*: Understand subtraction as an unknown-addend problem. *For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.*

Problem | Page |
---|---|

Problem 36 | 26 |

Problem 35 | 26 |

Problem 38 | 27 |

Problem 40 | 28 |

Problem 39 | 28 |

Problem 45 | 31 |

Problem 46 | 31 |

Problem 48 | 32 |

Problem 50 | 33 |

Problem 52 | 34 |

Problem 53 | 35 |

Problem 54 | 35 |

Problem 58 | 37 |

Problem 59 | 38 |

Problem 60 | 38 |

Problem 61 | 39 |

Problem 62 | 39 |

Problem 63 | 40 |

**Add and subtract within 20.**

*Math.1.OA.C.5*: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Problem | Page |
---|---|

Problem 2 | 9 |

Problem 4 | 10 |

Problem 3 | 10 |

Problem 5 | 11 |

Problem 6 | 11 |

Problem 9 | 13 |

Problem 13 | 15 |

Problem 18 | 17 |

Problem 17 | 17 |

Problem 20 | 18 |

Problem 22 | 19 |

Problem 24 | 20 |

Problem 26 | 21 |

Problem 29 | 23 |

Problem 32 | 24 |

Problem 31 | 24 |

Problem 34 | 25 |

Problem 35 | 26 |

Problem 37 | 27 |

Problem 42 | 29 |

Problem 45 | 31 |

Problem 49 | 33 |

Problem 50 | 33 |

Problem 52 | 34 |

Problem 53 | 35 |

Problem 58 | 37 |

Problem 61 | 39 |

Problem 63 | 40 |

**Add and subtract within 20.**

*Math.1.OA.C.6*: 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).

Problem | Page |
---|---|

Problem 15 | 16 |

Problem 23 | 20 |

Problem 25 | 21 |

Problem 29 | 23 |

Problem 32 | 24 |

Problem 34 | 25 |

Problem 35 | 26 |

Problem 41 | 29 |

Problem 42 | 29 |

Problem 44 | 30 |

Problem 43 | 30 |

Problem 46 | 31 |

Problem 45 | 31 |

Problem 47 | 32 |

Problem 48 | 32 |

Problem 50 | 33 |

Problem 52 | 34 |

Problem 54 | 35 |

Problem 53 | 35 |

Problem 58 | 37 |

Problem 60 | 38 |

Problem 62 | 39 |

**Work with addition and subtraction equations.**

*Math.1.OA.D.7*: 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.

Problem | Page |
---|---|

Problem 27 | 22 |

Problem 61 | 39 |

**Work with addition and subtraction equations.**

*Math.1.OA.D.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 = _*.

Problem | Page |
---|---|

Problem 36 | 26 |

Problem 35 | 26 |

Problem 38 | 27 |

Problem 40 | 28 |

Problem 39 | 28 |

Problem 49 | 33 |

Problem 50 | 33 |

Problem 54 | 35 |

Problem 59 | 38 |

Problem 63 | 40 |

**Measure lengths indirectly and by iterating length units.**

*Math.1.MD.A.1*: Order three objects by length; compare the lengths of two objects indirectly by using a third object.

Problem | Page |
---|---|

Problem 57 | 37 |

Problem 106 | 61 |

**Tell and write time.**

*Math.1.MD.B.3*: Tell and write time in hours and half-hours using analog and digital clocks.

Problem | Page |
---|---|

Problem 6 | 11 |

Problem 10 | 13 |

Problem 11 | 14 |

Problem 13 | 15 |

Problem 24 | 20 |

Problem 26 | 21 |

Problem 30 | 23 |

Problem 33 | 25 |

**Represent and interpret data.**

*Math.1.MD.C.4*: 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.

Problem | Page |
---|---|

Problem 37 | 27 |

Problem 95 | 56 |

Problem 96 | 56 |

Problem 97 | 57 |

Problem 100 | 58 |

Problem 99 | 58 |

Problem 101 | 59 |

Problem 102 | 59 |

Problem 104 | 60 |

Problem 103 | 60 |

Problem 106 | 61 |

Problem 105 | 61 |

Problem 108 | 62 |

Problem 107 | 62 |

Problem 109 | 63 |

Problem 110 | 63 |

**Reason with shapes and their attributes.**

*Math.1.G.A.1*: 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.

Problem | Page |
---|---|

Problem 7 | 12 |

Problem 64 | 40 |

Problem 90 | 53 |

Problem 89 | 53 |

Problem 91 | 54 |

Problem 92 | 54 |

Problem 93 | 55 |

Problem 94 | 55 |

**Reason with shapes and their attributes.**

*Math.1.G.A.2*: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, 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 learn formal names such as "right rectangular prism."

Problem | Page |
---|---|

Problem 7 | 12 |

Problem 64 | 40 |

Problem 90 | 53 |

Problem 89 | 53 |

Problem 92 | 54 |

Problem 94 | 55 |

Problem 93 | 55 |

**Reason with shapes and their attributes.**

*Math.1.G.A.3*: 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.

Problem | Page |
---|---|

Problem 70 | 43 |

Problem 72 | 44 |

Problem 71 | 44 |

Problem 74 | 45 |

Problem 83 | 50 |

**Extend the counting sequence.**

*Math.1.NBT.A.1*: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Problem | Page |
---|---|

Problem 2 | 9 |

Problem 1 | 9 |

Problem 4 | 10 |

Problem 3 | 10 |

Problem 5 | 11 |

Problem 6 | 11 |

Problem 17 | 17 |

Problem 22 | 19 |

Problem 23 | 20 |

Problem 102 | 59 |

**Understand place value.**

*Math.1.NBT.B.2*: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

Problem | Page |
---|---|

Problem 6 | 11 |

Problem 5 | 11 |

Problem 96 | 56 |

Problem 100 | 58 |

Problem 99 | 58 |

Problem 101 | 59 |

**Understand place value.**

*Math.1.NBT.B.3*: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Problem | Page |
---|---|

Problem 100 | 58 |

Problem 99 | 58 |

Problem 101 | 59 |

Problem 106 | 61 |

Problem 105 | 61 |

**Use place value understanding and properties of operations to add and subtract.**

*Math.1.NBT.C.4*: 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, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Problem | Page |
---|---|

Problem 12 | 14 |

Problem 25 | 21 |

Problem 28 | 22 |

Problem 31 | 24 |

Problem 51 | 34 |

Problem 68 | 42 |

Problem 67 | 42 |

**Use place value understanding and properties of operations to add and subtract.**

*Math.1.NBT.C.6*: 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.

Problem | Page |
---|---|

Problem 40 | 28 |

Problem 50 | 33 |

Problem 75 | 46 |

**Use place value understanding and properties of operations to add and subtract.**

*Math.1.NBT.C.5*: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Problem | Page |
---|---|

Problem 40 | 28 |

Problem 50 | 33 |

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