**Key Ideas and Details**

*ELA.RI.1.1*: Ask and answer questions about key details in a text.

Activity | Page |
---|---|

"Words in a Family" | 13 |

"Middle Sounds" | 25 |

"Yes or No?" | 33 |

"From the Sun" | 50 |

"Choose the Right One" | 53 |

"Rhyme Time" | 57 |

"Is It Real?" | 69 |

"Which Color?" | 80 |

"Fact or Opinion?" | 85 |

**Key Ideas and Details**

*ELA.RI.1.3*: Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Activity | Page |
---|---|

"From the Sun" | 50 |

"Which Color?" | 80 |

"Order the Story" | 87 |

**Craft and Structure**

*ELA.RI.1.6*: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Activity | Page |
---|---|

"Words in a Family" | 13 |

"Missing Letters" | 17 |

"Middle Sounds" | 25 |

"Cover Me" | 31 |

"Two Meanings" | 37 |

"Create a Clown" | 41 |

"Short or Long?" | 49 |

"Choose the Right One" | 53 |

"Rhyming Sentences" | 77 |

**Craft and Structure**

*ELA.RI.1.4*: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Activity | Page |
---|---|

"Action Words" | 23 |

"Three of the Same" | 29 |

"Hot and Cold" | 40 |

"Match the Groups" | 43 |

"Describing Words" | 55 |

"Three in a Row" | 65 |

"Is It Real?" | 69 |

"Fact or Opinion?" | 85 |

"Picture This" | 89 |

**Integration of Knowledge and Ideas**

*ELA.RI.1.7*: Use the illustrations and details in a text to describe its key ideas.

Activity | Page |
---|---|

"Count, Write, Name" | 12 |

"Words in a Family" | 13 |

"Counting Clothes" | 14 |

"Describe It" | 15 |

"Showing Addition" | 16 |

"Missing Letters" | 17 |

"Count the Animals" | 18 |

"What Comes Next?" | 21 |

"Take It Away" | 22 |

"Middle Sounds" | 25 |

"It Belongs" | 30 |

"Cover Me" | 31 |

"Telling Time" | 32 |

"Sea Subtraction" | 34 |

"Tick-Tock Clock" | 36 |

"Two Meanings" | 37 |

"Buggy Sentences" | 39 |

"Name the Vowel" | 45 |

"Short or Long?" | 49 |

"From the Sun" | 50 |

"Finish Line" | 51 |

"Choose the Right One" | 53 |

"More or Less?" | 70 |

"The Right Tool" | 71 |

"Rhyming Sentences" | 77 |

"3-D Shapes" | 86 |

"Riddle Me These" | 90 |

"Hidden Message" | 91 |

**Range of Reading and Level of Text Complexity**

*ELA.RI.1.10*: With prompting and support, read informational texts appropriately complex for grade 1.

Activity | Page |
---|---|

"Count, Write, Name" | 12 |

"Words in a Family" | 13 |

"Counting Clothes" | 14 |

"Describe It" | 15 |

"Showing Addition" | 16 |

"Missing Letters" | 17 |

"Count the Animals" | 18 |

"Who I Am" | 19 |

"Penguin Poems" | 20 |

"What Comes Next?" | 21 |

"Take It Away" | 22 |

"Action Words" | 23 |

"Groups of Two" | 24 |

"Middle Sounds" | 25 |

"Shade the Shapes" | 26 |

"Set It Straight" | 27 |

"Leap Frog" | 28 |

"Three of the Same" | 29 |

"It Belongs" | 30 |

"Cover Me" | 31 |

"Telling Time" | 32 |

"Yes or No?" | 33 |

"Sea Subtraction" | 34 |

"First Words" | 35 |

"Tick-Tock Clock" | 36 |

"Two Meanings" | 37 |

"Counting the Days" | 38 |

"Buggy Sentences" | 39 |

"Hot and Cold" | 40 |

"Create a Clown" | 41 |

"Add Them Up" | 42 |

"Match the Groups" | 43 |

"Missing Numbers" | 44 |

"Name the Vowel" | 45 |

"Subtract Them" | 46 |

"How It's Done" | 47 |

"Shape Riddles" | 48 |

"Short or Long?" | 49 |

"From the Sun" | 50 |

"Finish Line" | 51 |

"Blast Off!" | 52 |

"Choose the Right One" | 53 |

"Ten at a Time" | 54 |

"Describing Words" | 55 |

"Add or Subtract?" | 56 |

"Rhyme Time" | 57 |

"Using a Ruler" | 58 |

"Just Tell Me" | 59 |

"Name Poem" | 60 |

"Which Comes First?" | 61 |

"Groups of Five" | 62 |

"Just Ask Me" | 63 |

"Solve It" | 64 |

"Three in a Row" | 65 |

"Pick a Sign" | 66 |

"End It" | 67 |

"Cloud Sums" | 68 |

"Is It Real?" | 69 |

"More or Less?" | 70 |

"The Right Tool" | 71 |

"Counting Up" | 72 |

"With E's" | 73 |

"Money Math" | 74 |

"Scrambled Eggs" | 75 |

"Counting Backward" | 76 |

"Rhyming Sentences" | 77 |

"Who's Driving?" | 78 |

"Dare to Compare" | 79 |

"Which Color?" | 80 |

"Draw It" | 81 |

"About How Long?" | 82 |

"At the Zoo" | 83 |

"Which Symbol?" | 84 |

"Fact or Opinion?" | 85 |

"3-D Shapes" | 86 |

"Order the Story" | 87 |

"Counting the Months" | 88 |

"Picture This" | 89 |

"Riddle Me These" | 90 |

"Hidden Message" | 91 |

**Text Types and Purposes**

*ELA.W.1.3*: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Activity | Page |
---|---|

"Set It Straight" | 27 |

**Text Types and Purposes**

*ELA.W.1.2*: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Activity | Page |
---|---|

"How It's Done" | 47 |

"Just Tell Me" | 59 |

"Dare to Compare" | 79 |

**Research to Build and Present Knowledge**

*ELA.W.1.8*: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Activity | Page |
---|---|

"Describe It" | 15 |

"Who I Am" | 19 |

"Action Words" | 23 |

"Set It Straight" | 27 |

"Buggy Sentences" | 39 |

"Match the Groups" | 43 |

"How It's Done" | 47 |

"Just Tell Me" | 59 |

"Name Poem" | 60 |

"Just Ask Me" | 63 |

"The Right Tool" | 71 |

"Scrambled Eggs" | 75 |

"Dare to Compare" | 79 |

"At the Zoo" | 83 |

**Conventions of Standard English**

*ELA.L.1.1*: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Activity | Page |
---|---|

"First Words" | 35 |

"How It's Done" | 47 |

"Just Tell Me" | 59 |

"Just Ask Me" | 63 |

"Scrambled Eggs" | 75 |

"Dare to Compare" | 79 |

**Conventions of Standard English**

*ELA.L.1.2*: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Activity | Page |
---|---|

"First Words" | 35 |

"How It's Done" | 47 |

"Just Tell Me" | 59 |

"Which Comes First?" | 61 |

"Just Ask Me" | 63 |

"End It" | 67 |

"Scrambled Eggs" | 75 |

"Dare to Compare" | 79 |

**Vocabulary Acquisition and Use**

*ELA.L.1.4*: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on *grade 1 reading and content*, choosing flexibly from an array of strategies.

Activity | Page |
---|---|

"Action Words" | 23 |

**Vocabulary Acquisition and Use**

*ELA.L.1.5*: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

Activity | Page |
---|---|

"Hot and Cold" | 40 |

"Describing Words" | 55 |

"Name Poem" | 60 |

"Three in a Row" | 65 |

**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.

Activity | Page |
---|---|

"Showing Addition" | 16 |

"Take It Away" | 22 |

"Sea Subtraction" | 34 |

"Counting the Days" | 38 |

"Add Them Up" | 42 |

"Subtract Them" | 46 |

"Add or Subtract?" | 56 |

"Solve It" | 64 |

**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.

Activity | Page |
---|---|

"Count the Animals" | 18 |

"Who's Driving?" | 78 |

**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.*

Activity | Page |
---|---|

"Count the Animals" | 18 |

"Take It Away" | 22 |

"Blast Off!" | 52 |

"Solve It" | 64 |

**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).

Activity | Page |
---|---|

"Counting Clothes" | 14 |

"Groups of Two" | 24 |

"Ten at a Time" | 54 |

"Groups of Five" | 62 |

"Counting Up" | 72 |

**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).

Activity | Page |
---|---|

"Leap Frog" | 28 |

"Sea Subtraction" | 34 |

"Blast Off!" | 52 |

"Solve It" | 64 |

"Cloud Sums" | 68 |

"Who's Driving?" | 78 |

**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 = _*.

Activity | Page |
---|---|

"Take It Away" | 22 |

"Sea Subtraction" | 34 |

**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.

Activity | Page |
---|---|

"Add or Subtract?" | 56 |

"Cloud Sums" | 68 |

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

*Math.1.MD.A.2*: 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. *Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps*.

Activity | Page |
---|---|

"Using a Ruler" | 58 |

**Tell and write time.**

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

Activity | Page |
---|---|

"Telling Time" | 32 |

"Tick-Tock Clock" | 36 |

"About How Long?" | 82 |

**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.

Activity | Page |
---|---|

"Count the Animals" | 18 |

"More or Less?" | 70 |

**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.

Activity | Page |
---|---|

"Shade the Shapes" | 26 |

**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."

Activity | Page |
---|---|

"Create a Clown" | 41 |

"3-D Shapes" | 86 |

**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.

Activity | Page |
---|---|

"Create a Clown" | 41 |

"Shape Riddles" | 48 |

**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.

Activity | Page |
---|---|

"Count, Write, Name" | 12 |

"Counting Clothes" | 14 |

"Count the Animals" | 18 |

"Missing Numbers" | 44 |

"Counting Backward" | 76 |

**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 <.

Activity | Page |
---|---|

"Pick a Sign" | 66 |

"Which Symbol?" | 84 |

**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.

Activity | Page |
---|---|

"Ten at a Time" | 54 |

"Add or Subtract?" | 56 |

"Groups of Five" | 62 |

"Counting Up" | 72 |

**Represent and solve problems involving multiplication and division.**

*Math.3.OA.A.2*: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. *For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8*.

Activity | Page |
---|---|

"Money Math" | 74 |

**Represent and solve problems involving multiplication and division.**

*Math.3.OA.A.1*: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. *For example, describe a context in which a total number of objects can be expressed as 5 × 7*.

Activity | Page |
---|---|

"Money Math" | 74 |

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.