Common Core State Standards (CCSS) Correlations

English Language Arts

Strand - Reading Standards: Informational Text, Grade 1

Key Ideas and Details

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

Key Ideas and Details

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

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.

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.

Integration of Knowledge and Ideas

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

Range of Reading and Level of Text Complexity

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

Strand - Writing Standards, Grade 1

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.

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.

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.

Strand - Language Standards, Grade 1

Conventions of Standard English

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

Conventions of Standard English

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

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.

Vocabulary Acquisition and Use

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

Mathematics

Domain - Operations and Algebraic Thinking, Grade 1

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.

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.

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.

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).

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).

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 = _.

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.

Domain - Measurement and Data, Grade 1

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.

Tell and write time.

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

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.

Domain - Geometry, Grade 1

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.

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."

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.

Domain - Number and Operations in Base Ten, Grade 1

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.

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 <.

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.

Domain - Operations and Algebraic Thinking, Grade 3

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.

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.

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.