To create a custom lesson, click on the check boxes of the files you’d like to add to your
lesson and then click on the Build-A-Lesson button at the top. Click on the resource title to View, Edit, or Assign it.
MD.MA.1.G.Geometry (G)
Geometry (G)
1.G.A. Reason with shapes and their attributes.
1.G.A.1. Additional Standard: 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.
1.G.A.1.1. Ability to sort shapes (e.g., attribute blocks, polygon figures) by shape, number of sides, size or number of angles.
Quiz, Flash Cards, Worksheet, Game & Study GuideShapes
1.G.A.3. Additional Standard: 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 s
1.G.A.3.3. Ability to model halves and fourths with concrete materials.
1.MD.A. Measure lengths indirectly and by iterating length units.
1.MD.A.2. Major Standard: 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
1.MD.A.2.1. Knowledge that length is the distance between the two endpoints of an object.
Quiz, Flash Cards, Worksheet, Game & Study GuideTelling Time
Quiz, Flash Cards, Worksheet, Game & Study GuideTime
1.MD.C. Represent and interpret data.
1.MD.C.4. Supporting Standard: 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.
1.MD.C.4.3. Ability to answer questions about the data such as: ‘Which category has more?’ ‘Which category has less?’ ‘What is the favorite snack of our class?’ ‘How many more stickers does Sam have than John?’
Quiz, Flash Cards, Worksheet, Game & Study GuideGraphs
MD.MA.1.NBT.Number and Operations in Base Ten (NBT)
Number and Operations in Base Ten (NBT)
1.NBT.A. Extend the counting sequence.
1.NBT.A.1. Major Standard: 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.
1.NBT.A.1.1. Counting
1.NBT.A.1.1.b. Ability to represent one-to-one correspondence/match with concrete materials.
Quiz, Flash Cards, Worksheet, Game & Study GuideNumber Words
1.NBT.B. Understand Place Value.
1.NBT.B.2. Major Standard: Understand that the two digits of a two-digit number represent amounts of tens and ones.
1.NBT.B.2.1. Ability to use base ten manipulatives (e.g., base ten blocks, DigiBlocks, connecting cubes, ten frames, interlocking base ten blocks) to represent two-digit numbers.
1.NBT.B.2a. Major Standard: Understand that the two digits of a two-digit number represent amounts of tens and ones – Understand the following as a special case: 10 can be thought of as a bundle of ten ones–called a “ten”.
1.NBT.B.2a.1. Ability to use base ten manipulatives (e.g., base ten blocks, DigiBlocks, connecting cubes, ten frames, interlocking base ten blocks) to build and compare ten ones and ten.
Quiz, Flash Cards, Worksheet, Game & Study GuidePlace Value
Quiz, Flash Cards, Worksheet, Game & Study GuidePlace Value
1.NBT.B.2b. Major Standard: Understand that the two digits of a two-digit number represent amounts of tens and ones – Understand the following as a special case: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or ni
1.NBT.B.2b.1. Ability to use base ten manipulatives (e.g., base ten blocks, Digi-Blocks, connecting cubes, ten frames, interlocking base ten blocks) to build and compare 11 to 19.
Quiz, Flash Cards, Worksheet, Game & Study GuidePlace Value
Quiz, Flash Cards, Worksheet, Game & Study GuidePlace Value
1.NBT.B.2c. Major Standard: Understand that the two digits of a two-digit number represent amounts of tens and ones – Understand the following as a special case: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, o
1.NBT.B.2c.1. Ability to use base ten manipulatives (e.g., base ten blocks, DigiBlocks, Unifix Cubes, ten frames, interlocking base ten blocks) to build and model counting by tens.
Quiz, Flash Cards, Worksheet, Game & Study GuideSkip Counting
Quiz, Flash Cards, Worksheet, Game & Study GuideSkip Counting
1.NBT.B.3. Major Standard: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.NBT.B.3.1. Ability to apply their understanding of the value of tens and ones in order to compare the magnitude of two numbers.
1.NBT.C. Use place value understanding and properties of operations to add and subtract.
1.NBT.C.4. Major Standard: 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 rel
1.NBT.C.4.1. Knowledge of addition and subtraction fact families.
1.NBT.C.4.2. Ability to model addition and subtraction using base ten manipulatives (e.g., base ten blocks, Digi-Blocks, Unifix cubes) and explain the process.
Quiz, Flash Cards, Worksheet, Game & Study GuidePlace Value
Quiz, Flash Cards, Worksheet, Game & Study GuidePlace Value
1.NBT.C.5. Major Standard: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
1.NBT.C.5.1. Ability to use base ten manipulatives, number lines or hundreds charts to model finding 10 more and explain reasoning.
Quiz, Flash Cards, Worksheet, Game & Study GuideSkip Counting
Quiz, Flash Cards, Worksheet, Game & Study GuideSkip Counting
1.NBT.C.6. Major Standard: Subtract multiples of 10 in the range of 10-90 from multiples of 10 in the range of 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relations
1.NBT.C.6.1. Ability to use base ten manipulatives, number lines or hundreds charts to model finding 10 less and explain reasoning.
Quiz, Flash Cards, Worksheet, Game & Study GuidePlace Value
Quiz, Flash Cards, Worksheet, Game & Study GuidePlace Value
Quiz, Flash Cards, Worksheet, Game & Study GuideSkip Counting
Quiz, Flash Cards, Worksheet, Game & Study GuideSkip Counting
MD.MA.1.OA.Operations and Algebraic Thinking (OA)
Operations and Algebraic Thinking (OA)
1.OA.A. Represent and solve problems involving addition and subtraction.
1.OA.A.1. Major Standard: 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 wi
1.OA.A.1.1. Ability to represent the problem in multiple ways including drawings and or objects/manipulatives (e.g., counters, unifix cubes, Digi-Blocks, number lines, and part-part-whole mats).
Quiz, Flash Cards, Worksheet, Game & Study GuideStory Problems
Quiz, Flash Cards, Worksheet, Game & Study GuideStory Problems
1.OA.A.2. Major Standard: 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.
1.OA.A.2.1. Ability to add numbers in any order and be able to identify the most efficient way to solve the problem.
Quiz, Flash Cards, Worksheet, Game & Study GuideStory Problems
Quiz, Flash Cards, Worksheet, Game & Study GuideStory Problems
1.OA.B. Understand and apply properties of operations and relationship between addition and subtraction.
1.OA.B.3. Major Standard: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) Examples: If 8+3 = 11 is known, then 3+8 = 11 is also known (Commutative property of addition). To add 2+6+4, the
1.OA.B.3.1. Knowledge of and ability to use the properties of operations (CCSS, Page 90, Table 3).
1.OA.B.4. Major Standard: Understand subtraction as an unknown-addend problem. For example, subtract 10–8 by finding the number that makes 10 when added to 8.
1.OA.B.4.2. Ability to apply the strategy to think addition rather than take away: Rather than find 9-6 = ?, ask how many would you add to six to equal nine?
1.OA.C.5. Major Standard: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.C.5.1. Knowledge of and ability to use addition counting strategies (e.g., Counting All, Counting On, Counting On from the Larger Number) to solve addition problems.
1.OA.C.5.3. Ability to use skip counting to add, understanding when skip counting they are adding groups of, such as when counting by 2s to add 2, understand that a counting by 2s is counting groups of 2.
1.OA.C.6. Major Standard: 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, which leads to 10+4 = 14); decomposing a number leading to a ten (13–4 = 13–3–1, wh
1.OA.C.6.1. Ability to use mental math strategies such as counting on, making ten, decomposing a number leading to ten, the relationship between addition and subtraction, and creating equivalent but easier or know sums to add and subtract within 20, first using visua
1.OA.C.6.2. Ability to demonstrate fluency for addition and subtraction within 10, building first on accurate recall of the facts using games, (including technology) and purposeful practice (Tasks which are timed should not be used unless students have demonstrated a
1.OA.D. Work with addition and subtraction equations.
1.OA.D.7. Major Standard: 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.
1.OA.D.7.1. Knowledge that an equal sign represents the relationship between two equal quantities.
1.OA.D.8. Major Standard: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the question true in each of the equations: 8+? = 11, 5 = ?-3, 6+6 = ?.
1.OA.D.8.1. Ability to represent the problem in multiple ways including drawings and or objects/manipulatives (e.g., counters, connecting cubes, Digi-Blocks, number lines).