Colorado Academic Standards Online

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Mathematics - 2019

First Grade, Standard 1. Number and Quantity

Prepared Graduates:

Grade Level Expectation:

1.NBT.A. Number & Operations in Base Ten: Extend the counting sequence.

Evidence Outcomes:

Students Can:

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. (CCSS: 1.NBT.A.1)

Academic Contexts and Connections:

Colorado Essential Skills and Mathematical Practices:

Make use of the base-ten counting structure when using special words at the decades, like “sixty” and “seventy.” (MP7)

Inquiry Questions:

When might someone want to count by tens instead of ones?
Which numbers can be written with two numerals and which numbers are written with three?

Coherence Connections:

This expectation represents major work of the grade.
In kindergarten, students count to \(100\) by ones and tens, count forward from a given number, and connect counting to cardinality.
In Grade 1, this expectation connects with understanding place value and with adding and subtracting within \(20\).
In Grade 2, students extend their place value understanding to hundreds and three-digit numbers, and use this along with the properties of operations to add and subtract within \(1000\) and fluently add and subtract within \(100\).

Prepared Graduates:

Grade Level Expectation:

1.NBT.B. Number & Operations in Base Ten: Understand place value.

Evidence Outcomes:

Students Can:

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: (CCSS: 1.NBT.B.2)
1. \(10\) can be thought of as a bundle of ten ones — called a "ten." (CCSS: 1.NBT.B.2.a)
2. The numbers from \(11\) to \(19\) are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. (CCSS: 1.NBT.B.2.b)
3. The numbers \(10\), \(20\), \(30\), \(40\), \(50\), \(60\), \(70\), \(80\), \(90\) refer to one, two, three, four, five, six, seven, eight, or nine tens (and \(0\) ones). (CCSS: 1.NBT.B.2.c)
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols \( \gt \), \( = \), and \( \lt \). (CCSS: 1.NBT.B.3)

Academic Contexts and Connections:

Colorado Essential Skills and Mathematical Practices:

Inquiry Questions:

What does the position of a digit tell you about its value?
What are two ways to describe the number \(30\)?
Why was a place value system developed? What might numbers look like without it?

Coherence Connections:

This expectation represents major work of the grade.
In kindergarten, students decompose numbers from \(11\) to \(19\) into ten ones and further ones.
In Grade 1, this expectation connects with extending the counting sequence and using place value understanding and properties of operations to add and subtract within 100.
In Grade 2, students understand hundreds and place value of three-digit numbers, and use this along with the properties of operations to add and subtract.

Prepared Graduates:

Grade Level Expectation:

1.NBT.C. Number & Operations in Base Ten: Use place value understanding and properties of operations to add and subtract.

Evidence Outcomes:

Students Can:

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. (CCSS: 1.NBT.C.4)
Given a two-digit number, mentally find \(10\) more or \(10\) less than the number, without having to count; explain the reasoning used. (CCSS: 1.NBT.C.5)
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. (CCSS: 1.NBT.C.6)

Academic Contexts and Connections:

Colorado Essential Skills and Mathematical Practices:

Perform computation with addition and subtraction while making connections to the properties of operations and to place value structure. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
Model quantities with drawings or equations to make sense of place value. (MP1)
Use the base-ten structure to add and subtract, including adding and subtracting multiples of ten. (MP7)

Inquiry Questions:

Can you add or subtract ten without having to count by ones?
How does modeling addition look different if you add tens and ones separately compared to counting on by tens then by ones?

Coherence Connections:

This expectation represents major work of the grade.
In kindergarten, students model and describe addition as putting together and adding to, and subtraction as taking part and taking from, using objects or drawings. Students also work with numbers \(11\)–\(19\) to gain foundations for place value.
In Grade 1, this expectation connects with understanding place value and adding and subtracting within \(20\).
In Grade 2, students understand place value for three-digit numbers and use that understanding and properties of operations to add and subtract within \(1000\) and fluently add and subtract within \(100\).

Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us