Grade 1 Math Common Core - I Can Statements

Grade 1 Math Common Core - I Can Statements


1	CC	Anchor Standards	Common Core Standard	I Can Statements

2	CC.1.OA.1	Represent and solve problems involving addition and subtraction	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.	I can solve addition and subtraction word problems for numbers 1 through 20 using pictures, objects, and drawings. I can solve a word problem by adding 3 numbers in different ways.
3	CC.1.OA.2	Represent and solve problems involving addition and subtraction	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.	I can solve three number word problems using pictures, objects, drawings, and equations.
4	CC.1.OA.3	Understand and apply properties of operations and the relationship between addition and subtraction	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.) (Students need not use formal terms for these properties.)	I can show that adding zero to any number does not change the number. I can show that changing the order of the addends does not change the answer. I can show when adding three numbers in any order, the answer does not change. I can use strategies to add and subtract.
5	CC.1.OA.4	Understand and apply properties of operations and the relationship between addition and subtraction	Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.	I can understand fact families. I can use fact families to find an unknown addend. I can solve subtraction problems to find the missing number.
6	CC.1.OA.5	Add and subtract within 20	Relate counting to addition and subtraction (e.g., by counting on 2 to add).	I can count on from numbers 1 to 20. I can count back to subtract numbers one through 20.
7	CC.1.OA.6	Add and subtract within 20	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).	I can find my answer to addition and subtraction problems using different strategies.
8	CC.1.OA.7	Work with addition and subtraction equations	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.	I can explain that the equal sign means "the same". I can compare the values on each side of the equal sign.
9	CC.1.OA.8	Work with addition and subtraction equations	Determine the unknown whole number in an addition or subtraction eUnit 3 quation 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 = ＿.


1	CC	Anchor Standard	Common Core Standard	I Can Statements

2	CC.1.NBT.1	Extend the counting sequence	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.	I can count to 120. I can count on to 120 starting from any number. I can read and write numbers up to 120.
3	CC.1.NBT.2	Understand place value	Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:	I can identify the tens and ones places. I can identify the value of each digit in a two-digit number.
4	CC.1.NBT.2.a	Understand place value	10 can be thought of as a bundle of ten ones — called a “ten.”
5	CC.1.NBT.2.b	Understand place value	The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
6	CC.1.NBT.2.c	Understand place value	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).
7	CC.1.NBT.3	Understand place value	Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.	I can use greater, less than, or equal to symbols, to compare two numbers.
8	CC.1.NBT.4	Use place value understanding and properties of operations to add and subtract	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.	I can add numbers up to 100. I can add a two digit and a one digit number. I can add numbers plus 10. I can use drawings and models to show addition and subtraction.
9	CC.1.NBT.5	Use place value understanding and properties of operations to add and subtract	Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.	I can mentally add or subtract 10 to any number.
10	CC.1.NBT.6	Use place value understanding and properties of operations to add and subtract	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.	I can add multiples of tens to a number. I can subtract multiples of ten to a number.