Maryland Standards
Maryland 1st grade math standards
Every 1st grade math standard in the Revised Maryland College and Career Ready Standards for Mathematics, in Maryland's order, with the Lux lessons that teach it.
Number and Operations in Base Ten
- 1.NOS.A.1.a
Count forward and backwards by ones starting with any number.
- 1.NOS.A.1.b
Skip count forward and backwards by tens.
- 1.NOS.A.2
Read, write numerals, and represent a number of objects with a written numeral within 120.
- 1.NOS.B.3.a
Compose and decompose two-digit numbers into tens and ones using objects or drawings, and equations (e.g., 10 + 4 = 14; 38 = 30 + 8).
- 1.NOS.B.3.b
Describe a given number as the correct number of tens and ones (e.g., 14 is one ten and four ones; 38 is three tens and eight ones).
- 1.NOS.B.3.c
Compose and decompose two-digit numbers in more than one way (e.g. 46 = 41 + 5 or 46 = 23 + 23).
- 1.NOS.B.4
Represent whole numbers as lengths from 0 on a number line (horizontal and vertical) with equally spaced points corresponding to whole numbers.
- 1.NOS.B.5
Compare two numbers within 100 by reasoning about values of tens and ones digits and the location of the numbers on a number line. Record the results of comparisons with the symbols, =, and.
- 1.NOS.B.6
Estimate the location of numbers on a number line by reasoning about their relationship to benchmark numbers (e.g. 10, 50, 100).
- 1.NOS.E.10.a
Use concrete models and drawings to add.
- 1.NOS.E.10.d
Represent and explain the calculation by connecting the strategy used to the meaning of addition.
- 1.NOS.E.11
Given a two-digit number, identify 10 more or 10 less than the given number, without having to count, and explain the reasoning used.
- 1.NOS.E.12.c
Represent and explain the calculation by connecting the strategy used to the meaning of subtraction.
Taught inTake away tens - 1.NOS.E.13.c
Represent and explain the calculation by connecting the strategy used to the meaning of subtraction.
Taught inTake away tens
Operations and Algebraic Thinking
- 1.NOS.C.7
Apply the Commutative Property of Addition and Associative Property of Addition as a strategy to add.
- 1.NOS.C.8
Use the inverse relationship between addition and subtraction to subtract.
- 1.NOS.E.10.b
Use counting strategies and strategies based on place value (e.g., partial sums, making tens, etc.) to add.
- 1.NOS.E.10.c
Use properties of operations, and/or the inverse relationship between addition and subtraction to add.
- 1.NOS.E.12.a
Use concrete models or drawings to subtract.
- 1.NOS.E.12.b
Use counting strategies, properties of operations, and/or the inverse relationship between addition and subtraction to subtract.
- 1.NOS.E.13.a
Use concrete models or drawings to subtract.
- 1.NOS.E.13.b
Use counting strategies, properties of operations, and/or the inverse relationship between addition and subtraction to subtract.
- 1.AT.A.1
Understand the meaning of the equal sign. Determine if equations involving addition and subtraction (on one or both sides of the equal sign) are true or false.
- 1.AT.A.2
Add and subtract within 20 involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (result unknown, change unknown, start unknown) by using objects, drawings, and/or equations with a symbol for the unknown number to represent the problem.
- 1.AT.A.3
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers (e.g., 8 + ? = 13; 6 = ? - 2; 8 + 8 = ?).
Geometry
- 1.NOS.F.14
Partition circles and rectangles into equal shares (halves and fourths) recognizing that decomposing into more equal shares creates smaller shares. Determine how many equal shares are needed to make a whole (e.g., two halves).
- 1.GR.B.3
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size).
- 1.GR.B.4
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.
Measurement and Data
- 1.GR.A.1
Order three objects by length; compare the lengths of two objects indirectly by using a third object.
- 1.GR.A.2
Use non-standard units (with no gaps or overlaps) to measure the length of an object to the nearest whole unit.
- 1.GR.C.5
Tell time in hours, half hours, and quarter hours using a digital clock or analog clock. Estimate time intervals (1 hour, 30 minutes, 15 minutes, 1 minute) for activities (e.g., sharpen pencil, soccer game, etc).
- 1.GR.C.6
Identify and know the value of coins (penny, nickel, dime, and quarter) and bills (1, 5, 10, and 20).
- 1.DS.A.1.a
Craft a question that can be answered by collecting categorical data.
- 1.DS.A.1.b
Collect and organize categorical data (into up to three categories) using surveys or observations.
- 1.DS.A.1.c
Represent data by creating tally charts and picture graphs.
- 1.DS.A.1.d
Summarize the data presented in tally charts using "most," "least," "greater than," "less than," and "equal to".
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