North Carolina Standards

North Carolina 1st grade math standards

Every 1st grade math standard in the North Carolina Standard Course of Study: Mathematics, in North Carolina's order, with the Lux lessons that teach it.

Operations and Algebraic Thinking

NC.1.OA.3
Apply the commutative and associative properties as strategies for solving addition problems.
Taught inAny order, same total Find the ten first Facts that go together Three numbers in a story
NC.1.OA.4
Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem.
Taught inSubtraction is a missing part Which addition helps?
NC.1.OA.9
Demonstrate fluency with addition and subtraction within 10.
Taught inMake a ten to add Subtract back to ten Ways to make 10 Facts that go togetherand 8 more
NC.1.OA.6.a
Add and subtract, within 20, using strategies such as counting on.
Taught inMake a ten to add Subtract back to ten Ways to make 10 Facts that go togetherand 2 more
NC.1.OA.6.b
Add and subtract, within 20, using strategies such as making ten.
Taught inMake a ten to add Subtract back to ten Ways to make 10 Facts that go togetherand 2 more
NC.1.OA.6.c
Add and subtract, within 20, using strategies such as decomposing a number leading to a ten.
Taught inMake a ten to add Subtract back to ten Ways to make 10 Facts that go togetherand 2 more
NC.1.OA.6.d
Add and subtract, within 20, using strategies such as using the relationship between addition and subtraction.
Taught inSubtraction is a missing part Make a ten to add Subtract back to ten Ways to make 10and 4 more
NC.1.OA.6.e
Add and subtract, within 20, using strategies such as using a number line.
Taught inMake a ten to add Subtract back to ten Ways to make 10 Facts that go togetherand 2 more
NC.1.OA.6.f
Add and subtract, within 20, using strategies such as creating equivalent but simpler or known sums.
Taught inMake a ten to add Subtract back to ten Ways to make 10 Facts that go togetherand 2 more
NC.1.OA.7
Apply understanding of the equal sign to determine if equations involving addition and subtraction are true.
Taught inNot every equation is true What the equal sign means True or false?The total can come first
NC.1.OA.8
Determine the unknown whole number in an addition or subtraction equation involving three whole numbers.
Taught inThe missing number anywhere A missing start Check by putting it back Both sides must match
NC.2.OA.2
Demonstrate fluency with addition and subtraction, within 20, using mental strategies.
Taught inSubtraction is a missing part Make a ten to add Doubles and near doubles A fact you know beats counting
NC.2.OA.3.a
Determine whether a group of objects, within 20, has an odd or even number of members by pairing objects, then counting them by 2s.
Taught inEven or odd?Even numbers end the same way Doubles are always even
NC.2.OA.3.b
Determine whether a group of objects, within 20, has an odd or even number of members by determining whether objects can be placed into two equal groups.
Taught inEven or odd?Even numbers end the same way Doubles are always even
NC.2.OA.3.c
Determine whether a group of objects, within 20, has an odd or even number of members by writing an equation to express an even number as a sum of two equal addends.
Taught inEven or odd?Even numbers end the same way Doubles are always even
NC.2.OA.4
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Taught inEqual groups, added again Rows and columns Add the rows, not the sides Count the inside dots too
NC.1.OA.1.a
Represent and solve addition and subtraction word problems, within 20, with unknowns, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem, when solving add to/take from-change unknown.
Taught inRead the story first Act out the story How many were added?How many at the start?and 2 more
NC.1.OA.1.b
Represent and solve addition and subtraction word problems, within 20, with unknowns, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem, when solving put together/take apart-addend unknown.
Taught inRead the story first Act out the story How many were added?How many at the start?and 2 more
NC.1.OA.1.c
Represent and solve addition and subtraction word problems, within 20, with unknowns, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem, when solving compare-difference unknown.
Taught inRead the story first Act out the story How many were added?How many at the start?and 2 more
NC.1.OA.2
Represent and solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, by using objects, drawings, and equations with a symbol for the unknown number.
Taught inThree numbers in a story
NC.2.OA.1.a.1
Add to/Take from-Start Unknown
Taught inRead the story first Act out the story How many were added?How many at the start?and 5 more
NC.2.OA.1.b.1
Add to/Take from- Change Unknown
Taught inRead the story first Act out the story How many were added?How many at the start?and 5 more
NC.2.OA.1.b.2
Add to/Take From- Result Unknown
Taught inRead the story first Act out the story How many were added?How many at the start?and 5 more

Number and Operations in Base Ten

NC.1.NBT.1
Count to 150, starting at any number less than 150.
Taught inCounting on and back to 120 The end of a row Skip counting by 2s and 5s
NC.1.NBT.7
Read and write numerals, and represent a number of objects with a written numeral, to 100.
Taught inCounting on and back to 120 The end of a row
NC.1.NBT.2.a
Understand that the two digits of a two-digit number represent amounts of tens and ones unitize by making a ten from a collection of ten ones.
Taught inMany ways to make a number Extra ones make a ten
NC.1.NBT.2.b
Understand that the two digits of a two-digit number represent amounts of tens and ones model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
Taught inFifteen is not 51
NC.1.NBT.2.c
Understand that the two digits of a two-digit number represent amounts of tens and ones demonstrate that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens, with 0 ones.
Taught inTens and ones Expanded form counts tens
NC.1.NBT.3
Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Taught inGreater than, less than The tens decide first Numbers on a number line
NC.1.NBT.4.a
Using concrete models or drawings, strategies based on place value, properties of operations, and explaining the reasoning used, add, within 100, in the following situations a two-digit number and a one-digit number.
Taught inAdding ones to a two-digit number Get to the next ten Twelve ones is a new ten
NC.1.NBT.4.b
Using concrete models or drawings, strategies based on place value, properties of operations, and explaining the reasoning used, add, within 100, in the following situations a two-digit number and a multiple of 10.
Taught inAdding ones to a two-digit number Get to the next ten Twelve ones is a new ten
NC.1.NBT.5
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
Taught inOne more, ten more Ten more changes the tens
NC.1.NBT.6.a
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90, explaining the reasoning, using concrete models and drawings.
Taught inTake away tens
NC.1.NBT.6.b
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90, explaining the reasoning, using number lines.
Taught inTake away tens
NC.1.NBT.6.c
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90, explaining the reasoning, using strategies based on place value.
Taught inTake away tens
NC.1.NBT.6.d
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90, explaining the reasoning, using properties of operations.
Taught inTake away tens
NC.1.NBT.6.e
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90, explaining the reasoning, using the relationship between addition and subtraction.
Taught inTake away tens
NC.2.NBT.1.a
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones unitize by making a hundred from a collection of ten tens.
Taught inWhat is a digit worth?Many names for one number New names, same number
NC.2.NBT.1.b
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones.
Taught inWhat is a digit worth?Many names for one number New names, same number
NC.2.NBT.1.c
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones compose and decompose numbers using various groupings of hundreds, tens, and ones.
Taught inWhat is a digit worth?Many names for one number New names, same number
NC.2.NBT.2
Count within 1,000; skip-count by 5s, 10s, and 100s.
Taught inSkip-count past a hundred
NC.2.NBT.3
Read and write numbers, within 1,000, using base-ten numerals, number names, and expanded form.
Taught inNumbers to 1,000 three ways Zero holds the tens place
NC.2.NBT.4
Compare two three-digit numbers based on the value of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Taught inComparing three-digit numbers Same digits, different places Plot and order on a number line Read the line's labels
NC.2.NBT.5.a
Demonstrate fluency with addition and subtraction, within 100, by flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Taught inAdding tens and ones Ten ones make a ten Trade a ten for ten ones Adding by jumpsand 3 more
NC.2.NBT.5.b
Demonstrate fluency with addition and subtraction, within 100, by comparing addition and subtraction strategies, and explaining why they work.
Taught inWhy trading works
NC.2.NBT.5.c
Demonstrate fluency with addition and subtraction, within 100, by selecting an appropriate strategy in order to efficiently compute sums and differences.
Taught inAdding tens and ones Ten ones make a ten Trade a ten for ten ones Adding by jumpsand 3 more

Measurement and Data

NC.1.MD.1
Order three objects by length; compare the lengths of two objects indirectly by using a third object.
Taught inLonger, shorter, longest Compare with a third thing Inches and centimeters don’t mix
NC.1.MD.2.a
Measure lengths with non-standard units express the length of an object as a whole number of non-standard length units.
Taught inMeasure with paper clips Bigger units, fewer of them No gaps, no overlaps
NC.1.MD.2.b
Measure lengths with non-standard units measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps.
Taught inMeasure with paper clips Bigger units, fewer of them No gaps, no overlaps
NC.1.MD.3
Tell and write time in hours and half-hours using analog and digital clocks.
Taught inTime to the hour Time to the half hour The short hand tells the hour The 6 means 30 minutes
NC.1.MD.5
Identify quarters, dimes, and nickels and relate their values to pennies.
Taught inPennies, nickels, dimes, quarters Bigger coin, not bigger value
NC.1.MD.4.a
Organize, represent, and interpret data with up to three categories ask and answer questions about the total number of data points.
Taught inTally marks in fives The fifth mark crosses Making a pictograph Reading a pictographand 2 more
NC.1.MD.4.b
Organize, represent, and interpret data with up to three categories ask and answer questions about how many in each category.
Taught inTally marks in fives The fifth mark crosses Making a pictograph Reading a pictographand 2 more
NC.1.MD.4.c
Organize, represent, and interpret data with up to three categories ask and answer questions about how many more or less are in one category than in another.
Taught inTally marks in fives The fifth mark crosses Making a pictograph Reading a pictographand 2 more

Geometry

NC.1.G.1.a
Distinguish between defining and non-defining attributes and create shapes with defining attributes by building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles.
Taught inSides and corners Turned is still a triangle Solid shapes Not every box is a cubeand 2 more
NC.1.G.1.b
Distinguish between defining and non-defining attributes and create shapes with defining attributes by building cubes, rectangular prisms, cones, spheres, and cylinders.
Taught inSides and corners Turned is still a triangle Solid shapes Not every box is a cubeand 2 more
NC.1.G.2.a
Create composite shapes by making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape.
Taught inShapes from shapes Shapes in the real world
NC.1.G.2.b
Create composite shapes by making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape.
Taught inShapes from shapes Shapes in the real world
NC.1.G.3.a
Partition circles and rectangles into two and four equal shares describe the shares as halves and fourths, as half of and fourth of.
Taught inHalves and fourths Equal parts only Many ways to make halves
NC.1.G.3.b
Partition circles and rectangles into two and four equal shares describe the whole as two of, or four of the shares.
Taught inHalves and fourths Equal parts only Many ways to make halves
NC.1.G.3.c
Partition circles and rectangles into two and four equal shares explain that decomposing into more equal shares creates smaller shares.
Taught inHalves and fourths Equal parts only Many ways to make halves

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