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Oregon Standards

Oregon 1st grade math standards

Every 1st grade math standard in the Oregon Mathematics Standards, in Oregon's order, with the Lux lessons that teach it.

Operations and Algebraic Thinking

  1. 1.OA.A.1

    Use addition and subtraction within 20 to solve and represent problems in authentic contexts involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.

    Taught inRead the story firstAct out the storyHow many were added?How many at the start?and 2 more
  2. 1.OA.A.2

    Solve problems that call for addition of three whole numbers whose sum is less than or equal to 20 using objects, drawings or equations.

    Taught inAny order, same totalFind the ten firstFacts that go togetherThree numbers in a story
  3. 1.OA.B.3

    Apply properties of operations as strategies to add and subtract.

    Taught inAny order, same totalFind the ten firstFacts that go togetherThree numbers in a story
  4. 1.OA.B.4

    Understand subtraction as an unknown-addend problem.

    Taught inSubtraction is a missing partWhich addition helps?
  5. 1.OA.C.5

    Relate counting to addition and subtraction.

    Taught inCount on to add, back to subtract
  6. 1.OA.C.6

    Add and subtract within 20, demonstrating fluency for addition and subtraction within 10 with accurate, efficient, and flexible strategies.

    Taught inMake a ten to addSubtract back to tenWays to make 10Facts that go togetherand 3 more
  7. 1.OA.D.7

    Use the meaning of the equal sign to determine whether equations involving addition and subtraction are true or false.

    Taught inNot every equation is trueWhat the equal sign meansTrue or false?The total can come first
  8. 1.OA.D.8

    Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

    Taught inThe missing number anywhereA missing startCheck by putting it backBoth sides must match

Number and Operations in Base Ten

  1. 1.NBT.A.1

    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.

    Taught inCounting on and back to 120The end of a row
  2. 1.NBT.B.2

    Understand 10 as a bundle of ten ones and that the two digits of a two-digit number represent amounts of tens and ones.

    Taught inTens and onesFifteen is not 51Expanded form counts tensMany ways to make a numberand 1 more
  3. 1.NBT.B.3

    Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

    Taught inGreater than, less thanThe tens decide firstNumbers on a number line
  4. 1.NBT.C.4

    Add within 100 using concrete or visual representations 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 why sometimes it is necessary to compose a ten.

    Taught inAdding ones to a two-digit numberGet to the next tenTwelve ones is a new ten
  5. 1.NBT.C.5

    Without having to count, mentally find 10 more or 10 less than a given two-digit number and explain the reasoning used.

    Taught inOne more, ten moreTen more changes the tens
  6. 1.NBT.C.6

    Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 using concrete or visual representations and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Relate the strategy and model used to a written method and explain the reasoning used.

    Taught inTake away tens

Geometry

  1. 1.GM.A.1

    Distinguish between defining attributes versus non-defining attributes for a wide variety of shapes. Build and draw shapes to possess defining attributes.

    Taught inSides and cornersTurned is still a triangleSolid shapesNot every box is a cubeand 2 more
  2. 1.GM.A.2

    Compose common two-dimensional shapes or three-dimensional shapes to create a composite shape, and create additional new shapes from composite shapes.

    Taught inShapes from shapesShapes in the real world
  3. 1.GM.A.3

    Partition circles and rectangles into two and four equal shares. Describe the equal shares and understand that partitioning into more equal shares creates smaller shares.

    Taught inHalves and fourthsEqual parts onlyMany ways to make halves

Measurement and Data

  1. 1.GM.B.4

    Order three objects by length; compare the lengths of two objects indirectly by using a third object.

    Taught inLonger, shorter, longestCompare with a third thingInches and centimeters don’t mix
  2. 1.GM.B.5

    Express the length of an object as a whole number of non-standard length units, by laying multiple copies of a shorter object (the length unit) end to end.

    Taught inMeasure with paper clipsBigger units, fewer of themNo gaps, no overlaps
  3. 1.GM.C.6

    Tell and write time in hours and half-hours using analog and digital clocks.

    Taught inTime to the hourTime to the half hourThe short hand tells the hourThe 6 means 30 minutes
  4. 1.DR.A.1

    Generate questions to investigate situations within the classroom. Collect or consider data that can naturally answer questions by representing data visually.

    Taught inTally marks in fivesThe fifth mark crossesMaking a pictographReading a pictographand 3 more
  5. 1.DR.B.2

    Analyze data sets with up to three categories by representing data visually, such as with graphs and charts, and interpret information presented to answer investigative questions.

    Taught inTally marks in fivesThe fifth mark crossesMaking a pictographReading a pictographand 2 more
All Oregon grades

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