• Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction.
OA1: 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.
OA2: 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.

Understand and apply properties of operations and the relationship between addition and subtraction.

OA3: Apply properties of operations as strategies to add and subtract.
OA4: Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by
finding the number that makes 10 when added to 8.

OA5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
OA6: Add and subtract within 20:
a. Use strategies such as counting on; making ten, decomposing a number leading to a
ten; using the relationship between addition and subtraction and creating equivalent but
easier or known sums.
b. Fluency add and subtract within 10.

Work with addition and subtraction equations

OA7: Understand the meaning of the equal sign, and determine if equations involving addition
and subtraction are true or false.
OA8: Determine the unknown whole number in an addition or subtraction equation relating to
three whole numbers.

Number and Operations in Base Ten

Extend the counting sequence
NBT1: 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.

Understand place value

NBT2: Understand that the two digits of a two-digit number represent amounts of tens and
ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones — called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five,
six, seven, eight, or nine ones.
c. 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).
NBT3: Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.

Use place value understanding and properties of operations to add and subtract.

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.
NBT5: Given a two-digit number, mentally find 10 more or 10 less than the number, without
having to count; explain the reasoning used.
NBT6: 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.
NBT7: Identity dimes and understand ten pennies can be thought of as a dime.

Measurement and Data
Measure lengths indirectly and by iterating length units.
MD1: Order three objects by length; compare the lengths of two objects indirectly by using a
third object.
MD2: Express the length of an object as a whole number of length units, by laying multiple
copies of a shorter object (the length unit) end to end; understand that the length
measurement of an object is the number of same-size length units that span it with no
gaps or overlaps.

Tell and write time.

MD3: Tell and write time in hours and half-hours using analog and digital clocks.

Represent and interpret data.

MD4: Organize, represent, and interpret data with up to three categories; ask and answer
questions about the total number of data points, how many in each category, and how
many more or less are in one category than in another.

Geometry

Reason with shapes and their attributes.
G1: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus
non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to
possess defining attributes.
G2: 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.
G3: Partition circles and rectangles into two and four equal shares, describe the shares using
the words halves, fourths, and quarters, and use the phrases half of, fourth of, and
quarter of. Describe the whole as two of, or four of the shares. Understand for these
examples that decomposing into more equal shares creates smaller shares.