# Academic standards list

### Introduction

Academic standards define the expectations for knowledge and skills that students are to learn in a subject by a certain age or at the end of a school grade level. This page contains a list of standards for a specific content area, grade level, and/or course. The list of standards may be structured using categories and sub-categories.

### Operations & Algebraic Thinking

CCSS.Math.Content.1.OA

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
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
Understand and apply properties of operations and the relationship between addition and subtraction.
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative
Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.
Add and subtract within 20.
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 +
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
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number

### Number & Operations in Base Ten

CCSS.Math.Content.1.NBT

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.

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:
There are 3 components within this standard.
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.
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
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
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

### Measurement & Data

CCSS.Math.Content.1.MD

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

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;
Tell and write time.
Tell and write time in hours and half-hours using analog and digital clocks.
Represent and interpret data.
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in

### Geometry

CCSS.Math.Content.1.G

Reason with shapes and their attributes.
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation,
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes,

Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the

Disclaimer: This website provides a reference tool for browsing academic standards and locating associated resources. We are not the originator of these academic standards. Although we strive to maintain accuracy, there may be revisions, updates, or errors within the text and structure of the information displayed. In case of any discrepancy, please respect the originator's published version (http://www.corestandards/Math) as the definitive record.