Common Core
Skills available for Common Core firstgrade math standards
Click on the name of a skill to practice that skill.
Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction.
 CC.1.OA.1 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.
» E.63.01: Story problems for single digit addition  Assessment 1
» E.63.02: Story problems for single digit addition  Assessment 2
» E.65: Review on story problems for single digit addition for up to 3 numbers
» F.21: Story problems with single digit addition
» F.22: Story problems with double digit addition
» G.63: Story problems for single digit subtraction  Assessment 1
» G.64.01: Story problems for single digit subtraction  Assessment 2
» G.64.02: Story problems for single digit subtraction  Assessment 3
» G.65: Review of story sums for single digit subtraction for upto 3 numbers
» H.21: Story problems with single digit subtraction
» I.08: Story problems on addition and subtraction  Assessment 1
» I.09: Story problems on addition and subtraction  Assessment 2
 CC.1.OA.2 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.
 CC.1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties.)
 CC.1.OA.4 Understand subtraction as an unknownaddend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
Add and subtract within 20
 CC.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
» A.02.01: Skip counting by 2 and 3 up to 100
» A.02.02: Skip Counting by 2 and 3 up to 100
» A.02.03: Skip counting by 2 and 3 up to 100
» A.03: Skip counting by 5 and 10 up to 100
» A.04: Skip counting by 5 and 10 up to 100
» A.10: Number pattern review
» E.21: Sequence addition by 2 from 0 to 20
» E.22: Random addition by 2 from 0 to 20
» E.23: Sequence addition by 2 from 21 to 40
» E.24: Random addition by 2 from 21 to 40
» E.25:Review addition by 1 and 2 from 0 to 40
» E.26: Sequence addition by 2 from 41 to 60
» E.27: Random addition by 2 from 41 to 60
» E.28: Sequence addition by 2 from 61 to 80
» E.29: Random addition by 2 from 61 to 80
» E.30: Review addition by 1 and 2 from 0 to 80
» E.31: Sequence addition by 2 from 81 to 100
» E.32: Random addition by 2 from 81 to 100
» E.33: Review addition by 1 and 2 from 0 to 100
» E.36: Single digit addition by 3 from 0 to 25
» E.37: Single digit addition by 3 from 26 to 50
» E.38: Single digit addition by 3 from 51 to 75
» E.39: Single digit addition by 3 from 76 to 100
» E.40: Review addition by 3 from 0 to 100
» E.41: Single digit addition by 4 from 0 to 25
» E.42: Single digit addition by 4 from 26 to 50
» E.43: Single digit addition by 4 from 51 to 75
» E.44: Single digit addition by 4 from 76 to 100
» E.45: Review addition by 4 from 0 to 100
» E.46: Single digit addition by 5 from 0 to 25
» E.47: Single digit addition by 5 from 26 to 50
» E.48: Single digit addition by 5 from 51 to 75
» E.49: Single digit addition by 5 from 76 to 100
» E.50: Review addition by 0, 1, 2, 4 and 5 from 0 to 100
» E.51: Single digit addition by 6 from 0 to 50
» E.52: Single digit addition by 6 from 51 to 100
» E.53: Single digit addition by 7 from 0 to 50
» E.54: Single digit addition by 7 from 51 to 100
» E.55: Review 6 and 7 addition from 0 to 100
» E.56: Single digit addition by 8 from 0 to 50
» E.57: Single digit addition by 8 from 51 to 100
» E.58: Single digit addition by 9 from 0 to 50
» E.59: Single digit addition by 9 from 51 to 100
» E.60.01: Review single digit addition from 0 to 100  Assessment 1
» E.60.02: Review single digit addition from 0 to 100  Assessment 2
» G.06: Sequence subtraction by 1 from 0 to 10
» G.07: Random subtraction by 1 from 0 to 10
» G.08: Sequence subtraction by 1 from 11 to 20
» G.09: Random subtraction by 1 from 11 to 20
» G.10: Review subtraction by 1 from 0 to 20
» G.11: Sequence subtraction by 1 from 21 to 40
» G.12: Random subtraction by 1 from 21 to 40
» G.13: Sequence subtraction by 1 from 41 to 60
» G.14: Random subtraction by 1 from 41 to 60
» G.15: Review subtraction by 1 from 0 to 60
» G.16: Sequence subtraction by 1 from 61 to 80
» G.17: Random subtraction by 1 from 61 to 80
» G.18: Sequence subtraction by 1 from 81 to 100
» G.19: Random subtraction by 1 from 81 to 100
» G.20: Review subtraction by 1 from 0 to 100
» G.21: Sequence subtraction by 2 from 0 to 20
» G.22: Random subtraction by 2 from 0 to 20
» G.23: Sequence subtraction by 2 from 21 to 40
» G.24: Random subtraction by 2 from 21 to 40
» G.25: Review subtraction by 0, 1 and 2 from 0 to 40
» G.26: Sequence subtraction by 2 from 41 to 60
» G.27: Random subtraction by 2 from 41 to 60
» G.28: Sequence subtraction by 2 from 61 to 80
» G.29: Random subtraction by 2 from 61 to 80
» G.30: Review subtraction by 0, 1 and 2 from 0 to 80
» G.31: Sequence subtraction by 2 from 81 to 100
» G.32: Random subtraction by 2 from 81 to 100
» G.33: Review subtraction by 0, 1 and 2 from 0 to 100
» G.36: Single digit subtraction by 3 from 0 to 25
» G.37: Single digit subtraction by 3 from 26 to 50
» G.38: Single digit subtraction by 3 from 51 to 75
» G.39: Single digit subtraction by 3 from 76 to 100
» G.40: Review subtraction by 3 from 0 to 100
» G.41: Single digit subtraction by 4 from 0 to 25
» G.42: Single digit subtraction by 4 from 26 to 50
» G.43: Single digit subtraction by 4 from 51 to 75
» G.44: Single digit subtraction by 4 from 76 to 100
» G.45: Review subtraction by 4 from 0 to 100
» G.46: Single digit subtraction by 5 from 0 to 25
» G.47: Single digit subtraction by 5 from 26 to 50
» G.48: Single digit subtraction by 5 from 51 to 75
» G.49: Single digit subtraction by 5 from 76 to 100
» G.50: Review subtraction by 0, 1, 2, 3, 4 and 5 from 0 to 100
» G.51: Single digit subtraction by 6 from 0 to 50
» G.52: Single digit subtraction by 6 from 51 to 100
» G.53: Single digit subtraction by 7 from 0 to 50
» G.54: Single digit subtraction by 7 from 51 to 100
» G.55: Review 6 and 7 subtraction from 0 to 100
» G.56: Single digit subtraction by 8 from 0 to 50
» G.57: Single digit subtraction by 8 from 51 to 100
» G.58: Single digit subtraction by 9 from 0 to 50
» G.59: Single digit subtraction by 9 from 51 to 100
» G.60: Review single digit subtraction by 7, 8 and 9 from 0 to 100
 CC.1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
» E.06: Sequence addition by 1 from 0 to 10
» E.07: Random addition by 1 from 0 to 10
» E.08: Sequence addition by 1 from 11 to 20
» E.09: Random addition by 1 from 11 to 20
» E.10: Review addition by 1 from 0 to 20
» E.62: Adding three single digit numbers
» F.01.01: Review addition of two single digit numbers
» F.02: Review addition of three single digit numbers
» F.12: Add 4 or more one digit numbers
» G.01: Review subtraction of two single digit numbers
» G.02: Review subtraction of three single digit numbers
Work with addition and subtraction equations.
Number and Operations in Base Ten
Extend the counting sequence.
Understand place value.
 CC.1.NBT.2 Understand that the two digits of a twodigit 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).
» C.01: Identify the place value of ones
» C.02: Identify the place value of tens
» C.08: Counting by 10s and 1s
» C.02: Count set of tens and ones for numbers up to 30
» C.03: Determine the tens and ones in a number  up to 30
» C.04: Determine the tens and ones in a number  up to 40
» C.05: Determine the tens and ones in a number  up to 50
» C.08: Determine the tens and ones in a number  up to 70
» C.09: Determine the tens and ones in a number  up to 100
» C.10: How do you write this number?  up to 70  Assessment 1
» C.11: How do you write this number?  up to 70  Assessment 2
» C.12: How do you write this number?  up to 100  Assessment 3
» C.13: Write the value of number for numbers up to 100
» E.14: Regrouping tens and ones
» F.21: Review place value addition up to 100 without regrouping
 CC.1.NBT.3 Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
» D.01: Counting by patterns
» D.02: Counting by pattern up to 100
» D.04: Counting by pattern up to 300
» D.05: Review counting by pattern up to 500
» D.06: Complete the patterns up to 1,000
» D.07: Increasing patterns up to 1,000
» D.08: Comparing numbers up to 20 using 'greater than' or 'less than'
» D.09: Comparing numbers up to 50 using 'greater than' or 'less than'
» D.10: Using symbols for comparison picture based
» D.11: Using symbols for comparison of numbers up to 20  Assessment 1
» D.12: Using symbols for comparison of numbers up to 20  Assessment 2
» D.13: Using symbols for comparison of numbers up to 50  Assessment 1
» D.14: Using symbols for comparison of numbers up to 50  Assessment 2
» D.15: Using symbols for comparison of numbers up to 75  Assessment 1
» D.16: Using symbols for comparison of numbers up to 75  Assessment 2
» C.04.02: Compare and order two digit number  Assessment 2
» C.04.03: Compare and order numbers up to 1,000  Assessment 1
» C.04.04: Compare and order numbers up to 1,000  Assessment 2
» C.04.05: Compare and order numbers up to 1,000  Assessment 3
» C.04.06: Compare and order numbers up to 1,000  Assessment 4
» I.01: Identify the sign that makes the statement true  Assessment 1
» I.02: Identify the sign that makes the statement true  Assessment 2
» I.03: Identify the sign that makes the statement true  Assessment 3
» I.04: Identify the sign that makes the statement true  Assessment 4
Use place value understanding and properties of operations to add and subtract.
 CC.1.NBT.4 Add within 100, including adding a twodigit number and a onedigit number, and adding a twodigit 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. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
» I.11: Balancing equations  addition and subtraction up to 10
» I.12: Balancing equations  addition and subtraction up to 20
» I.13: Balancing equations  addition and subtraction up to 30
» I.14: Balancing equations  addition and subtraction up to 40
» I.15: Balancing equations  addition and subtraction up to 50
» F.03: Review addition of one digit number with a two digit without regrouping
» F.04: Review addition of one digit number with a double digit with regrouping
» F.05: Review on addition of one digit number with double digit with or without regrouping
» F.11.02: Review addition by 10s
 CC.1.NBT.5 Given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
» F.01.01: Addition by 10 from 0 to 50
» F.01.02: Addition by 10 from 51 to 100
» H.01.01: Subtraction by 10 from 0 to 50
» H.01.02: Subtraction by 10 from 51 to 100
» G.11: Review subtraction of 10s
 CC.1.NBT.6 Subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (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.
» I.07: Add and subtract tens
Measurement and Data
Measure lengths indirectly and by iterating length units
Tell and write time.
Represent and interpret data.
 CC.1.MD.4 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.
» Q.11: 2 way venn diagrams
Geometry
Reason with shapes and their attributes.
 CC.1.G.1 Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); for a wide variety of shapes; build and draw shapes to possess defining attributes.
» Q.01: 2 Dimensional objects
» Q.02: 3 Dimensional objects
» Q.03: Counting edges and corners
» Q.04: Counting vertices and faces
» Q.05: Shapes of objects used at home
» Q.15: Review objects, venn diagrams and money
» J.05: Counting sides for geometrical shapes
» J.07: Counting corners for geometrical shapes
 CC.1.G.2 Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional 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. (Students do not need to learn formal names such as “right rectangular prism.”).
 CC.1.G.3 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.
» L.01: Understanding equal parts and halves using pictures  Assessment 1
» L.02: Understanding equal parts and halves using pictures  Assessment 2
» L.03: Understanding one thirds and one fourths using pictures  Assessment 1
» L.04: Understanding one thirds and one fourths using pictures  Assessment 2
» L.05: Review halves, thirds and fourths


