Intelliseeds Learning - Common Core first-grade ELA standards

CC.2.OA.2 Add and subtract within 20. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Work with equal groups of objects to gain foundations for multiplication.

CC.2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

» A.02: Review number patterns and odd and even numbers up to 100

» C.01: Review even and odd number identification up to 100

» C.02: Even and odd number identification up to 1,000

» A.06: Even and odd number identification

» A.11: Find the even and odd numbers - Assessment 1

» A.12: Find the even and odd numbers - Assessment 2

» A.13: Review even and odd number identification up to 10,000

» A.14: Odd and even number identification up to 999,999

» A.15: Odd and even numbers using addition or subtraction up to 999,999

» A.17: Review of odd and even numbers up to 999,999

» E.13: Mixed addition and subtraction for numbers with 4 or more digits - Assessment 1

» A.17: Even and odd number identification up to billions

CC.2.OA.4 Work with equal groups of objects to gain foundations for multiplication. 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.

» D.08: Estimation

Number and Operations in Base Ten

Understand place value.

CC.2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: -- a. 100 can be thought of as a bundle of ten tens — called a “hundred.” -- b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

» E.01: Review place values - ones, tens and hundreds

» E.02: Place value identification for up to 3 digit numbers

» E.03: Using place value model to write numbers up to 1,000 in standard form

» C.03: Identify the place value of hundreds

» C.04: Identifying place value - random

» C.05: Review place values

» E.12: Random addition by 1 from 21 to 40

» E.13: Sequence addition by 1 from 41 to 60

» B.01: Review place value identification up to 1,000

» B.03: Sum of place values up to 1,000

» B.04: Difference in place values up to 1,000

» B.05: Review place values up to 1,000

» B.15: Story problems on place value

» B.16: Review of place value and number words

» B.17: Convert between place values

CC.2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

» A.03: Skip counting by 2, 3, 5 and 10 up to 1,000 - Assessment 1

» A.04.01: Skip counting by 2, 3, 5 and 10 up to 1,000 - Assessment 2

» A.04.02: Skip counting by 2, 3, 4, 5 and 10 up to 1,000 - Assessment 3

» A.05: Review skip counting by 2, 3, 4, 5 and 10 up to 1,000

» D.01: Counting by patterns

» D.02: Counting by pattern up to 100

» D.03: Counting by pattern up to 200

» 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: Decreasing patterns up to 1,000

» D.09: Mix of increasing and decreasing patterns up to 1,000

» D.10: Review number patterns up to 1,000

» C.09: Counting by 100s, 10s and 1s

» F.05: Find the multiples of a number by skip counting

CC.2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

» A.08: Cardinal numbers up to 1,000 - Assessment 1

» A.09: Cardinal numbers up to 1,000 - Assessment 2

» A.10: Review on ordinal and cardinal numbers up to 1,000

» B.03: Writing number in words up to 1,000

» B.04: Introducing Roman Numerals I, V, X & L

» B.05: Review number words and Roman numerals

» E.04.03: Place value identification up to thousands - Assessment 3

» E.05: Review on place value identification up to thousands

» E.08.01: Rounding to nearest thousand - Assessment 1

» E.08.02: Rounding to nearest thousand - Assessment 2

» E.09: Place value and number rounding up to thousand

» E.11.01: Writing numbers in standard form by adding

» E.11.02: Place value - expanded form

» E.11.03: Convert number from standard to expanded form up to 10,000

» E.15: Review of converting from standard to expanded form and place value

» C.06: Converting the number from standard to expanded form

» C.07: Converting the number from expanded to standard form

» C.10: Review of converting numbers from one form to other

» B.02: Review standard and expanded forms and place value model up to 1,000

CC.2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

» C.03.03: Compare and order numbers up to 200 - Assessment 2

» C.03.04: Compare and order numbers up to 300 - Assessment 1

» C.03.05: Compare and order numbers up to 300 - Assessment 2

» C.03.06: Missing and next number identification up to 1,000

» C.04.01: Compare and order two digit number - Assessment 1

» 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

» C.05: Review on compare and order numbers up to 1,000

» C.06: Story problems on compare and order up to 1,000 - Assessment 1

» C.07: Story problems on compare and order up to 1,000 - 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

» I.07: Identify the greatest and the least number up to 100

» I.08: Identify the greatest and the least number up to 200

» I.09: Identify the greatest and the least number up to 300

» D.03.01: Comparison of numbers up to 100 - Assessment 1

» D.03.02: Comparison of numbers up to 100 - Assessment 2

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

CC.1.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

» G.03: Review subtraction of a single digit number from a double digit without regrouping

» G.04: Review subtraction of single digit number from a double digit with regrouping

» G.05: Review single and double digit subtraction with or without regrouping

» G.06: Review subtraction of 2 digit numbers without regrouping - Assessment 1

» G.07: Review subtraction of 2 digit numbers without regrouping - Assessment 2

» G.08: Review subtraction of 2 digit numbers with regrouping - Assessment 1

» G.09: Review subtraction of 2 digit numbers with regrouping - Assessment 2

» G.10: Review subtraction by 2 digit numbers with or without regrouping

» G.12: Subtract 3 or more one digit numbers from a two digit number

» G.19: Subtract 3 or more two digit numbers

» G.20: Review two digit subtractions and equations

» G.23: Subtracting 1, 2 and 3 digit number

» G.25: Review subtracting 1, 2, 3 digit number

» G.26: Subtract two 3 digit numbers without regrouping - Assessment 1

» G.27: Subtract two 3 digit numbers without regrouping - Assessment 2

» G.28: Subtract two 3 digit numbers without regrouping - Assessment 3

» G.29: Subtract two 3 digit numbers without regrouping - Assessment 4

» G.30: Review on 3 digit subtraction without regrouping

» G.31: Subtract two 3 digit numbers with regrouping - Assessment 1

» G.32: Subtract two 3 digit numbers with regrouping - Assessment 2

» G.33: Subtract two 3 digit numbers with regrouping - Assessment 3

» G.34: Subtract two 3 digit numbers with regrouping - Assessment 4

» G.35: Review on 3 digit number subtraction with regrouping

» H.02.01: Two digit subtraction without regrouping 0 to 50 - Assessment 1

» H.02.02: Two digit subtraction without regrouping 0 to 50 - Assessment 2

» H.03: Two digit subtraction without regrouping 0 to 50 - Assessment 3

» H.04: Two digit subtraction without regrouping 0 to 50 - Assessment 4

» H.05: Review two digit subtraction without regrouping 0 to 50

» H.06: Two digit subtraction without regrouping 0 to 100 - Assessment 1

» H.07: Two digit subtraction without regrouping 0 to 100 - Assessment 2

» H.08: Two digit subtraction without regrouping 0 to 100 - Assessment 3

» H.09: Two digit subtraction without regrouping 0 to 100 - Assessment 4

» H.10: Review two digit subtraction without regrouping 0 to 100

» H.11: Two digit subtraction with regrouping 0 to 50 - Assessment 1

» H.12: Two digit subtraction with regrouping 0 to 50 - Assessment 2

» H.13: Two digit subtraction with regrouping 0 to 50 - Assessment 3

» H.14: Two digit subtraction with regrouping 0 to 50 - Assessment 4

» H.15: Review two digit subtraction with regrouping 0 to 50

» H.16: Two digit subtraction with regrouping 51 to 100 - Assessment 1

» H.17: Two digit subtraction with regrouping 51 to 100 - Assessment 2

» H.18: Two digit subtraction with regrouping 51 to 100 - Assessment 3

» H.19: Two digit subtraction with regrouping 51 to 100 - Assessment 4

» H.20: Review two digit subtraction with regrouping 0 to 100

» I.01: Addition and subtraction up to 99 - Assessment 1

» I.02: Addition and subtraction up to 99 - Assessment 2

» I.03: Addition and subtraction up to 99 - Assessment 3

» I.04: Addition and subtraction up to 99 - Assessment 4

» I.05: Review on Addition and subtraction upto 99

» I.10: Review mixed addition and subtraction

» C.01: Review of 2 digit additions with/without regrouping

» D.01: Review of 1 and 2 digit number subtraction

CC.1.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

» F.06: Review addition of two digit numbers without regrouping - Assessment 1

» F.07: Review addition of two digit numbers without regrouping - Assessment 2

» F.08: Review addition of two digit numbers with regrouping - Assessment 1

» F.09: Review addition of two digit numbers with regrouping - Assessment 2

» F.10: Review addition of two digit numbers with or without regrouping

» F.19.01: Add 3 or more two digit numbers - Assessment 1

» F.19.03: Add three or more 2 digit numbers - Assessment 3

» F.19.04: Add three or more 2 digit numbers - Assessment 4

» F.20: Review two digit addition and equations

» F.21: Review place value addition up to 100 without regrouping

» F.02.01: Two digit addition without carryover 0 to 50 - Assessment 1

» F.02.02: Two digit addition without carryover 0 to 50 - Assessment 2

» F.03: Two digit addition without carryover 0 to 50 - Assessment 3

» F.04: Two digit addition without carryover 0 to 50 - Assessment 4

» F.05: Review two digit addition without carryover 0 to 50

» F.06: Two digit addition without carryover 0 to 100 - Assessment 10

» F.07: Two digit addition without carryover 0 to 100 - Assessment 2

» F.08: Two digit addition without carryover 0 to 100 - Assessment 3

» F.09: Two digit addition without carryover 0 to 100 - Assessment 4

» F.10: Review two digit addition without carryover 0 to 100

» F.11: Two digit addition with carryover 0 to 50 - Assessment 1

» F.12: Two digit addition with carryover 0 to 50 - Assessment 2

» F.13: Two digit addition with carryover 0 to 50 - Assessment 3

» F.14: Two digit addition with carryover 0 to 50 - Assessment 4

» F.15: Review two digit addition with carryover 0 to 50

» F.16: Two digit addition with carryover 51 to 100 - Assessment 1

» F.17: Two digit addition with carryover 51 to 100 - Assessment 2

» F.18: Two digit addition with carryover 51 to 100 - Assessment 3

» F.19: Two digit addition with carryover 51 to 100 - Assessment 4

» F.20: Review two digit addition with carryover 0 to 100

CC.1.NBT.7 Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

» F.23: Adding 1, 2 and 3 digit numbers

» F.39.01: Story problems for addition of 3 digit numbers - Assessment 1

» F.39.02: Story problems for addition of 3 digit numbers - Assessment 2

» G.21: Review place value subtraction up to 100 without regrouping

» H.08: Story problems for 3 digit addition and subtraction - Assessment 1

» H.09: Story problems for 3 digit addition and subtraction - Assessment 2

» H.10: Review mixed addition and subtraction problems

» H.11: Story problems that mix 2, 3 digit addition and subtraction in the same story - Assessment 1

» H.12: Story problems that mix 2, 3 digit addition and subtraction in the same story - Assessment 2

CC.1.NBT.8 Use place value understanding and properties of operations to add and subtract. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
CC.1.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)

Measurement and Data

Measure and estimate lengths in standard units.

CC.2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

» L.01: Review on measuring length using customary units of length

» L.02: Measuring length using metric units of length

CC.2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
CC.2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.

» L.06: Conversion of inches, feet and yards - Assessment 1

» L.07: Conversion of inches, feet and yards - Assessment 2

» N.17: Estimating length

CC.2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

» L.08.01: Story problems on linear conversions - Assessment 1

» L.08.02: Story problems on linear conversions - Assessment 2

Relate addition and subtraction to length.

CC.2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

» L.03.01: Word problems on measuring length using customary units

» L.03.02: Word problems on measuring length using metric units

» L.04: Word problems on length using customary and metric units

» L.05: Review on measurement of length using standard and metric units

CC.2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, … , and represent whole-number sums and differences within 100 on a number line diagram.

» R.01: Writing addition expression based on number line

» R.02: Representation of addition expressions using number line

» R.03: Writing subtraction expression based on number line

» R.04: Representation of subtraction expressions using number line

» R.05: Review on number line

» N.25: Temperature - reading a thermometer

Work with time and money.

CC.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

» K.01: Review on days of the week, months and seasons

» K.02: Review on A.M. and P.M.

» K.03: Reading time from a digital clock

» K.04: Reading analog clock to the nearest hour

» K.05: Review of time concepts

» K.06: Expressing time in words

» K.07: Match analog and digital time to nearest hour

» K.08: Reading time to nearest half hour using a digital clock

» K.09: Reading time to nearest half hour using an analog clock

» K.10: Matching analog and digital clock to nearest half hour

» K.11: Review of reading time to nearest half hour

» K.12: Reading time to nearest quarter hour using digital clock

» K.13: Reading time to nearest quarter hour using analog clock

» K.14: Matching the time for analog and digital clocks to nearest quarter hour

» K.15: Sequence of Events

» K.16: Review on reading clocks

» K.17: Elapsed time to nearest hour - Assessment 1

» K.18: Elapsed time to nearest hour - Assessment 2

» K.19: Elapsed time to nearest 30 minutes - Assessment 1

» K.20: Elapsed time to nearest 30 minutes - Assessment 2

» K.21: Review on elapsed time

CC.2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ (dollars) and ¢ (cents) symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

» Q.12: Identify coins and bills

» Q.13: Counting money

» Q.14: Story Problems around money

» M.01: Counting money

» M.02: Compare and order money

» M.03: Rounding money

» M.04: Story problems: Making change

» M.05: Review money

» M.06: Adding money

» M.07: Subtract money

» M.08: Add and subtract money

» M.09: Word problems on addition and subtraction of money

» M.10: Adding and subtracting money - Mixed review

Represent and interpret data.

CC.2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

» Q.09: Introduction to line plots

CC.2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

» Q.06: Understanding pictographs

» Q.07: Understanding bar graphs

» Q.10: Review of Pictographs, Bar graphs and Line plots

» Q.02: Pictographs - Assessment 1

Geometry

Reason with shapes and their attributes.

CC.2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (Sizes are compared directly or visually, not compared by measuring.)

» M.14.01: Faces, edges and vertices - Assessment 1

» M.14.02: Faces, edges and vertices - Assessment 2

» M.15: Patterns for solid figures

CC.2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
CC.2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

» J.01: Review of halves, thirds and fourths

» J.02: Identify the shape which matches the given fraction

» J.03: Identify the fraction shown by the given figure - Assessment 1

» J.04: Identify the fraction shown by the given figure - Assessment 2

» J.05: Review on introduction to fractions