Ohio Common Core Standards Math Standards 1st Grade Reading

Skills available for Ohio offset-form math standards

IXL'south first-grade skills will be aligned to the Ohio Learning Standards before long! Until then, you tin can view a complete list of first-course standards below.

Standards are in black and IXL math skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to do that skill.

1.OA Operations and Algebraic Thinking

• Represent and solve issues involving addition and subtraction.

  • one.OA.1 Use addition and subtraction inside 20 to solve word problems involving situations of calculation to, taking from, putting together, taking apart and comparison, with unknowns in all positions, east.g., by using objects, drawings, and equations with a symbol for the unknown number to correspond the problem.

    • Add-on give-and-take bug with pictures - sums up to 10 ( 1-D.v )
    • Add-on give-and-take issues - sums upward to 10 ( 1-D.6 )
    • Discussion problems with an unknown addend - upwards to 10 ( 1-D. )
    • Addition sentences for discussion problems - sums up to x ( 1-D.7 )
    • Add-on word problems - sums upwardly to 20 ( 1-D.12 )
    • Improver sentences for word problems - sums upwards to 20 ( ane-D.13 )
    • Addition sentences for word problems - one-digit plus 2-digit numbers ( 1-D.24 )
    • Subtraction word issues with pictures - up to x ( 1-H.six )
    • Subtraction discussion issues - upwards to 10 ( 1-H.seven )
    • Subtraction sentences for word problems - up to 10 ( 1-H.8 )
    • Subtraction discussion bug - up to 20 ( i-H.thirteen )
    • Subtraction sentences for word problems - upwards to 20 ( 1-H.14 )
    • Word problems involving addition and subtraction - up to xx ( i-K.ii )

  • one.OA.2 Solve give-and-take problems that call for addition of 3 whole numbers whose sum is less than or equal to twenty, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Drawings need not show details, merely should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)

    • Add together three numbers - give-and-take issues ( i-E.sixteen )

• Understand and employ backdrop of operations and the relationship between addition and subtraction.

  • 1.OA.3 Apply backdrop of operations as strategies to add and subtract.

    • Related improver facts ( i-D.14 )
    • Add together iii numbers - make ten ( 1-Eastward.8 )
    • Add together three numbers ( 1-E.xv )
    • Related subtraction facts ( 1-H.15 )
    • Fact families ( ane-J.3 )

  • 1.OA.4 Understand subtraction as an unknown-addend problem.

    • Complete the addition sentence - sums upwards to 10 ( 1-D.iii )
    • Complete the addition judgement - sums upwardly to twenty ( 1-D.eleven )
    • Complete the add-on sentence - brand x ( 1-E.seven )
    • Chronicle addition and subtraction sentences ( one-I.1 )

• Add and subtract within xx.

  • ane.OA.five Relate counting to add-on and subtraction, e.g., by counting on ii to add 2.

    • Addition sentences using number lines - sums upward to 10 ( 1-B.5 )
    • Addition sentences using number lines - sums up to twenty ( 1-D.8 )
    • Subtraction sentences using number lines - up to 10 ( ane-F.5 )
    • Subtraction sentences using number lines - up to xx ( 1-H.ix )
    • Subtract by counting on - up to 10 ( i-I. )
    • Subtract by counting on - upward to xx ( one-I. )

  • 1.OA.half-dozen Add and decrease inside xx, demonstrating fluency with various strategies for addition and subtraction within x. Strategies may include counting on; making ten, eastward.thousand., 8 + 6 = 8 + 2 + 4 = 10 + four = 14; decomposing a number leading to a ten, due east.thou., xiii – 4 = 13 – three – ane = 10 – i = 9; using the relationship between addition and subtraction, east.grand., knowing that 8 + iv = 12, one knows 12 – viii = 4; and creating equivalent but easier or known sums, e.chiliad., adding vi + vii past creating the known equivalent 6 + 6 + ane = 12 + 1 = 13.

    • Adding 1 ( 1-C.one )
    • Adding 2 ( 1-C.ii )
    • Adding three ( 1-C.iii )
    • Adding 4 ( 1-C.iv )
    • Calculation 5 ( one-C.5 )
    • Adding 6 ( ane-C.six )
    • Adding 7 ( 1-C.vii )
    • Calculation viii ( 1-C.8 )
    • Calculation 9 ( 1-C.9 )
    • Calculation 0 ( ane-C.10 )
    • Addition facts - sums upwards to 10 ( 1-D.i )
    • Make a number using improver - sums upwards to 10 ( 1-D.ii )
    • Means to make a number - addition sentences up to 10 ( 1-D.iv )
    • Addition facts - sums upwardly to 20 ( ane-D.ix )
    • Make a number using add-on - sums up to 20 ( 1-D.10 )
    • Add doubles - with models ( 1-E.1 )
    • Add doubles ( 1-E.2 )
    • Add using doubles plus one ( 1-Due east.4 )
    • Add together using doubles minus i ( 1-E.5 )
    • Add 3 numbers - make 10 ( one-Eastward.viii )
    • Make x to add ( 1-E.9 )
    • Subtract zero and all ( 1-F.seven )
    • Subtracting 1 ( 1-Thousand.1 )
    • Subtracting ii ( 1-Yard.ii )
    • Subtracting 3 ( i-Yard.3 )
    • Subtracting iv ( 1-G.four )
    • Subtracting 5 ( ane-G.5 )
    • Subtracting half dozen ( 1-G.6 )
    • Subtracting 7 ( 1-G.vii )
    • Subtracting 8 ( 1-M.8 )
    • Subtracting nine ( 1-G.9 )
    • Subtracting 0 ( one-Grand.10 )
    • Subtraction facts - up to 10 ( i-H.1 )
    • Make a number using subtraction - up to 10 ( 1-H.2 )
    • Ways to make a number - subtraction sentences up to x ( i-H.3 )
    • Ways to subtract from a number - subtraction sentences up to 10 ( 1-H.iv )
    • Subtraction facts - up to twenty ( i-H.10 )
    • Make a number using subtraction - up to twenty ( ane-H.11 )
    • Relate addition and subtraction sentences ( 1-I.1 )
    • Subtract by counting on - up to 10 ( 1-I. )
    • Subtract past counting on - upward to 20 ( 1-I. )
    • Subtract doubles ( i-I.2 )
    • Addition and subtraction - ways to brand a number ( 1-J.1 )
    • Add-on and subtraction facts - up to 10 ( 1-J.4 )
    • Add-on and subtraction facts - up to twenty ( ane-J.five )

• Work with addition and subtraction equations.

  • 1.OA.vii Understand the meaning of the equal sign, and decide if equations involving addition and subtraction are true or false.

    • Addition sentences: true or false? ( 1-D.15 )
    • Improver sentences: which is true? ( 1-D.16 )
    • Subtraction sentences: true or imitation? ( 1-H.sixteen )
    • Subtraction sentences: which is true? ( i-H.17 )
    • Which sign makes the number judgement truthful? ( ane-J.2 )
    • Addition and subtraction sentences: which is true? ( i-J.6 )

  • 1.OA.eight Determine the unknown whole number in an add-on or subtraction equation relating three whole numbers.

    • Complete the addition judgement - sums up to 10 ( 1-D.3 )
    • Consummate the addition sentence - sums upward to 20 ( 1-D.xi )
    • Add doubles - complete the sentence ( ane-E.three )
    • Consummate the improver sentence - make x ( i-E.7 )
    • Complete the subtraction sentence - upwardly to 10 ( 1-H.5 )
    • Complete the subtraction judgement - upward to xx ( ane-H.12 )

1.NBT Number and Operations in Base of operations Ten

• Extend the counting sequence.

  • 1.NBT.one Count to 120, starting at whatsoever number less than 120. In this range, read and write numerals and correspond a number of objects with a written numeral.

    • Counting review - upwards to 20 ( 1-A.three )
    • Count on 10 frames - up to 40 ( 1-A.five )
    • Counting - up to 100 ( 1-A.10 )
    • Counting forward - upwards to 100 ( 1-A.13 )
    • Counting forward - up to 120 ( ane-A.xv )
    • Number lines - up to 100 ( 1-A.17 )
    • Number lines - up to 120 ( 1-A.eighteen )
    • Counting on the hundred nautical chart ( 1-A.19 )
    • Counting on a number chart - up to 120 ( 1-A.20 )
    • Sequences - count upward and down by i ( 1-A.27 )
    • Writing numbers in words - convert words to digits ( 1-A.xxx )
    • Writing numbers in words - convert digits to words ( one-A.31 )

• Understand identify value.

  • 1.NBT.2 Empathise that the 2 digits of a two-digit number represent amounts of tens and ones. Understand the post-obit as special cases: x tin can be idea of as a bundle of ten ones — called a "10;" the numbers from eleven to 19 are equanimous of a ten and one, two, three, four, five, half dozen, seven, 8, or nine ones; and the numbers 10, 20, 30, 40, 50, sixty, 70, 80, 90 refer to 1, two, three, iv, five, six, seven, eight, or nine tens (and 0 ones).

    • Counting tens and ones - up to twenty ( i-A.4 )
    • Counting tens and ones - up to 99 ( one-A.xi )
    • Hundred chart ( i-A.21 )
    • Place value models upwardly to xx ( 1-N.one )
    • Write numbers every bit tens and ones upwards to twenty ( 1-N.ii )
    • Place value models up to 100 ( 1-N.3 )
    • Catechumen between tens and ones - multiples of x ( i-N.4 )
    • Write numbers every bit tens and ones ( 1-N.5 )

  • one.NBT.three Compare 2 two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

    • Compare numbers up to 100 using symbols ( i-Fifty.v )

• Use place value understanding and backdrop of operations to add and subtract.

  • 1.NBT.4 Add together within 100, including adding a two-digit number and a ane-digit number and adding a ii-digit number and a multiple of ten, using physical models or drawings and strategies based on place value, properties of operations, and/or the human relationship between addition and subtraction; tape the strategy with a written numerical method (drawings and, when advisable, equations) and explicate the reasoning used. Understand that when adding two-digit numbers, tens are added to tens; ones are added to ones; and sometimes information technology is necessary to compose a x.

    • Apply models to add a two-digit and a one-digit number - without regrouping ( ane-D.17 )
    • Add together a one-digit number to a two-digit number - without regrouping ( 1-D.18 )
    • Regroup tens and ones - ways to make a number ( 1-D.19 )
    • Regroup tens and ones ( 1-D.twenty )
    • Use models to add a two-digit and a 1-digit number - with regrouping ( i-D.21 )
    • Add together a one-digit number to a ii-digit number - with regrouping ( one-D.22 )
    • Use models to add two-digit numbers - without regrouping ( one-D.25 )
    • Add ii-digit numbers without regrouping - sums to 100 ( ane-D.26 )
    • Utilise models to add 2-digit numbers - with regrouping ( 1-D.27 )
    • Add two-digit numbers with regrouping - sums to 100 ( 1-D.28 )
    • Add 3 numbers - use doubles ( ane-E.half dozen )
    • Utilise models to add together a multiple of ten and a one-digit number ( one-East.x )
    • Add a multiple of x and a one-digit number ( 1-E.xi )
    • Add 2 multiples of ten ( one-Due east.12 )
    • Use models to add a multiple of x and a ii-digit number ( i-E.xiii )
    • Add a multiple of x and a two-digit number ( i-East.14 )
    • Add iii numbers ( one-Due east.15 )

  • 1.NBT.five Given a 2-digit number, mentally detect ten more or 10 less than the number, without having to count; explain the reasoning used.

    • X more or less ( ane-J.7 )

  • one.NBT.6 Decrease multiples of 10 in the range 10-ninety from multiples of 10 in the range 10-90 (positive or aught differences), using physical models or drawings and strategies based on place value, backdrop of operations, and/or the relationship between addition and subtraction; chronicle the strategy to a written method and explain the reasoning used.

    • Decrease multiples of 10 ( 1-I.3 )

1.MD Measurement and Data

• Measure lengths indirectly and by iterating length units.

  • 1.Doc.1 Social club iii objects by length; compare the lengths of ii objects indirectly by using a third object.

    • Compare objects: length and height ( one-Q.2 )

  • one.Dr..2 Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit of measurement) finish to terminate; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.

    • Measure out length with objects ( 1-Q.7 )
    • Measure out length with cubes ( 1-Q.eight )

• Work with time and money.

  • 1.MD.3 Piece of work with fourth dimension and money.

    • 1.MD.3a Tell and write time in hours and half-hours using analog and digital clocks.

      • Match digital clocks and times ( one-V.1 )
      • Lucifer analog clocks and times ( one-V.2 )
      • Friction match analog and digital clocks ( one-V.3 )
      • Read clocks and write times ( 1-V.4 )

    • 1.MD.3b Place pennies and dimes by name and value.

• Represent and interpret information.

  • 1.MD.4 Organize, represent, and interpret data with up to 3 categories; ask and respond questions about the full number of data points, how many in each category, and how many more or less are in i category than in another.

    • Which motion-picture show graph is correct? ( 1-P.1 )
    • Translate picture graphs ( 1-P.two )
    • Which tally nautical chart is correct? ( 1-P.3 )
    • Translate tally charts ( 1-P.4 )
    • Which tabular array is correct? ( ane-P.5 )
    • Interpret data in tables ( one-P.6 )
    • Count shapes in a Venn diagram ( 1-U.1 )
    • Sort shapes into a Venn diagram ( 1-U.two )

i.G Geometry

• Reason with shapes and their attributes.

  • 1.G.1 Distinguish between defining attributes, e.thou., triangles are closed and three-sided, versus non-defining attributes, due east.g., color, orientation, overall size; build and draw shapes that possess defining attributes.

    • Select two-dimensional shapes ( one-Westward.two )
    • Count sides and corners ( 1-W.4 )
    • Compare sides and corners ( ane-W.five )
    • Open and closed shapes ( one-W.viii )
    • Two-dimensional and three-dimensional shapes ( i-X.ane )
    • Cubes and rectangular prisms ( 1-X.3 )
    • Select three-dimensional shapes ( 1-X.4 )
    • Count vertices, edges, and faces ( ane-X.5 )
    • Place faces of three-dimensional shapes ( 1-X.8 )

  • ane.Thou.two Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, correct rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and etch new shapes from the composite shape. Students do not demand to learn formal names such as "right rectangular prism."

    • Etch two-dimensional shapes ( 1-W.xi )

  • 1.1000.3 Partition circles and rectangles into ii 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. Draw the whole as two of or iv of the shares in real-world contexts. Sympathise for these examples that decomposing into more equal shares creates smaller shares.

    • Equal parts - halves and fourths ( 1-Y.i )
    • Identify halves and fourths ( 1-Y.6 )
    • Make halves ( 1-Y.eight )
    • Brand fourths ( 1-Y.10 )
    • Make halves and fourths ( 1-Y.11 )
    • Brand halves and fourths in different means ( 1-Y.13 )

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Source: https://www.ixl.com/standards/ohio/math/grade-1

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