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Tennessee Standards

Tennessee 1st Grade Math Standards

All 23 Tennessee math standards for 1st grade, each explained in plain English. The official wording is one click away under each one.

23 standards

Operations and Algebraic Thinking

8 standards
Represent and solve problems involving addition and subtraction.
1.OA.A.1
Solve story problems within 20 that join, separate, split or compare amounts, with the missing number in any spot, using objects, drawings or an equation with a symbol.
Official wording
Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. NOTE: While start unknown situations may be introduced in first grade, they are not expected to be mastered until second grade. (See Table 1-Addition and Subtraction Situations)
1.OA.A.2
Solve story problems that add three whole numbers with a total up to 20, using objects, drawings, or equations with a symbol for the missing number.
Official wording
Add three whole numbers whose sum is within 20 to solve contextual problems 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.
1.OA.B.3
Use rules like adding 0, changing the order, or regrouping addends to add and subtract more easily, like 2 + 6 + 4 = 2 + 10, without the formal names.
Official wording
Apply properties of operations (additive identity, commutative, and associative) as strategies to add and subtract. (Students need not use formal terms for these properties.) (See Table 3-Properties of Operations)
1.OA.B.4
Treat a subtraction as a missing-addend problem, like finding 10 - 8 by asking what to add to 8 to get 10.
Official wording
Understand the relationship between addition and subtraction by representing subtraction as an unknown-addend problem. For example, to solve 10 – 8 = __, a student can use 8 + __ = 10. (See Table 3-Properties of Operations)
Add and subtract within 20.
1.OA.C.5
Add and subtract within 20 using counting on and back, making ten, known facts, and breaking numbers apart, like 8 + 5 = 8 + 2 + 3 = 13.
Official wording
Add and subtract within 20 using strategies such as counting on, counting back, making 10, related known facts, and composing/decomposing numbers with an emphasis on making ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9 or adding 6 + 7 by creating the known equivalent 6 + 4 + 3 = 10 + 3 = 13 OR 6 + 6 + 1 = 12 + 1).
1.OA.C.6
Add and subtract within 20 mentally with growing speed and flexibility, and by the end of the year recall all facts with totals up to 10.
Official wording
Use mental strategies flexibly and efficiently to develop fluency in addition and subtraction within 20. By the end of grade 1, know all sums and differences up to 10.
Work with addition and subtraction equations.
1.OA.D.7
Explain that the equal sign means both sides have the same value, like 5 + 2 = 4 + 3, and decide whether addition and subtraction equations are true or false.
Official wording
Understand the meaning of the equal sign (e.g., 6 = 6; 5 + 2 = 4 + 3; 7 = 8 – 1). Determine if equations involving addition and subtraction are true or false.
1.OA.D.8
Find the missing whole number in an addition or subtraction equation within 20, wherever the blank is, like 9 + ? = 14 or 4 = ? - 5.
Official wording
Determine the unknown whole number in an addition or subtraction equation with sums/differences within 20, with the unknown in any position (e.g., 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?). (See Table 3-Properties of Operations)

Number and Operations in Base Ten

7 standards
Extend the counting sequence.
1.NBT.A.1
Skip count up to 120 by 1s, 2s and 5s from any multiple, count down from 20, and read and write numerals to 120 to tell how many objects there are.
Official wording
Count to 120, by ones, twos, and fives starting at any multiple of that number. Count backward from 20. Read and write numbers to 120 and represent a quantity of objects with a written number.
1.NBT.A.2
Find, describe, continue and make skip-counting patterns by ones, twos, fives and tens up to 120, and use them to predict the next number, like 5, 10, 15, 20.
Official wording
Recognize, describe, extend, and create patterns when counting by ones, twos, fives, and tens and use those patterns to predict the next number in the counting sequence up to 120 through counting or building with concrete materials. For example: 1, 3, 5, ...; 2, 4, 6, ...; 5, 10, 15, ...; etc.
Understand place value.
1.NBT.B.3
Explain that the two digits of a number stand for tens and ones, and show a number different ways, like 47 as 4 tens and 7 ones or 3 tens and 17 ones.
Official wording
Know that the digits of a two-digit number represent groups of tens and ones (e.g., 39 can be represented as 39 ones, 2 tens and 19 ones, or 3 tens and 9 ones).
1.NBT.B.4
Compare two two-digit numbers by looking at their tens and ones digits, and record the result with >, = or <.
Official wording
Compare two two-digit numbers based on the meanings of the digits in each place and use the symbols >, =, and < to show the relationship.
Use place value understanding and properties of operations to add and subtract.
1.NBT.C.5
Add within 100, a two-digit number plus a one-digit number or a multiple of ten, using models, drawings or place value strategies, and explain the thinking.
Official wording
Add a two-digit number to a one-digit number and a two-digit number to a multiple of ten (within 100). Use concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to explain the reasoning used.
1.NBT.C.6
Find 10 more and 10 less than a two-digit number mentally, without counting each one, and explain the thinking.
Official wording
Mentally find 10 more or 10 less than a given two-digit number without having to count by ones and explain the reasoning used.
1.NBT.C.7
Subtract multiples of 10 from numbers between 10 and 99, like 74 - 30, using models, drawings, place value or the link between adding and subtracting.
Official wording
Subtract multiples of 10 from any number in the range of 10-99 using concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Measurement and Data

5 standards
Measure lengths indirectly and by iterating length units.
1.MD.A.1
Put three objects in order by length, and compare two lengths by checking each one against a third object in between.
Official wording
Order three objects by length. Compare the lengths of two objects indirectly by using a third object. For example, to compare indirectly the heights of Bill and Susan: if Bill is taller than mother and mother is taller than Susan, then Bill is taller than Susan.
1.MD.A.2
Measure how long something is by laying same-size units end to end, like paper clips or cubes, and give the length as a whole number of units.
Official wording
Measure the length of an object using non-standard units (paper clips, cubes, etc.) and express this length as a whole number of units.
Work with time and money.
1.MD.B.3
Know a clock measures time and read and write times to the hour and half hour on analog and digital clocks.
Official wording
Recognize a clock as a measurement tool. Tell and write time in hours and half-hours using analog and digital clocks.
1.MD.B.4
Count the total value of a group of the same kind of coin, under one dollar, and write it with the cent sign, like 4 dimes is 40¢.
Official wording
Count the value of a set of like coins less than one dollar using the ¢ symbol only.
Represent and interpret data.
1.MD.C.5
Sort data into up to three groups, show it in a pictograph, bar graph or tally chart, and answer questions about totals, each group, and how many more or fewer.
Official wording
Organize, represent, and interpret data with up to three categories using pictographs, bar graphs, and tally charts. 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

3 standards
Reason about shapes/solids and their attributes.
1.G.A.1
Tell which features make a shape what it is, like sides and corners, versus ones that do not, like color or size, and build and draw shapes with given features.
Official wording
Distinguish between attributes that define a shape (e.g., number of sides and vertices) versus attributes that do not define the shape (e.g., color, orientation, overall size); build and draw two-dimensional shapes to possess defining attributes.
1.G.A.2
Put flat shapes like trapezoids and half-circles, or solids like cubes and cones, together into a new figure, then use that figure to build more.
Official wording
Create a composite figure and use the composite figure to make new figures by using two-dimensional shapes (rectangles, squares, hexagons, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional solids (cubes, spheres, rectangular prisms, cones, and cylinders).
1.G.A.3
Split circles and rectangles into 2 or 4 equal shares called halves, fourths or quarters, see the whole as all the shares, and know more shares means smaller ones.
Official wording
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 partitioning into more equal shares creates smaller shares.

The official Tennessee documents

Tennessee Academic Standards for Mathematics, Tennessee Department of Education, tn.gov/education.

The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.