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Washington Standards

Washington 1st Grade Math Standards

All 25 Washington math standards for 1st grade, each explained in plain English. The official wording is one click away under each one.

25 standards

Data Analysis

5 standards
Formulate statistical investigative questions.
M.1.DA.DS.1
Think up questions the class can answer by gathering information, like how most classmates get to school in the morning.
Official wording
Generate questions to investigate situations within the classroom.
Collect and consider data.
M.1.DA.DS.2
Decide what information will answer a class question, gather it, and organize it with drawings, tally marks or other pictures.
Official wording
Collect and use data to consider and decide what data will answer the investigative question. Organize data with drawings, tally marks, or other visual representations.
Analyze the data.
M.1.DA.DS.3
Compare data sorted into up to three groups and look for patterns, like seeing that more classmates chose apples than pears or grapes.
Official wording
Analyze data sets with up to three categories by making comparisons and/or identifying patterns in the data.
Interpret results.
M.1.DA.DS.4
Explain what the data says by answering guided questions with the teacher, like telling which of three favorite pets got the most votes.
Official wording
Interpret and communicate results through structured answers with teacher guidance.
Represent and interpret data
M.1.DA.MD.4
Sort and show data in up to three categories, then answer questions about the total, the count in each group and how many more or fewer one has.
Official wording
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 in each category.

Quantity

11 standards
Represent and solve problems involving addition and subtraction.
M.1.Q.OA.1
Solve story problems within 20 where amounts are joined, separated or compared, with the missing number in any spot, using objects, drawings or equations.
Official wording
Use addition and subtraction within 20 to efficiently, flexibly, and accurately solve real world 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/or equations with a symbol for the unknown number to represent the problem.
M.1.Q.OA.2
Solve story problems that add three whole numbers with a total of 20 or less, using objects, drawings or an equation with a box for the missing number.
Official wording
Efficiently, flexibly, and accurately 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/or 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.
M.1.Q.OA.3
Choose and show strategies for adding and subtracting that use properties of operations, like knowing 4 + 9 equals 9 + 4 or making 10 first in 6 + 7 + 4.
Official wording
Apply and extend properties of operations by selecting and demonstrating strategies to add and subtract.
M.1.Q.OA.4
Treat subtraction as finding a missing addend, like solving 12 - 9 by asking what number added to 9 makes 12.
Official wording
Demonstrate understanding of 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.
M.1.Q.OA.5
Use counting to add and subtract, like counting on three from 5 to find 5 + 3 or counting back two from 9 to find 9 - 2.
Official wording
Apply and extend counting strategies to addition and subtraction (e.g., by counting on 2 to add 2).
M.1.Q.OA.6
Add within 20 and subtract within 10 using strategies like counting on, making a ten, fact families and known doubles, like 7 + 5 = 7 + 3 + 2 = 12.
Official wording
Efficiently, flexibly, and accurately add within 20, and subtract 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).
Work with addition and subtraction equations.
M.1.Q.OA.7
Explain that the equal sign means both sides have the same value, and decide if addition and subtraction equations are true or false, like 9 = 4 + 5.
Official wording
Demonstrate understanding of the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
M.1.Q.OA.8
Find the missing number in an addition or subtraction equation with three numbers, like 8 + ? = 11 or 5 = ? - 3.
Official wording
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?.
Common Core 1.OA.8
Measure lengths indirectly and by iterating length units.
M.1.Q.MD.1
Put three objects in order by length, and compare two lengths by checking each against a third object, like a piece of string.
Official wording
Order three objects according to their length; compare the lengths of two objects indirectly by using a third object.
M.1.Q.MD.2
Measure length by lining up copies of a smaller object end to end with no gaps or overlaps and counting them, like a book is 8 cubes long.
Official wording
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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlap.
Tell and write time.
M.1.Q.MD.3
Read and write times to the hour and half hour on clocks with hands and on digital clocks, like 3:00 and 3:30.
Official wording
Tell and write time to the hour and half-hour using analog and digital clocks.

Relationships

6 standards
Extending the counting sequence.
M.1.R.NBT.1
Count to 120 starting from any number below it, and read, write and use numerals to show how many objects are in a group within that range.
Official wording
Count to 120, starting at any number less than 120. In this range, recognize and represent numerals and represent a number of objects with a written numeral.
Understand place value.
M.1.R.NBT.2
Explain that a two-digit number like 47 is made of tens and ones, with 10 as a bundle of ten ones, teens as a ten plus ones and 30 as three tens.
Official wording
Understand that the digits of a two-digit number represent amounts of tens and ones.a10 can be thought of as a bundle of ten ones - called a "ten."bThe numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.cThe 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).
M.1.R.NBT.3
Decide which of two two-digit numbers is bigger by checking tens and then ones, and record it with >, = or <, like 52 > 48.
Official wording
Compare two two-digit numbers based on the values 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.
M.1.R.NBT.4
Add within 100, like 36 + 7 or 36 + 20, with models and place value, adding tens to tens and ones to ones, making a new ten when needed and explaining the steps.
Official wording
Efficiently, flexibly, and accurately 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 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 two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
M.1.R.NBT.5
Find 10 more or 10 less than any two-digit number in their head, like 47 + 10 = 57, without counting, and explain how they know.
Official wording
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
Common Core 1.NBT.5
M.1.R.NBT.6
Subtract tens from tens within 90, like 70 - 30 = 40, using models, drawings or place value, and explain the thinking.
Official wording
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 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.
Common Core 1.NBT.6

Spatial Reasoning

3 standards
Reason with shapes and their attributes.
M.1.SR.G.1
Tell apart the features that make a shape what it is, like a triangle's three sides, from ones that do not, like color or size, and build or draw shapes with them.
Official wording
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation, overall size) and represent shapes (build and/or draw) to possess defining attributes.
M.1.SR.G.2
Put together flat shapes like squares, triangles and half circles, or solids like cubes and cones, to make a new shape, then build more shapes from it.
Official wording
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape and create new shapes from the composite shape.
M.1.SR.G.3
Split circles and rectangles into two or four equal shares, call them halves, fourths or quarters, and know that more shares means smaller shares.
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 decomposing into more equal shares creates smaller shares.
Common Core 1.G.3

The official Washington documents

Washington State Learning Standards for Mathematics by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution License (CC BY 4.0).

Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

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