1st grade Mathematics worksheets

Grade 1

• 1.1The student uses mathematical processes to acquire and demonstrate mathematical understanding
• 1.1.Aapply mathematics to problems arising in everyday life, society, and the workplace
• 1.1.Buse a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
• 1.1.Cselect tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
• 1.1.Dcommunicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
• 1.1.Ecreate and use representations to organize, record, and communicate mathematical ideas
• 1.1.Fanalyze mathematical relationships to connect and communicate mathematical ideas
• 1.1.Gdisplay, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
• 1.2The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value
• 1.2.Arecognize instantly the quantity of structured arrangements
• 1.2.Buse concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones
• 1.2.Cuse objects, pictures, and expanded and standard forms to represent numbers up to 120
• 1.2.Dgenerate a number that is greater than or less than a given whole number up to 120
• 1.2.Euse place value to compare whole numbers up to 120 using comparative language
• 1.2.Forder whole numbers up to 120 using place value and open number lines
• 1.2.Grepresent the comparison of two numbers to 100 using the symbols >, <, or =
• 1.3The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems
• 1.3.Ause concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99
• 1.3.Buse objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3
• 1.3.Ccompose 10 with two or more addends with and without concrete objects
• 1.3.Dapply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10
• 1.3.Eexplain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences
• 1.3.Fgenerate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20
• 1.4The student applies mathematical process standards to identify coins, their values, and the relationships among them in order to recognize the need for monetary transactions
• 1.4.Aidentify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them
• 1.4.Bwrite a number with the cent symbol to describe the value of a coin
• 1.4.Cuse relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes
• 1.5The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships
• 1.5.Arecite numbers forward and backward from any given number between 1 and 120
• 1.5.Bskip count by twos, fives, and tens to determine the total number of objects up to 120 in a set
• 1.5.Cuse relationships to determine the number that is 10 more and 10 less than a given number up to 120
• 1.5.Drepresent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences
• 1.5.Eunderstand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)
• 1.5.Fdetermine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation
• 1.5.Gapply properties of operations to add and subtract two or three numbers
• 1.6The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties
• 1.6.Aclassify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language
• 1.6.Bdistinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape
• 1.6.Ccreate two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons
• 1.6.Didentify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language