All Lessons

L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.1.1.J Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

1(11)(B)(ii) Develop drafts in oral, pictorial, or written form by developing an idea with specific and relevant details.

L.1.1.H Use determiners (e.g., articles, demonstratives).

L.1.1.D Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

1(11)(D)(vii) Edit drafts using standard English conventions, including pronouns, including subjective, objective, and possessive cases.

L.1.1.D Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

1(11)(D)(vii) Edit drafts using standard English conventions, including pronouns, including subjective, objective, and possessive cases.

L.1.1.D Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

1(11)(D)(vii) Edit drafts using standard English conventions, including pronouns, including subjective, objective, and possessive cases.

L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.1.1.B Use common, proper, and possessive nouns.

1(11)(D)(iii) Edit drafts using standard English conventions, including singular, plural, common, and proper nouns.

L.1.1.E Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

1(11)(D)(ii) Edit drafts using standard English conventions, including past and present verb tense.

L.1.1.I Use frequently occurring prepositions (e.g., during, beyond, toward).

1(11)(D)(vi) Edit drafts using standard English conventions, including prepositions.

L.1.1.J Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.1.1.C Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

1(11)(D)(i) Edit drafts using standard English conventions, including complete sentences with subject-verb agreement.

L.1.4.A Use sentence-level context as a clue to the meaning of a word or phrase.

(B) Use 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 5 = [ ] - 3

1.OA.1 Use addition and subtraction within 20 to solve 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 equations with a symbol for the unknown number to represent the problem.

(G) Apply properties of operations to add and subtract two or three numbers.

1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

(D) Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

(E) Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction 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).

(F) Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20.

(D) Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

1.OA.1 Use addition and subtraction within 20 to solve 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 equations with a symbol for the unknown number to represent the problem.

(F) Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20.

(D) Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

1.OA.1 Use addition and subtraction within 20 to solve 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 equations with a symbol for the unknown number to represent the problem.

(E) Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)

1.OA.7 Understand 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.

(F) Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20.

(D) Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

1.OA.1 Use addition and subtraction within 20 to solve 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 equations with a symbol for the unknown number to represent the problem.

(B) Use 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 5 = [ ] - 3

1.OA.1 Use addition and subtraction within 20 to solve 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 equations with a symbol for the unknown number to represent the problem.