I can determine the difference

between the defining and nondefining attributes of a shape.

I will demonstrate an
understanding of the difference
between the defining and nondefining attributes of a shape.
1.G.1

I can make a new shape using two

or three-dimensional shapes.
I will use pattern blocks to make
two or three-dimensional shapes.
I will use pattern blocks to fill in a
larger region (shape puzzle).
1.G.2

I can divide a circle and rectangle

into 2 and 4 equal parts.
I will divide a circle into 2 and 4
equal parts.
I will divide a rectangle into 2 and
4 equal parts.
1.G.3

I can describe the equal parts of a circle and

rectangle using the words halves, fourths,
and quarters.
I will draw lines to show the equal parts of a
circle and a rectangle.
I will identify the equal parts of a circle and
rectangle using the words halves, fourths,
and quarters.
1.G.3

I can use the phrases half of,

fourth of, and quarter of to
describe the equal parts of a circle
and rectangle.
I will describe the equal parts of a
circle and rectangle using the
phrases half of, fourth of, and
quarter of.
1.G.3

I can order 3 objects by length.

I will order 3 objects from tallest to
shortest or shortest to longest.
1.MD.1

I can compare the length of 2 objects using a

third
object.
I will use nonstandard unit of measurement
to compare the length of 2 objects.
I will use only 1 object to measure the length
of the 2 objects.
I will determine which object is longer/taller.

1.MD.1

I can measure an object using

multiple copies of the same
nonstandard unit.
I will place multiple objects (non
standard units) such as paper clips
or cubes, end to end without gaps
or overlaps to measure the length
of an object.

1.MD.2
I can orally tell time to the hour
and half hour by using a digital
clock.
I will tell time by reading that the
8:00 is defined as 8 oclock, and
8:30 is defined as eight thirty.
1.MD.3

I can write the time to the hour

and the half hour by using the
digital clock.
I will write the time correctly, such
as 8:00 and 8:30
1.MD.3

I can orally tell time to the hour

and half hour by using an analog
clock.
I will tell time by reading the hour
hand and minute hand.
1.MD.3

I can collect data.

I will collect data with up to three
categories by using tallies or
another way of keeping track.
1.MD.4

I can organize date.

I will organize data by adding
together each item in the
category.
I will put the data in a chart or
table.
1.MD.4

I can compare data.

I will interpret data by answering
teacher or student generated
questions.
1.MD.4

I can count to 120.

I will count orally to 120.
I will count on from any number given less
than 120.
I will use the hundreds chart to see patterns
in numbers.

I will represent any given number to 120

with concrete materials.
1.NBT.1

I can write to 120.

I will write numbers 0-120 in order.
I will write any given number out
of sequence to 120.

1.NBT.1
I can read numbers to 120.
I will read a written number in
numeral or standard from.
1.NBT.1

I can understand and represent

place value of tens and ones.
I will identify the tens and ones
place in a 2-digit number.
I will show you a 2-digit number by
bundling tens and ones.
1.NBT.2a

I can model numbers from 11-19.

I will use concrete examples to
make the numbers 11-19.
I will group 10 ones to make a ten.
1.NBT.2b

I can model numbers 10, 20, 30,

40, 50, 60, 70, 80, 90
I will make groups of tens with no
left over ones to show these
numbers (using various
manipulatives.)
1.NBT.2c

I can compare two numbers by knowing the

amount of tens and ones in each number.
I will place objects into groups of tens and
ones to compare two numbers.
I will use my place value chart to compare
two numbers.
I will use base ten blocks to compare two
numbers.
1.NBT.3

I can use the greater than (>), less than (<),

and equal to (=) symbols to compare two
numbers.
I will write the greater than, less than, or
equal to symbol in between two numbers to
show which is bigger/smaller.
1.NBT.3

I can communicate my comparisons using

words and/or drawings.
I will be able to tell the teacher which
number is bigger, smaller, or if they are
equal using words, objects, or drawings.
1.NBT.3

I can add to 100.

I will use adding strategies to add numbers

together.

I can add a 2 digit number and 1 digit number, as

well as, a 2 digit number and a multiple of 10.

I will use place value blocks to make the 2 numbers.

I will use place value blocks to create the groups of
tens.
I will combine the ones to make a group of ten.
I will explain using a hundreds chart, place value
blocks, and/or a number line.
I will explain my answer orally.
1.NBT.4

I can explain what is 10 more or

10 less than a given number.
I will tell what 10 more or 10 less
of a given number is and how you
got the answer.
1.NBT.5

I can use addition within 20 to

solve word problems.
I will draw a picture to solve a
word problem.
I will write a number sentence to
solve a word problem.
1.OA.1

I can use addition to find the missing

number in a number sentence.
I will use objects to find the missing number
in an addition number sentence.
I will draw a picture to find the missing
number in an addition number sentence.
1.OA.1

I can use subtraction within 20 to

solve word problems.
I will draw a picture to solve a
word problem.
I will write a number sentence to
solve a word problem.
1.OA.1

I can use subtraction to find the missing

number in a number sentence.
I will use objects to find the missing number
in a subtraction number sentence.
I will draw a picture to find the missing
number in a subtraction sentence.

1.OA.1

I can solve word problems by adding 3

numbers whose sum is less than or equal to
20.
I will use objects and/or draw a picture to
solve word problems that add 3 numbers.
I will write a number sentence to solve word
problems that add 3 numbers.
1.OA.2

I can apply properties of operations when

adding.
I will use objects to show the properties of
addition.
I will use a number line to show the
properties of addition.
I will use a hundreds chart to show the
properties of addition.
1.OA.3

I can apply properties of operations to

subtract.
I will use objects to show the properties of
subtraction.
I will use a number line to show the
properties of subtraction.
I will use a hundreds chart to show the
properties of subtraction.

1.OA.3

I can use subtraction to find the

missing number in an addition
problem.
I will use objects, number line,
and/or hundreds chart to show the
relationship between addition and
subtraction.

1.OA.4

I can make a connection between

counting and adding.
I will count all the objects and/or
count on with the objects in an
addition problem.

1.OA.5
I can make a connection between
counting and subtracting.
I will count all of the objects and/or
count back with the objects in a
subtraction problem.
1.OA.5

I can add up to 20.

I will solve an addition problem up
to 20.
1.OA.6

I can subtract within 20.

I will solve a subtraction problem
with a sum less than 20.
1.OA.6

I can add to 10 with fluency.

I will use strategies to add to 10

with fluency.
1.OA.6

I can subtract from 10 with

fluency.

I will use strategies to subtract

from 10 with fluency.
1.OA.6

I can understand the relationship

between addition and subtraction.

I will write a subtraction problem

from a given addition problem.
I will write an addition problem
from a given subtraction problem.
1.OA.6
I can use a known sum to solve a
problem.

I will break apart a number to

make 10 to solve a problem.
1.OA.6
I can use my understanding of the equal sign
to determine if a number sentence is true or
false.

I will solve both sides of the number

sentence.
I will identify if a number sentence is true or
false.
I will use objects and/or drawings to solve
both sides of the number sentence.
1.OA.7

I can name the missing number in

a addition sentence.
I will use a chosen strategy to
identify a missing number in an
addition sentence.
1.OA.8

I can name the missing number in

a subtraction sentence.
I will use a chosen strategy to
identify a missing number in a
subtraction sentence.
1.OA.8