Standards Map

Mathematics > Grade 1 > Operations and Algebraic Thinking
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Mathematics | Grade : 1

Domain - Operations and Algebraic Thinking

Cluster - Understand and apply properties of operations and the relationship between addition and subtraction.

[1.OA.B.3] - Apply properties of operations to add. For example, when adding numbers order does not matter. 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). When adding zero to a number, the result is the same number (Identity property of zero for addition). [Note: Students need not use formal terms for these properties]

Resources:

Predecessor Standards:

  • K.OA.A.2
    Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Successor Standards:

  • 2.NBT.B.9
    Explain why addition and subtraction strategies work, using place value and the properties of operations. [Note: Explanations may be supported by drawings or objects.]
  • 4.NF.B.3
    Understand a fraction a/b with a > 1 as a sum of fractions 1/b.  [Note: Grade 4 expectations in this domain are limited to fractions with denominators 2,3,4,5,6,8,10, 12, and 100.]
  • 6.EE.A.3
    Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6(4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.

Same Level Standards:

  • 1.OA.B.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.C.6
    Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental strategies such as counting on; making 10 (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a 10 (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).