# Math Crosswalk - 1st Grade

### Number & Operations in Base Ten

 Common Core Standard © AASL Learning Standard(s) 1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 1.1.2 - Use prior and background knowledge as context for new learning. 2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones - called a "ten." The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. The 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). 1.1.2 - Use prior and background knowledge as context for new learning. 2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 1.NBT.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 1.1.2 - Use prior and background knowledge as context for new learning. 2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 1.NBT.4. 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. 1.1.2 - Use prior and background knowledge as context for new learning. 2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 1.NBT.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 1.1.2 - Use prior and background knowledge as context for new learning. 2.1.2 - Organize knowledge so that it is useful. 2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

### Measurement & Data

 Common Core Standard © AASL Learning Standard(s) 1.MD.1. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.1.2 - Use prior and background knowledge as context for new learning. 2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 1.MD.2. 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 overlaps. 1.1.2 - Use prior and background knowledge as context for new learning. 2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 1.MD.3. Tell and write time in hours and half-hours using analog and digital clocks. 1.1.2 - Use prior and background knowledge as context for new learning. 2.1.6 - Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 1.MD.4. 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 are in one category than in another. 1.1.2 - Use prior and background knowledge as context for new learning. 1.1.3 - Develop and refine a range of questions to frame the search for new understanding. 2.1.2 - Organize knowledge so that it is useful. 2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

### Geometry

 Common Core Standard © AASL Learning Standard(s) 1.G.1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 1.1.2 - Use prior and background knowledge as context for new learning. 2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 1.G.2. 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 compose new shapes from the composite shape. 1.1.2 - Use prior and background knowledge as context for new learning. 2.1.2 - Organize knowledge so that it is useful. 2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 2.1.6 - Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 1.G.3. 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. 1.1.2 - Use prior and background knowledge as context for new learning. 2.1.1 - Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 - Organize knowledge so that it is useful. 2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 2.1.6 - Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

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