Correlation to the New York Common Core Learning Standards for Mathematics, Grade 1 Math Expressions Common Core 2013 Grade 1 Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed in the U.S.A.
Houghton Mifflin Harcourt Math Expressions, Grade 1 2013 Common Core Edition correlated to the New York Common Core Learning Standards for Mathematics Grade 1 Standards for Mathematical Practice SMP.1 Make sense of problems and persevere in solving them. Representative Pages: SAB: 20, 35, 39, 48, 55, 68, 76, 77, 83, 87 TE: 12, 47, 86, 94, 113, 119, 126, 130, 155, 160, 162, 196, 208, 210, 223, 229, 242, 250 SMP.2 Reason abstractly and quantitatively. Representative Pages: SAB: 18, 20, 24, 31, 33, 49, 69, 100, 104, 113, 114 TE: 17, 39, 40, 48, 66, 82, 87, 98, 137, 154, 170, 201, 278, 290, 298, 311, 320, 326 SMP.3 Construct viable arguments and critique the reasoning of others. Representative Pages: SAB: 34, 50, 70, 103, 120, 122, 152, 164, 179, 202 TE: 4, 22, 88, 100, 110, 138, 166, 203, 237, 251, 264, 294, 297, 350, 364, 388, 434, 474, 480, 506, 533, 546, 564 SMP.4 Model with mathematics. Representative Pages: SAB: 67, 78, 83, 85, 86, 88, 154, 166, 178, 185 TE: 16, 80, 134, 186, 194, 195, 214, 220, 224, 234, 235, 243, 246, 252, 303, 337, 398, 414, 441, 479, 500, 530
SMP.5 Use appropriate tools strategically. Representative Pages: SAB: 68, 91, 125, 153, 161, 182, 190, 224, 233, 234 TE: 2, 26, 61, 187, 196, 262, 274, 375, 438, 453, 460, 504, 512, 516, 545, 558, 580, 586, 595, 612, 644 SMP.6 Attend to precision. Representative Pages: SAB: 13, 23, 40, 65, 66, 75, 82, 84, 109, 110 TE: 19, 62, 99, 114, 148, 161, 188, 190, 210, 238, 245, 256, 296, 305, 306, 374 SMP.7 Look for and make use of structure. Representative Pages: SAB: 16, 18, 22, 24, 56, 99, 112, 151, 163, 165 TE: 3, 10, 30, 40, 54, 64, 156, 165, 276, 277, 310, 314, 319, 330, 430, 473, 478 SMP.8 Look for and express regularity in repeated reasoning. Representative Pages: SAB: 19, 21, 22, 42, 55, 81, 111, 116, 150, 156 TE: 11, 27, 45, 53, 55, 65, 120, 164, 236, 275, 284, 304, 313, 340, 382, 425, 448, 464 2
Standards for Mathematical Content 1.OA Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. 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 SAB: 49 50, 52, 55, 57 58, 67 68, 75 76, 77 78, 81 82, 83 86, 87 88, 91, 140, 147 148, 151, 165 166, 183 184, 185 186, 187 188, 190 unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. TE: 12, 16, 134 138, 142 144, 148 149, 154 155, 160 164, 170, 194 196, 210, 214 215, 220 224, 228 229, 234 238, 242 246, 250 252, 256 258, 262 263, 303, 398 399, 402, 406, 414 417, 422, 430 433, 478 479, 523 526, 533 534, 538 540, 545 1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. SAB: 153 154, 165 TE: 438 442, 478 Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.3 Apply properties of operations as strategies to add and SAB: 14, 17, 19 20, 21, 24 subtract. TE: 18, 20 22, 44 45, 47 48, 52 53, 61, 65 1.OA.4 Understand subtraction as an unknown-addend problem. SAB: 77, 81 82, 84 86, 88, 91 92, 140, 145 146 TE: 220 224, 228 230, 234 238, 244 246, 252, 262 263, 398, 402, 406 410 3
Add and subtract within 20. 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). SAB: 13 14, 15 16, 17 18, 19 20, 21 22, 23 24, 25 26, 39 40, 41 42, 47 48, 65 66, 69, 99 TE: 2 5, 11 12, 16 22, 26 32, 36 40, 44 48, 52 56, 60 66, 104 106, 110 114, 118 120, 126, 130, 186 190, 200 201, 220 222, 229 230, 258, 274 275, 277, 294, 302 303, 368 370, 374 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). SAB: 13 14, 15 16, 17 18, 19 20, 21 22, 23 24, 25 26, 31 32, 33 34, 35 36, 39 40, 41 42, 47 48, 49 50, 51 52, 53 54, 55 56, 57 58, 65 66, 69, 91 92, 99, 111 112, 116, 147 148, 151 152, 165 166 TE: 16 22, 26 32, 36 40, 44 48, 52 56, 60 66, 80 82, 86 88, 92 94, 104 106, 110 114, 118 120, 126, 130, 134 138, 142 144, 148 150, 160 166, 170, 186 190, 200 201, 214 216, 220 222, 229 230, 258, 262 263, 274 275, 277, 294, 302 303, 310 314, 339 340, 414 417, 430 434, 478 479 Work with addition and subtraction equations. 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. SAB: 35 36, 51 52, 53 54, 57 58 TE: 92 94, 98 100, 143 144, 148 150, 154 156 1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. SAB: 14, 16, 18, 20, 22, 39 40, 41 42, 47 48, 49 50, 53 54, 57 58, 69 70, 75 76, 77 78, 83 86, 91 92, 103 104, 109 110, 116, 139 140, 145 146, 147 148, 149 150, 151 152 TE: 20 21, 30 32, 40, 46 48, 54 56, 104 106, 110 114, 118 120, 124 126, 130, 134 138, 148 150, 154 156, 200 204, 208 210, 220 224, 228 230, 242 246, 256 258, 262 263, 294 298, 302 306, 339 340, 398 402, 406 410, 414 417, 422 426, 430 434 4
1.NBT Number and Operations in Base Ten Extend the counting sequence. 1.NBT.1 Count to 120, starting at any number less than 120. In this SAB: 99, 113 114, 115, 127 128, 155 156, 159 160, 161 range, read and write numerals and represent a number of objects with a written numeral. TE: 274 277, 282 284, 318 320, 324 326, 330 332, 337 338, 368 370, 386 387, 446 448, 452 456, 460 461 Understand place value. 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: 1.NBT.2a 10 can be thought of as a bundle of ten ones called a SAB: 99, 103 104, 115, 127 128 ten. TE: 274 278, 282 284, 288 290, 294 298, 330 332, 337 340, 374 376, 386 388 1.NBT.2b 1.NBT.2c 1.NBT.3 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). Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. SAB: 103 104, 109 110, 113 114, 115, 127 128 TE: 282 284, 288 290, 294 298, 302 306, 324 326, 337 340, 386 388 SAB: 99, 113 114, 121 122, 127 128, 163 164 TE: 274 278, 318 320, 324 326, 330 332, 354 356, 360 364, 386 388, 468 474 SAB: 119 120, 126, 128, 252 TE: 290, 348 350, 374 376, 387, 697 5
Use place value understanding and properties of operations to add and subtract. 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 SAB: 115 116, 121 122, 123 124, 126, 127 128, 162, 163 164, 243 244, 245 246, 247 248, 249 250, 251 252 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. TE: 330 332, 337 340, 354 356, 360 364, 368 370, 374 376, 386 387, 462 464, 470 474, 660 664, 668 672, 676 678, 6822 686, 690 692, 696 697 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. SAB: 99 100, 159 160 TE: 277 278, 453 455 1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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. SAB: 162, 163 164 TE: 461 464, 470 474 6
1.MD Measurement and Data Measure lengths indirectly and by iterating length units. 1.MD.1 Order three objects by length; compare the lengths of SAB: 231 232 two objects indirectly by using a third object. TE: 636 638 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 samesize 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. SAB: 233 234 TE: 642 644 Tell and write time. 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. 1.MD.3a Recognize and identify coins, their names, and their value. Represent and interpret data. 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. SAB: 201 202, 205 206, 207 208, 209 210 TE: 557 558, 562 564, 569 570, 574 576, 580 582 This standard is addressed in Grade 2 SAB: 175, 177 178, 179 180, 181 182, 189 TE: 490 492, 496 500, 504 506, 510 512, 516 518, 544 7
1.G Geometry Reason with shapes and their attributes. 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. SAB: 215 216, 217 218, 228 TE: 586 590, 594 598, 620 624 1.G.2 1.G.3 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. 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. SAB: 224, 226, 229 230 TE: 610 616, 624, 628 632 SAB: 219, 221 222 TE: 602 606, 608 8