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Common Core Math > Kindergarten and 1st Grade > Flashcards

Kindergarten and 1st Grade Flashcards

1
Q
  1. Count to 100 by ones and by tens.
A
  • Kindergarten
  • Counting & Cardinality
  • Know number names and the count sequence.
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2
Q
  1. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
A
  • Kindergarten
  • Counting & Cardinality
  • Know number names and the count sequence.
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3
Q
  1. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
A
  • Kindergarten
  • Counting & Cardinality
  • Know number names and the count sequence.
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4
Q
  1. Understand the relationship between numbers and quantities; connect counting to cardinality.
A

*Kindergarten
*Counting & Cardinality
Count to tell the number of objects.

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5
Q

4a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

A
  • Kindergarten
  • Counting & Cardinality
  • Count to tell the number of objects.
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6
Q

4b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

A
  • Kindergarten
  • Counting & Cardinality
  • Count to tell the number of objects.
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7
Q

4c. Understand that each successive number name refers to a quantity that is one larger.

A
  • Kindergarten
  • Counting & Cardinality
  • Count to tell the number of objects.
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8
Q
  1. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
A
  • Kindergarten
  • Counting & Cardinality
  • Count to tell the number of objects.
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9
Q
  1. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. [Include groups with up to ten objects.]
A
  • Kindergarten
  • Counting & Cardinality
  • Compare numbers.
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10
Q
  1. Compare two numbers between 1 and 10 presented as written numerals.
A
  • Kindergarten
  • Counting & Cardinality
  • Compare numbers.
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11
Q
  1. Represent addition and subtraction with objects, fingers, mental images, drawings [Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)], sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
A
  • Kindergarten
  • Operations & Algebraic Thinking
  • Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
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12
Q
  1. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
A
  • Kindergarten
  • Operations & Algebraic Thinking
  • Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
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13
Q

Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

A
  • Kindergarten
  • Operations & Algebraic Thinking
  • Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
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14
Q
  1. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
A
  • Kindergarten
  • Operations & Algebraic Thinking
  • Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
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15
Q
  1. Fluently add and subtract within 5.
A
  • Kindergarten
  • Operations & Algebraic Thinking
  • Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
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16
Q
  1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
A
  • Kindergarten
  • Numbers & Operations in Base Ten
  • Work with numbers 11–19 to gain foundations for place value.
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17
Q
  1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
A
  • Kindergarten
  • Measurement & Data
  • Describe and compare measurable attributes.
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18
Q
  1. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
A
  • Kindergarten
  • Measurement & Data
  • Describe and compare measurable attributes.
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19
Q
  1. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. [Limit category counts to be less than or equal to 10.]
A
  • Kindergarten
  • Measurement
  • Classify objects and count the number of objects in each category.
20
Q
  1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
A
  • Kindergarten
  • Geometry
  • Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
21
Q
  1. Correctly name shapes regardless of their orientations or overall size.
A
  • Kindergarten
  • Geometry
  • Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
22
Q
  1. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
A
  • Kindergarten
  • Geometry
  • Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
23
Q
  1. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
A
  • Kindergarten
  • Geometry
  • Analyze, compare, create, and compose shapes.
24
Q
  1. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
A
  • Kindergarten
  • Geometry
  • Analyze, compare, create, and compose shapes.
25
Q
  1. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”
A
  • Kindergarten
  • Geometry
  • Analyze, compare, create, and compose shapes.
26
Q
  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.
A
  • First Grade
  • Operations & Algebraic Thinking
  • Represent and solve problems involving addition and subtraction.
27
Q
  1. 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.
A
  • First Grade
  • Operations & Algebraic Thinking
  • Represent and solve problems involving addition and subtraction.
28
Q
  1. Apply properties of operations as strategies to add and subtract. [Students need not use formal terms for these properties.] 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.)
A
  • First Grade
  • Operations & Algebraic Thinking
  • Understand and apply properties of operations and the relationship between addition and subtraction.
29
Q
  1. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.
A
  • First Grade
  • Operations & Algebraic Thinking
  • Understand and apply properties of operations and the relationship between addition and subtraction.
30
Q
  1. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
A
  • First Grade
  • Operations & Algebraic Thinking
  • Understand and apply properties of operations and the relationship between addition and subtraction.
31
Q
  1. 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). Work with addition and subtraction equations.
A
  • First Grade
  • Operations & Algebraic Thinking
  • Understand and apply properties of operations and the relationship between addition and subtraction.
32
Q

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.

A
  • First Grade
  • Operations & Algebraic Thinking
  • Understand and apply properties of operations and the relationship between addition and subtraction.
33
Q

Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = □ – 3, 6 + 6 = □.

A
  • First Grade
  • Operations & Algebraic Thinking
  • Understand and apply properties of operations and the relationship between addition and subtraction.
34
Q
  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.
A
  • First Grade
  • Numbers & Operations in Base Ten
  • Extend the counting sequence.
35
Q
  1. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
    a. 10 can be thought of as a bundle of ten ones — called a “ten.”
    b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
    c. 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).
A
  • First Grade
  • Numbers & Operations in Base Ten
  • Understand Place Value
36
Q
  1. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
A
  • First Grade
  • Numbers & Operations in Base Ten
  • Understand Place Value
37
Q
  1. 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.
A
  • First Grade
  • Numbers & Operations in Base Ten
  • Use place value understanding and properties of operations to add and subtract.
38
Q
  1. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
A
  • First Grade
  • Numbers & Operations in Base Ten
  • Use place value understanding and properties of operations to add and subtract.
39
Q
  1. 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.
A
  • First Grade
  • Numbers & Operations in Base Ten
  • Use place value understanding and properties of operations to add and subtract.
40
Q
  1. Order three objects by length; compare the lengths of two objects indirectly by using a third object.
A
  • First Grade
  • Measurement & Data
  • Measure lengths indirectly and by iterating length units.
41
Q
  1. 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
A
  • First Grade
  • Measurement & Data
  • Measure lengths indirectly and by iterating length units.
42
Q
  1. Tell and write time in hours and half-hours using analog and digital clocks.
A
  • First Grade
  • Measurement & Data
  • Tell and write time.
43
Q
  1. 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.
A
  • First Grade
  • Measurement & Data
  • Represent and interpret data.
44
Q
  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.
A
  • First Grade
  • Geometry
  • Reason with shapes and their attributes.
45
Q
  1. 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. [Students do not need to learn formal names such as “right rectangular prism.”]
A
  • First Grade
  • Geometry
  • Reason with shapes and their attributes.
46
Q
  1. 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.
A
  • First Grade
  • Geometry
  • Reason with shapes and their attributes.

Common Core Math (2 decks)

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