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Wyoming Standards

Wyoming 1st grade math standards

Every 1st grade math standard in the Wyoming Content and Performance Standards: Mathematics, in Wyoming's order, with the Lux lessons that teach it.

Operations and Algebraic Thinking

  1. 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 unknowns in all positions, by using objects, drawings, or equations with a symbol for the unknown number to represent the problem.

    Taught inRead the story firstAct out the storyHow many were added?How many at the start?and 2 more
  2. 1.OA.6

    Add and subtract within 20, demonstrating fluency in addition and subtraction within 10. Use strategies such as counting on; making ten using the relationship between addition and subtraction.

    Taught inMake a ten to addSubtract back to tenWays to make 10Facts that go togetherand 2 more
  3. 1.OA.7

    Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

    Taught inNot every equation is trueWhat the equal sign meansTrue or false?The total can come first

Number and Operations in Base Ten

  1. 1.NBT.1a

    Extend the number sequences to 120. In this range: count forward and backward, starting at any number less than 120.

    Taught inCounting on and back to 120The end of a rowSkip counting by 2s and 5s
  2. 1.NBT.1b

    Extend the number sequences to 120. In this range: read numerals.

    Taught inCounting on and back to 120The end of a row
  3. 1.NBT.1c

    Extend the number sequences to 120. In this range: write numerals.

    Taught inCounting on and back to 120The end of a row
  4. 1.NBT.1d

    Extend the number sequences to 120. In this range: represent a number of objects with a written numeral.

    Taught inCounting on and back to 120The end of a row
  5. 1.NBT.2a

    10 can be thought of as a bundle of ten ones — called a "ten."

    Taught inMany ways to make a numberExtra ones make a ten
  6. 1.NBT.2b

    The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

    Taught inFifteen is not 51
  7. 1.NBT.2c

    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).

    Taught inTens and onesExpanded form counts tens
  8. 1.NBTP.2.A

    10 can be thought of as a bundle of ten ones — called a "ten."

    Taught inMany ways to make a numberExtra ones make a ten
  9. 1.NBTP.2.B

    The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

    Taught inFifteen is not 51
  10. 1.NBTP.2.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).

    Taught inTens and onesExpanded form counts tens
  11. 1.NBT.4a

    Including adding a two-digit number and a one-digit number.

    Taught inAdding ones to a two-digit numberGet to the next tenTwelve ones is a new ten
  12. 1.NBT.4b

    Adding a two-digit number and a multiple of 10.

    Taught inAdding ones to a two-digit numberGet to the next tenTwelve ones is a new ten
  13. 1.NBT.4c

    Understand that in adding two-digit numbers, adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

    Taught inAdding ones to a two-digit numberGet to the next tenTwelve ones is a new ten
  14. 1.NBT.4d

    Relate the strategy to a written method and explain the reasoning used.

    Taught inAdding ones to a two-digit numberGet to the next tenTwelve ones is a new ten
  15. 1.NBTP.4.A

    Including adding a two-digit number and a one-digit number.

    Taught inAdding ones to a two-digit numberGet to the next tenTwelve ones is a new ten
  16. 1.NBTP.4.B

    Adding a two-digit number and a multiple of 10.

    Taught inAdding ones to a two-digit numberGet to the next tenTwelve ones is a new ten
  17. 1.NBTP.4.C

    Understand that in adding two-digit numbers, adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

    Taught inAdding ones to a two-digit numberGet to the next tenTwelve ones is a new ten
  18. 1.NBTP.4.D

    Relate the strategy to a written method and explain the reasoning used.

    Taught inAdding ones to a two-digit numberGet to the next tenTwelve ones is a new ten

Measurement and Data

  1. 1.MD.3b

    Identify U.S. coins by value (pennies, nickels, dimes, quarters).

    Taught inPennies, nickels, dimes, quartersBigger coin, not bigger value

Geometry

  1. 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); for a wide variety of shapes; build and draw shapes to possess defining attributes.

    Taught inSides and cornersTurned is still a triangleSolid shapesNot every box is a cubeand 2 more
  2. 1.G.3a

    Describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.

    Taught inHalves and fourthsEqual parts onlyMany ways to make halves
  3. 1.G.3b

    Describe the whole as two of, or four of the shares.

    Taught inHalves and fourthsEqual parts onlyMany ways to make halves
  4. 1.G.3c

    Recognize that decomposing into more equal shares creates smaller shares.

    Taught inHalves and fourthsEqual parts onlyMany ways to make halves
  5. 1.GP.3.A

    Describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.

    Taught inHalves and fourthsEqual parts onlyMany ways to make halves
  6. 1.GP.3.B

    Describe the whole as two of, or four of the shares.

    Taught inHalves and fourthsEqual parts onlyMany ways to make halves
  7. 1.GP.3.C

    Recognize that decomposing into more equal shares creates smaller shares.

    Taught inHalves and fourthsEqual parts onlyMany ways to make halves
All Wyoming grades

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