MAFS.1.G.1.1
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.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Reason with shapes and their attributes....__

MAFS.1.G.1.2
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.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Reason with shapes and their attributes....__

MAFS.1.G.1.3
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.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Reason with shapes and their attributes....__

MAFS.1.MD.1.a
Understand how to use a ruler to measure length to the nearest inch. Recognize that the ruler is a tool that can be used to measure the attribute of length. Understand the importance of the zero point and end point and that the length measure is the span between two points. Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Measure lengths indirectly and by iterating...__

MAFS.1.MD.2.a
Identify and combine values of money in cents up to one dollar working with a single unit of currency1. Identify the value of coins (pennies, nickels, dimes, quarters). Compute the value of combinations of coins (pennies and/or dimes). Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (1Students are not expected to understand the decimal notation for combinations of dollars and cents.)

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Work with time and money. (Additional...__

MAFS.1.MD.3.4
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.

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**Content Complexity:**
Level 3: Strategic Thinking & Complex Reasoning

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Represent and interpret data. (Supporting...__

MAFS.1.NBT.2.2
Understand that the two digits of a two-digit number represent amounts of tens and ones.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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones).

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Understand place value. (Major Cluster)__

MAFS.1.NBT.3.4
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.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Use place value understanding and properties...__

MAFS.1.NBT.3.6
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.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Use place value understanding and properties...__

MAFS.1.OA.1.1
Use addition and subtraction within 20 to solve word problems1 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 (1Students are not required to independently read the word problems.)

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Represent and solve problems involving...__

MAFS.1.OA.1.2
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.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Represent and solve problems involving...__

MAFS.1.OA.2.3
Apply properties of operations as strategies to add and subtract. 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.)

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Understand and apply properties of...__

MAFS.1.OA.3.6
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).

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Add and subtract within 20. (Major Cluster)__

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