Common Core Grade 1 Math Worksheets (Homework, Lesson Plans)
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Related Pages Common Core Math Resources, Homework, Lesson Plans & Worksheets Common Core Math Video Lessons, Math Worksheets and Games for Grade 1 Common Core Math Video Lessons, Math Worksheets and Games for all grades
The following lesson plans and worksheets are from the New York State Education Department Common Core-aligned educational resources. EngageNY/Eureka Math Worksheets for Grade 1.
The Lesson Plans and Worksheets are divided into six modules.
The focus areas of Grade 1 lesson plans and worksheets are: Operations and Algebraic Thinking
- Represent and solve problems involving addition and subtraction.
- Understand and apply properties of operations and the relationship between addition and subtraction.
- Add and subtract within 20.
- Work with addition and subtraction equations.
Number and Operations in Base Ten
- Extend the counting sequence.
- Understand place value.
- Use place value understanding and properties of operations to add and subtract.
Measurement Data
- Measure lengths indirectly and by iterating length units.
Grade 1 Homework, Lesson Plans and Worksheets
| Topics and Objectives (Module 1) |
|---|
| Standard: 1.OA.6 Days: 3 : Analyze and describe embedded numbers (to 10) using 5-groups and number bonds. ( ) : Reason about embedded numbers in varied configurations using number bonds. ( ) ( ) : See and describe numbers of objects using within 5-group configurations. ( ) |
| Standards: 1.OA.1, 1.OA.5, 1.OA.6 Days: 5 , : Represent situations with number bonds. Count on from one embedded number or part to totals of 6 and 7 and generate all addition expressions for each total. ( ) , : Represent situations with number bonds. Count on from one embedded number or part to totals of 8 and 9 and generate all expressions for each total. ( ) : Represent all the number pairs of 10 as number bond diagrams from a given scenario and generate all expressions equal to 10. ( ) |
| Standards: 1.OA.1, 1.OA.6, 1.OA.5 Days: 5 : Solve and math stories by drawing, writing equations, and making statements of the solution. ( ) : Solve math stories by drawing and using 5-group cards. ( ) : Solve math stories as a context for counting on by drawing, writing equations, and making statements of the solution. ( ) : Solve math stories using 5-group cards. ( ) : Tell , and stories from equations ( ). |
| Standards: 1.OA.5, 1.OA.8, 1.OA.6 Days: 3 , : Count on up to 3 more using numeral and 5-group cards and fingers to track the change. ( )( ) : Count on to find the unknown part in missing addend equations such as 6 + __ = 9. Answer, “How many more to make 6, 7, 8, 9, and 10?” ( ) |
| Standards: 1.OA.3, 1.OA.7 Days: 4 , : Understand the meaning of the equal sign by pairing equivalent expressions and constructing true number sentences. ( ) : Represent the same story scenario with addends repositioned (the commutative property). ( ) : Apply the commutative property to count on from a larger addend. ( ) |
| Standards: 1.OA.3, 1.OA.6 Days: 4 : Visualize and solve doubles and doubles plus 1 with 5-group cards. ( ) : Look for and make use of repeated reasoning on the addition chart by solving and analyzing problems with common addends. ( ) : Look for and make use of structure on the addition chart by looking for and coloring problems with the same total. ( ) : Practice to build fluency with facts to 10. ( ) |
| : Topics A-F (assessment 1 day, return 1 day, remediation or further applications 1 day) Days: 3 |
| Standards: 1.OA.1, 1.OA.4, 1.OA.5 Days: 3 : Solve math stories with addition and relate to subtraction. Model with materials and write corresponding number sentences. ( ) , : Count on using the number path to find an unknown part. ( ) |
| Standards: 1.OA.1, 1.OA.4, 1.OA.5, 1.OA.8 Days: 5 : Solve math stories with math drawings, true number sentences and statements, using horizontal marks to cross off what is taken away. ( ) : Solve math stories with math drawings, equations and statements, circling the known part to find the unknown. ( ) : Solve math stories with drawings, relating addition and subtraction. ( ) : Solve math stories with drawings. ( ) : Solve math stories. ( ) |
| Standards: 1.OA.5, 1.OA.6, 1.OA.4 Days: 5 : Model 0 less and 1 less pictorially and as subtraction number sentences. ( ) : Model n - n and n - (n - 1) pictorially and as subtraction sentences. ( ) : Relate subtraction facts involving fives and doubles to corresponding decompositions. ( ) : Relate subtraction from ten to corresponding decompositions. ( ) : Relate subtraction from nine to corresponding decompositions. ( ) |
| Standard: 1.OA.6 Days: 3 : Look for and make use of repeated reasoning and structure using the addition chart to solve subtraction problems. ( ) : Analyze the addition chart to create sets of related addition and subtraction facts. ( ) |
| : Topics A-J (assessment 1 day, return 1 day, remediation or further applications 1 day) Days: 3 |
| Topics and Objectives (Module 2) |
|---|
| and Problems Standard: 1.OA.1, 1.OA.2, 1.OA.3, 1.OA.6 Days: 11 : Solve word problems with three addends, two of which make ten. ( ) : Use the associative and commutative properties to make ten with three addends. ( ) , : Make ten when one addend is 9. ( ) : Compare efficiency of counting on and making ten when one addend is 9. ( ) : Use the commutative property to make ten. ( ) , : Make ten when one addend is 8. ( ) : Compare efficiency of counting on and making ten when one addend is 8. ( ) : Solve problems with addends of 7, 8, and 9. ( ) : Share and critique peer solution strategies for word problems. ( ) |
| : Topic A (assessment 1 day, return 1 day, remediation or further applications 1 day) |
| and Problems Standard: 1.OA.1, 1.OA.3, 1.OA.4, 1.OA.5, 1.OA.6, 1.OA.7 Days: 10 , : Solve word problems with subtraction of 9 from 10. ( ) ( ) , : Model subtraction of 9 from teen numbers. ( ) ( ) : Relate counting on to making ten and taking from ten. ( ) , : Model subtraction of 8 from teen numbers. ( ) : Compare efficiency of counting on and taking from ten. ( ) : Subtract 7, 8, and 9 from teen numbers. ( ) : Share and critique peer solution strategies for and word problems from the teens. ( ) |
| or Problems Standard: 1.OA.1, 1.OA.3, 1.OA.4, 1.OA.5, 1.OA.6, 1.OA.7, 1.OA.8 Days: 4 : Solve word problems and relate counting on to the take from ten strategy. ( ) :Solve problems, relating varied addition and subtraction strategies. ( ) : Strategize to solve problems. ( ) :Strategize and apply understanding of the equal sign to solve equivalent expressions. ( ) |
| Standard: 1.OA.1, 1.NBT.2a, 1.NBT.2b, 1.NBT.5 Days: 4 : Identify 1 ten as a unit by renaming representations of 10. ( ) : Solve addition and subtraction problems decomposing and composing teen numbers as 1 ten and some ones. ( ) : Solve addition problems using ten as a unit, and write two-step solutions. ( ) : Solve subtraction problems using ten as a unit, and write two-step solutions. ( ) |
| : Topics A-D (assessment 1 day, return 1 day, remediation or further applications 1 day) |
| Topics and Objectives (Module 3) |
|---|
| Standard: 1.MD.1 Days: 3 : Compare length directly and consider importance of aligning endpoints. ( ) : Compare length using indirect comparison by finding objects , and that of a string. ( ) : Order three lengths using indirect comparison. ( ) |
| Standard: 1.MD.1, 1.MD.2 Days: 3 : Express the length of an object using centimeter cubes as length units to measure with no gaps or overlaps. ( ) : Rename and measure with centimeter cubes, using their standard unit name of centimeters. ( ) : Order, measure, and compare the length of objects before and after measuring with centimeter cubes, solving word problems. ( ) |
| Standard: 1.OA.1, 1.MD.2 Days: 3 : Measure the same objects from Topic B with different non-standard units simultaneously to see the need to measure with a consistent unit. ( ) : Understand the need to use the same units when comparing measurements with others. ( ) : Answer problems about lengths of two different objects measured in centimeters. ( ) |
| Standard: 1.OA.1, 1.MD.2, 1.MD.4 Days: 4 , : Collect, sort, and organize data, then ask and answer questions about the number of data points. ( ) , : Ask and answer varied word problem types about a data set with three categories. ( ) |
| : Topics A-D (assessment ½ day, return ½ day, remediation or further applications 1 day) |
| Topics and Objectives (Module 4) |
|---|
| Standard: 1.NBT.1, 1.NBT.2, 1.NBT.5 Days: 6 : Compare the efficiency of counting by ones and counting by tens. ( ) : Use the place value chart to record and name tens and ones within a two-digit number. ( ) : Interpret two-digit numbers as either tens and some ones or as all ones. ( ) : Write and interpret two-digit numbers as addition sentences that combine tens and ones. ( ) : Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number. ( ) : Use dimes and pennies as representations of tens and ones. ( ) |
| Standard: 1.NBT.3, 1.NBT.1, 1.NBT.2 Days: 4 : Compare two quantities, and identify the greater or lesser of the two given numerals. ( ) : Compare quantities and numerals from left to right. ( ) , : Use the symbols >, =, and < to compare quantities and numerals. ( ) |
| Standard: 1.NBT.2, 1.NBT.4, 1.NBT.6 Days: 2 : Add and subtract tens from a multiple of 10. ( ) : Add tens to a two-digit number. ( ) |
| : Topics A-C (assessment 1 day, return 1 day, remediation or further applications 1 day) |
| Standard: 1.NBT.4 Days: 6 , : Use counting on and the make ten strategy when adding across a ten. ( ) : Use single-digit sums to support solutions for analogous sums to 40. ( ) , : Add ones and ones or tens and tens. ( ) : Share and critique peer strategies for adding two-digit numbers. ( ) |
| Standard: 1.OA.1 Days: 4 : Use tape diagrams as representations to solve and word problems. ( ) , : Recognize and make use of part–whole relationships within tape diagrams when solving a variety of problem types. ( ) : Write word problems of varied types. ( ) |
| Standard: 1.NBT.4 Days: 7 : Interpret two-digit numbers as tens and ones including cases with more than 9 ones. ( ) , : Add a pair of two-digit numbers when the ones digits have a sum less than or equal to 10. ( ) , : Add a pair of two-digit numbers when the ones digits have a sum greater than 10. ( ) , : Add a pair of two-digit numbers with varied sums in the ones. ( ) |
| : Topics D-F (assessment 1 day, return 1 day, remediation or further applications 1 day) |
| Topics and Objectives (Module 5) |
|---|
| Standard: 1.G.1 Days: 3 : Classify shapes based on defining attributes using examples, variants, and non-examples. ( ) : Find and name two-dimensional shapes including trapezoid, rhombus, and a square as a special rectangle, based on defining attributes of sides and corners. ( ) : Find and name three-dimensional shapes including cone and rectangular prism, based on defining attributes of faces and points. ( ) |
| Standard: 1.G.2 Days: 3 : Create composite shapes from two-dimensional shapes. ( ) : Compose a new shape from composite shapes. ( ) : Create a composite shape from three-dimensional shapes and describe the composite shape using shape names and positions. ( ) |
| Standard: 1.G.3 Days: 3 : Name and count shapes as parts of a whole, recognizing relative sizes of the parts. ( ) , : Partition shapes and identify halves and quarters of circles and rectangles. ( ) |
| Standard: 1.MD.3, 1.G.3 Days: 4 : Construct a paper clock by partitioning a circle and tell time to the hour. ( ) , , : Recognize halves within a circular clock face and tell time to the half hour. ( ) |
| : Topics A-D (assessment 1/2 day, return 1/2 day, remediation or further applications 1 day) |
| Topics and Objectives (Module 6) |
|---|
| Standard: 1.OA.1 Days: 2 : Solve problem types. ( ) : Solve problem types. ( ) |
| Standard: 1.NBT.1, 1.NBT.2a, 1.NBT.2c, 1.NBT.3, 1.NBT.5 Days: 7 : Use the place value chart to record and name tens and ones within a two-digit number up to 100. ( ) : Write and interpret two-digit numbers to 100 as addition sentences that combine tens and ones. ( ) : Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number within 100. ( ) :Use the symbols >, =, and < to compare quantities and numerals to 100. ( ) : Count and write numbers to 120. Use Hide Zero cards to relate numbers 0 to 20 to 100 to 120. ( ) : Count to 120 in unit form using only tens and ones. Represent numbers to 120 as tens and ones on the place value chart. ( ) : Represent up to 120 objects with a written numeral. ( ) |
| Standard: 1.NBT.4, 1.NBT.6 Days: 8 : Add and subtract multiples of 10 from multiples of 10 to 100, including dimes. ( ) : Add a multiple of 10 to any two-digit number within 100. ( ) : Add a pair of two-digit numbers when the ones digits have a sum less than or equal to 10. ( ) , : Add a pair of two-digit numbers when the ones digits have a sum greater than 10 using decomposition. ( ) : Add a pair of two-digit numbers when the ones digits have a sum greater than 10 with drawing. Record the total below. ( ) , : Add a pair of two-digit numbers when the ones digits have a sum greater than 10 with drawing. Record the new ten below. ( ) |
| Standard: 1.NBT.4 Days: 2 : Add a pair of two-digit numbers with varied sums in the ones, and compare results of different recording methods. ( ) : Solve and share strategies for adding two-digit numbers with varied sums. ( ) |
| : Topics A-D (assessment 1 day, return 1 day, remediation or further applications 1 day) |
| Standard: 1.MD.3 Days: 5 : Identify pennies, nickels, and dimes by their image, name, or value. Decompose the values of nickels and dimes using pennies and nickels. ( ) : Identify quarters by their image, name, or value. Decompose the value of a quarter using pennies, nickels, and dimes. ( ) : Identify varied coins by their image, name, or value. Add one cent to the value of any coin. ( ) : Count on using pennies from any single coin. ( ) : Use dimes and pennies as representations of numbers to 120. ( ) |
| Standard: 1.OA.1 Days: 3 , : Solve problem types. ( ) : Share and critique peer strategies for solving problems of varied types. ( ) |
| : Topics E-F (assessment 1 day, return ½ day, remediation or further applications ½ day) |
| Days: 3 , : Celebrate progress in fluency with adding and subtracting within 10 (and 20). Organize engaging summer practice. : Create folder covers for work to be taken home illustrating the year’s learning. |
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Eureka Math Grade 3 Module 1 Lesson 21 Answer Key
Engage ny eureka math 3rd grade module 1 lesson 21 answer key.
Eureka Math Grade 3 Module 1 Answer Key
Engage NY Math Grade 3 Module 1 Lesson 21 Pattern Sheet Answer Key
Eureka Math Grade 3 Module 1 Lesson 21 Problem Set Answer Key
Explanation: Given Jason earns $6 per week for doing all his chores. On the fifth week, he forgets to take out the trash, so he only earns $4. Equation of Jason’s earnings is $6 +$6 + $6 +$6 + $4 = $28 is Jason earnings in 5 weeks.
Explanation: Given Miss Lianto orders 4 packs of 7 markers. After passing out 1 marker to each student in her class, she has 6 left. Labeled the tape diagram to show how many students are in Miss Lianto’s class as 4 packs of 7 markers means the number of markers are 7 × 4 = 28 or 7 + 7 + 7 + 7 = 28, Each student got 1 marker in her class and 6 left, means number of students in Miss Lianto’s class are 28 – 6 = 22 students as labeled in the tape diagram. Therefore, there are 22 students in Miss Lianto’s class.
Explanation: Given Orlando buys a box of 18 fruit snacks. Each box comes with an equal number of strawberry-, cherry-, and grape-flavored snacks, Orlando eats all of the grape-flavored snacks. Drawn and labeled a tape diagram to show how many fruit snacks Orlando has left are Total fruit snacks 18, equal number of 3 fruit flavored snacks, So each flavor is 18 ÷ 3 = 6 each, Now Orlando ate all of the grape – flavored snacks, So fruit snacks Orlando has left are 18 – 6 = 12. Therefore, Orlando has left 12 fruit snacks.
Question 4. Eudora buys 21 meters of ribbon. She cuts the ribbon so that each piece measures 3 meters in length. a. How many pieces of ribbon does she have? b. If Eudora needs a total of 12 pieces of the shorter ribbon, how many more pieces of the shorter ribbon does she need?
a. Eudora has 7 pieces of ribbon,
Explanation: Given Eudora buys 21 meters of ribbon. She cuts the ribbon so that each piece measures 3 meters in length, So number of pieces of ribbon she has is 21 ÷ 3 = 7 pieces of ribbon.
b. Eudora needs more 5 pieces of the shorter ribbon,
Explanation: If Eudora needs a total of 12 pieces of the shorter ribbon. She needs more pieces of the shorter ribbon as 12 – 7 = 5 pieces.
Engage NY Math 3rd Grade Module 1 Lesson 21 Exit Ticket Answer Key
Ms. Egeregor buys 27 books for her classroom library. She buys an equal number of fiction, nonfiction, and poetry books. She shelves all of the poetry books first. Draw and label a tape diagram to show how many books Ms. Egeregor has left to shelve.
Explanation: Given Ms. Egeregor buys 27 books for her classroom library. She buys an equal number of fiction, nonfiction, and poetry books. So each numbers of books are 27 ÷ 3 = 9, 9 books of fiction, 9 books of nonfiction and 9 books of poetry. She shelves all of the poetry books first. Drawn and labeled a tape diagram to show number of books Ms. Egeregor has left to shelve is 27 – 9 = 18 more books.
Eureka Math 3rd Grade Module 1 Lesson 21 Homework Answer Key
Explanation: Given Tina eats 8 crackers for a snack each day at school. On Friday, she drops 3 and only eats 5. So Wrote and solved an equation to show the total number of crackers Tina ate during the week is 8 + 8 + 8 + 8 + 5 = 37 crackers.
Question 3. Mr. Nguyen plants 24 trees around the neighborhood pond. He plants equal numbers of maple, pine, spruce, and birch trees. He waters the spruce and birch trees before it gets dark. How many trees does Mr. Nguyen still need to water? Draw and label a tape diagram.
Answer: Mr. Nguyen still needs to water 12 trees,
Question 4. Anna buys 24 seeds and plants 3 in each pot. She has 5 pots. How many more pots does Anna need to plant all of her seeds?
Answer: Anna needs 3 more pots to plant all of her seeds.
Explanation: Given Anna buys 24 seeds and plants 3 in each pot. She has 5 pots. So she planted 5 × 3 = 15 seeds, Seeds left are 24 – 15 = 9 seeds. As each pot she can plant 3 seeds she needs pots for 9 seeds as 9 ÷ 3 = 3, Therefore, number of more pots Anna need to plant all of her seeds are 3 pots.
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Home > CCG > Chapter 1 > Lesson 1.1.1
Lesson 1.1.1, lesson 1.1.2, lesson 1.1.3, lesson 1.1.4, lesson 1.1.5, lesson 1.2.1, lesson 1.2.2, lesson 1.2.3, lesson 1.2.4, lesson 1.2.5, lesson 1.2.6, lesson 1.3.1, lesson 1.3.2.
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Chapter 1, Lesson 1: Points, Lines, and Planes
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You can find the source for these pages, the full module PDF file, here:https://www.engageny.org/resource/grade-1-mathematics-module-1
Lesson 21 Homework 1.1 Answers - Free download as PDF File (.pdf), Text File (.txt) or read online for free.
EngageNY/Eureka Math Grade 1 Module 1 Lesson 21For more videos, please visit http://bit.ly/eurekapusdPLEASE leave a message if a video has a technical diffic...
(Video Lesson) Lesson 21: Share and critique peer solution strategies for take from with result unknown and take apart with addend unknown word problems from the teens. (Video Lesson) C. Strategies for Solving Change or Addend Unknown Problems Standard: 1.OA.1, 1.OA.3, 1.OA.4, 1.OA.5, 1.OA.6, 1.OA.7, 1.OA.8 Days: 4 Grade 1 Topic C Overview
Created Date: 7/31/2015 11:59:14 AM
Module 1, Lesson 21 - Grade 1 Problem Set The worksheet above is from Eureka Math curriculum (sometimes known as Engage NY). We use these videos in my classr...
Eureka Essentials: Grade 1. An outline of learning goals, key ideas, pacing suggestions, and more! Downloadable Resources. Teacher editions, student materials, application problems, sprints, etc. Application Problems. Files for printing or for projecting on the screen. Application Problems with space for student work and TTS QR Codes.
Created Date: 7/31/2015 11:58:44 AM
The answers: a. 2 + 3 = 5 → 2 + 2 = 4. b. 3 + 4 = 7 → 3 + 3= 6. c. 4 + 5 = 9 → 4 + 4 = 8. okay, those are the answer keys and the questions for Eureka Math Lesson 21 Homework 1.1. About Eureka Math. Eureka Math is a holistic curriculum especially for Prekindergarten through Grade 12. The curriculum carefully sequences mathematical ...
Eureka Math Algebra 1 Module 1 Lesson 21 Example Answer Key. The solution to x+y=20 is shown on the graph below. a. Graph the solution to x+y≤20. b. Graph the solution to x+y≥20. c. Graph the solution to x+y<20. d. Graph the solution to x+y>20.
In the space below, describe the routine. STAYING SHARP 1.1 1. Solve the shape equation puzzle: If the large square represents one whole, what 3. fraction is represented by the shaded area? Answer with supporting work: Estimate, to the nearest dollar, the total cost: 5. $23.45 + $3.98 + $16.66 + $12.08 Answer with supporting work: 2.
Eureka Math 3rd Grade Module 1 Lesson 21 Homework Answer Key. Question 1. Tina eats 8 crackers for a snack each day at school. On Friday, she drops 3 and only eats 5. Write and solve an equation to show the total number of crackers Tina eats during the week. Tina eats ____37_____ crackers. Answer: Tina eats 37 crackers during the week, Explanation:
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5.3 Day 2 Homework: Pg 329: Problem Set 9, 10, 12-145.3 Day 3 Homework: Pg 331: Problem Set 1-75.4 Day 1 Homework: Pg 335: Problem Set 1-3 Pg 336: Problem Set 7-10 Written Solutions5.4 Day 2 Homework: Pg 339: 1-4, 6 Written Solutions5.5 Homework: Pg 344-45: Problem Set 1-3 Written Solutions 5.6 Day 1 Homework: Worksheet Solutions Video 5.6 Day ...
Chapter 1, Lesson 1: Points, Lines, and Planes. Teacher Resources Common Core State Standards Supplement, TE Diagnostic and Placement Tests Key Concepts Math Skills Maintenance Scavenger Hunt Answer Sheet Science and Mathematics Lab Manual Technology User Guides Professional Development Research Vocabulary PuzzleMaker.
21. Find: 32 - 23 22. Find: 34 23 23. Find: 53 42 24. Find: 24 92 25. On the number line,A = 36 and B = -16. Write an expres-sion that represents the distance between A and B. 26. On the number line,C = -36 and D = -17. Write an expression that represents the distance between C and D. 27. A and B are two points on the number line. If A ...
Our resource for Algebra 1: Homework Practice Workbook includes answers to chapter exercises, as well as detailed information to walk you through the process step by step. With Expert Solutions for thousands of practice problems, you can take the guesswork out of studying and move forward with confidence. Find step-by-step solutions and answers ...
EngageNY/Eureka Math Grade 3 Module 1 Lesson 21For more Eureka Math (EngageNY) videos and other resources, please visit http://EMBARC.onlinePLEASE leave a me...
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You can find the source for these pages, the full module PDF file, here:https://www.engageny.org/resource/grade-1-mathematics-module-1
Here is a link to the pages I used for the homework. I used the "full module" PDF.https://www.engageny.org/resource/grade-1-mathematics-module-1