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Common Core Math Standards - 1st GradeMathScore aligns to the Common Core Math Standards for 1st Grade. The standards appear below along with the MathScore topics that match. If you click on a topic name, you will see sample problems at varying degrees of difficulty that MathScore generated. When students use our program, the difficulty of the problems will automatically adapt based on individual performance, resulting in not only true differentiated instruction, but a challenging game-like experience.
Operations and Algebraic ThinkingRepresent and solve problems involving addition and subtraction.
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.1 (Basic Word Problems )
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. (Multi-Part Addition Word Problems )
Understand and apply properties of operations and the relationship between addition and subtraction.
3. Apply properties of operations as strategies to add and subtract.2 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.) (Commutative Property 1 , Associative Property 1 , Addition Grouping )
4. 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. (Subtraction in Terms of Addition )
Add and subtract within 20.
5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). (Understanding Addition , Understanding Subtraction )
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). (Fast Addition , Fast Addition Reverse , Fast Subtraction , Mixed Addition and Subtraction , Inverse Equations 1 )
Work with addition and subtraction equations.
7. 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. (Understanding Equality )
8. 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 = _. (Missing Term )
1 See Glossary, Table 1.
2 Students need not use formal terms for these properties.
Number and Operations in Base TenExtend the counting sequence.
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. (Counting to 120 )
Understand place value.
2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: (Counting Squares to 100 , Count Out Squares )
a. 10 can be thought of as a bundle of ten ones — called a “ten.” (Counting Squares to 100 )
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. (Counting Squares to 100 , Understanding 11 to 19 )
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). (Counting Squares to 100 )
3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. (Number Comparison to 100 )
Use place value understanding and properties of operations to add and subtract.
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. (Basic Addition to 100 )
5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. (Mental Addition and Subtraction to 100 )
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. (Basic Subtraction to 100 )
Measurement and DataMeasure lengths indirectly and by iterating length units.
1. Order three objects by length; compare the lengths of two objects indirectly by using a third object.
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 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.
Tell and write time.
3. Tell and write time in hours and half-hours using analog and digital clocks. (Basic Telling Time )
Represent and interpret data.
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. (Tally and Pictographs )
GeometryReason with shapes and their attributes.
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. (Geometric Shapes )
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.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. (Halves and Quarters )
1 Students do not need to learn formal names such as "right rectangular prism."
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