NYSED Grade 1 Draft Updated June 2019
New York State Next Generation Mathematics Learning Standards
Grade 1 Crosswalk
Operations and Algebraic Thinking
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Represent and solve
problems involving
addition and subtraction.
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, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem.
NY-1.OA.1 Use addition and subtraction within 20 to solve
one-step word problems involving situations of adding to,
taking from, putting together, taking apart, and/or
comparing, with unknowns in all positions.
Note: Problems should be represented using objects,
drawings, and equations with a symbol for the unknown
number. Problems should be solved using objects or
drawings, and equations.
1.OA.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.
NY-1.OA.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.
Understand and apply
properties of operations
and the relationship
between addition and
subtraction.
1.OA.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.)
Note: Students need not use formal terms for these properties.
NY-1.OA.3 Apply properties of operations as strategies to
add and subtract.
e.g.,
• 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.)
Note: Students need not use formal terms for these
properties.
1.OA.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.
NY-1.OA.4 Understand subtraction as an unknown-
addend problem within 20.
e.g., subtract 10 – 8 by finding the number that makes 10
when added to 8.
NYSED Grade 1 Draft Updated June 2019
New York State Next Generation Mathematics Learning Standards
Grade 1 Crosswalk
Operations and Algebraic Thinking
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Add and subtract
within 20.
1.OA.5 Relate counting to addition and subtraction (e.g., by
counting on 2 to add 2).
NY-1.OA.5 Relate counting to addition and subtraction.
e.g., by counting on 2 to add 2
1.OA.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).
NY-1.OA.6a Add and subtract within 20. Use strategies such as:
• counting on;
• making ten;
• decomposing a number leading to a ten;
• using the relationship between addition and subtraction; and
• creating equivalent but easier or known sums.
NY-1.OA.6b Fluently add and subtract within 10.
Note: Fluency involves a mixture of just knowing some answers,
knowing some answers from patterns, and knowing some answers
from the use of strategies.
Work with addition
and subtraction
equations.
1.OA.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.
NY-1.OA.7 Understand the meaning of the equal sign, and determine
if equations involving addition and subtraction are true or false.
e.g., Which of the following equations are true and which are false?
6 = 6 7 = 8 – 1 5 + 2 = 2 + 5 4 + 1 = 5 + 2
1.OA.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 = _.
NY-1.OA.8 Determine the unknown whole number in an addition or
subtraction equation with the unknown in all positions.
e.g., Determine the unknown number that makes the equation true in
each of the equations
8 + ? = 11 ＿ – 3 = 5 6 + 6 = □
NYSED Grade 1 Draft Updated June 2019
New York State Next Generation Mathematics Learning Standards
Grade 1 Crosswalk
Number and Operations in Base Ten
Cluster
NYS Next Generation Learning Standard
Extend the counting
sequence.
NY-1.NBT.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.
Understand place value.
NY-1.NBT.2 Understand that the two digits of a two-digit
number represent amounts of tens and ones.
NY-1.NBT.2a Understand 10 can be thought of as a
bundle of ten ones, called a "ten".
NY-1.NBT.2b Understand that the numbers from 11 to 19
are composed of a ten and one, two, three, four, five, six,
seven, eight, or nine ones.
NY-1.NBT.2c Understand that 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).
NY-1.NBT.3 Compare two two-digit numbers based on
meanings of the tens and ones digits, recording the results of
comparisons with the symbols >, =, and <.
NYSED Grade 1 Draft Updated June 2019
New York State Next Generation Mathematics Learning Standards
Grade 1 Crosswalk
Number and Operations in Base Ten
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Use place value
understanding and
properties of operations
to add and subtract.
1.NBT.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.
NY-1.NBT.4 Add within 100, including:
• a two-digit number and a one-digit number;
• a two-digit number and a multiple of 10.
Use concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition and
subtraction.
Understand that in adding two-digit numbers, one adds tens and tens,
ones and ones, and sometimes it is necessary to compose a ten.
Relate the strategy to a written representation and explain the
reasoning used.
Notes:
Students should be taught to use strategies based on place value,
properties of operations, and the relationship between addition and
subtraction; however, when solving any problem, students can
choose any strategy.
A written representation is any way of representing a strategy using
words, pictures, or numbers.
1.NBT.5 Given a two-digit number, mentally find 10
more or 10 less than the number, without having to
count; explain the reasoning used.
NY-1.NBT.5 Given a two-digit number, mentally find 10 more or 10
less than the number, without having to count; explain the reasoning
used.
NYSED Grade 1 Draft Updated June 2019
New York State Next Generation Mathematics Learning Standards
Grade 1 Crosswalk
Number and Operations in Base Ten
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Use place value
understanding and
properties of operations
to add and subtract.
1.NBT.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.
NY-1.NBT.6 Subtract multiples of 10 from multiples of 10 in the range
10-90 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 used to a written representation and explain the
reasoning.
Notes:
Students should be taught to use concrete models and drawings; as
well as strategies based on place value, properties of operations, and
the relationship between addition and subtraction. When solving
any problem, students can choose to use a concrete model or a
drawing. Their strategy must be based on place value, properties of
operations, or the relationship between addition and subtraction.
A written representation is any way of representing a strategy using
words, pictures, or numbers.
NYSED Grade 1 Draft Updated June 2019
New York State Next Generation Mathematics Learning Standards
Grade 1 Crosswalk
Measurement and Data
Cluster
NYS Next Generation Learning Standard
Measure lengths
indirectly and by
iterating length units.
NY-1.MD.1 Order three objects by length; compare the
lengths of two objects indirectly by using a third object.
NY-1.MD.2 Measure the length of an object using same-
size “length units” placed end to end with no gaps or
overlaps. Express the length of an object as a whole number
of “length units.”
Note: “Length units” could include cubes, paper clips,
etc.
Tell and write time and
money.
NY-1.MD.3a Tell and write time in hours and half-hours
using analog and digital clocks. Develop an
understanding of common terms, such as, but not
limited to, o’clock and half past.
NY-1.MD.3b Recognize and identify coins (penny, nickel,
dime, and quarter) and their value and use the cent symbol
(¢) appropriately.
NY-1.MD.3c Count a mixed collection of dimes and
pennies and determine the cent value (total not to exceed
100 cents).
e.g. 3 dimes and 4 pennies is the same as 3 tens and 4
ones, which is 34 cents ( 34 ¢ )
Represent and interpret
data.
NY-1.MD.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.
NYSED Grade 1 Draft Updated June 2019
New York State Next Generation Mathematics Learning Standards
Grade 1 Crosswalk
Geometry
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Reason with shapes and
their attributes.
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); build and
draw shapes to possess defining attributes.
NY-1. G.1 Distinguish between defining attributes versus non-defining
attributes for a wide variety of shapes. Build and/or draw shapes to
possess defining attributes.
e.g.,
• A defining attribute may include, but is not limited to:
triangles are closed and three-sided.
• Non-defining attributes include, but are not limited to: color,
orientation, and overall size.
Note on and/or: Students should be taught to build and draw
shapes to possess defining attributes; however, when answering
questions, students can choose to build or draw the shape.
1.G.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.
Note: Students do not need to learn formal names such as “right
rectangular prism.”
NY-1.G.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.
Note: Students do not need to learn formal names such as “right
rectangular prism.”
NYSED Grade 1 Draft Updated June 2019
New York State Next Generation Mathematics Learning Standards
Grade 1 Crosswalk
Geometry
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Reason with shapes and
their attributes.
1.G.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.
NY-1. G.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.