Common Core Connections

Math
Grade 1

Carson-Dellosa Publishing, LLC

Greensboro, North Carolina
 Introduction
What are the Common Core State Standards for Mathematics?
The standards are a shared set of expectations for each grade level in the area of mathematics. They
def ine what students should understand and be able to do. The standards are designed to be more
rigorous and to allow students to justify their thinking. They ref lect the knowledge that is necessary for
success in college and beyond.

The following are Standards for Mathematical Practice as outlined in the Common Core State Standards.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.*

How to Use This Book

The book is a collection of practice pages aligned to the Common Core State Standards for Mathematics
as appropriate for Grade 1. Included is an alignment matrix so that you can see exactly which standards
are addressed on each practice page. A skill assessment and skill assessment analysis are also included.
Use the test at the beginning of the year or at any time you wish to assess your students’ mastery of
certain standards. The analysis connects each test item to a practice page or set of practice pages so
that you can review skills with students who struggle in certain areas.

* © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Off icers. All rights reserved.

If you enjoyed this sample, you can purchase the full print version of Common Core
Connections Math Grade 1 from Teachers Pay Teachers HERE.

Or, you can purchase the full e-book version of Common Core Connections Math
© Carson-Del losa • CD-104602

Grade 1 from Teachers Pay Teachers HERE.

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 Common Core State Standards*
Alignment Matrix

1.NBT.2b
1.NBT.2a

1.NBT.2c

1.NBT.5
1.NBT.6
1.NBT.3
1.NBT.2

1.NBT.4
1.OA.5
1.OA.6
1.OA.3

1.OA.8
1.OA.2

1.MD.3
1.OA.4

1.MD.2

1.MD.4
1.OA.7

1.NBT.1
1.OA.1

1.MD.1

1.G.3
1.G.2
1.G.1
Pages

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* © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Off icers. All rights reserved.
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 Common Core State Standards*
Alignment Matrix

1.NBT.2b
1.NBT.2a

1.NBT.2c

1.NBT.5
1.NBT.6
1.NBT.3
1.NBT.2

1.NBT.4
1.OA.5
1.OA.6
1.OA.3

1.OA.8
1.OA.2

1.MD.3
1.OA.4

1.MD.2

1.MD.4
1.OA.7

1.NBT.1
1.OA.1

1.MD.1

1.G.3
1.G.2
1.G.1
Pages

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© Carson-Del losa • CD-104602

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* © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Off icers. All rights reserved.

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 Name_____________________________________________ Skill Assessment
Solve the problems.

1. Look at the picture. Write the 2. Rewrite the problem to make a ten
number shown. or doubles to make it easier to add.
Then, add.

4+8= + =

+ =

3. Write the missing numbers. 4. Write how many tens and ones.
Write the total.

5, ,7 tens

, 48 ones

24, total

99, , 101

5. Write the numbers 1–3 to order the 6. Draw a closed shape with 4 equal,
pictures from longest to shortest. straight sides. What is the name of
the shape?

_______________________
_____

_____
© Carson-Del losa • CD-104602

_____

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Name_____________________________________________ Skill Assessment
Solve the problems.
7. Count back on the number line to 8. Write and solve a subtraction
subtract. problem to f ind the missing number
in the addition problem.

14
– 8 8+ = 13

______ - ______ = ______

= ______

9. Circle the amount that is greater. 10. Complete the sections of the
hundreds boards.

29

37

74

1 1. Write how many units long the 12. Tell what shapes can be combined
stapler is. to make each f igure.

___________________
© Carson-Del losa • CD-104602

___________________
_________ units

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 Name_____________________________________________ Skill Assessment
Solve the problems.

13. Solve the problem. 14. Add or subtract.

Hannah made 4 bracelets on

8 + 4 = ________
Thursday, 3 bracelets on Friday, and
6 bracelets on Saturday. How many 15 – 7 = ________
bracelets did she make in all?
20 + 40 = ________
80 – 30 = ________
_______________

15. Circle groups of ten and write the 16. Write the time shown on each
number of tens and ones. clock.
11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5

: :
11 12 1 11 12 1
10 2 10 2
Tens Ones 9 3 9 3
8 4 8 4
7 6 5 7 6 5

: :
17. How many more girls than boys are 18. Color the shapes that are divided
in Mr. Lee’s class? equally.
_______________
How many boys and girls are in Mr.
Lee’s class altogether?
_______________

Boys Girls
© Carson-Del losa • CD-104602

X X
X X X X
X X XX
X X X XXX X

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Name_____________________________________________ Skill Assessment
Solve the problems.

19. Write 4 true equations for the 20. Solve the problem.
numbers 4, 11, and 7.
I had 13 stickers. I gave some away.
__________ + __________ = __________ Now, I have 4 stickers. How many
stickers did I give away?
__________ - __________ = __________

__________ + __________ = __________ _________

__________ - __________ = __________

21. Add. Use the blocks to help 22. Write <, >, or = to compare each
regroup. set of numbers.

32 23
T O

1 3 64 6
+ 9
49 50

80 80

23. Maria measured her book with the 24. Divide the f irst 2 shapes into halves.
same paper clips shown measuring Divide the second 2 shapes into
the pencil below. If her book was fourths, or quarters.
7 paper clips long, is it longer than,
shorter than, or the same length as
the pencil?
© Carson-Del losa • CD-104602

___________________________

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 Skill Assessment Analysis

After you review your student’s skill assessment pages, match those problems answered incorrectly to
the Common Core State Standards below. Pay special attention to the pages that fall into these problem
sections, and ensure that your student receives supervision in these areas. In this way, your student will
strengthen these skills.

Answer Key: 1. 4 + 2 = 6, 2 + 4 = 6; 2. 2 + 10 or 6 + 6 = 12; 3. 6, 47, 25, 100; 4. 1 ten, 4 ones, 14 total;

5. 1, 3, 2; 6. square; 7. 6; 8. 5; 9. 48 should be circled; 10. 19, 28, 30, 39; 64, 84, 85; 16, 26, 36, 47, 57; 11. 9
units; 12. cone, cylinder; square, 2 triangles; 13. 13 bracelets; 14. 12, 8, 60, 50; 15. 3 tens, 2 ones; 16. 4:00,
10:30, 12:30, 6:00; 17. 3 more girls, 17 girls and boys; 18. square and second circle should be colored;
19. 4 + 7 = 11, 11 – 4 = 7, 7 + 4 = 11, 11 – 7 = 4; 20. 9 stickers; 21. 22; 22. >, >, <, =; 23. longer; 24. The
shapes should be divided correctly.

Common Core State Standards* Test Item(s) Practice Page(s)

Operations and Algebraic Thinking
Represent and solve problems involving 1.OA.1-1.OA.2 13, 20 12, 20–23, 26,
addition and subtraction. 33–36
Understand and apply properties of 1.OA.3-1.OA.4 1, 2, 8, 20 13, 15, 16, 19, 24, 25,
operations and the relationship between 31, 32, 37
addition and subtraction.
Add and subtract within 20. 1.OA.5-1.OA.6 1, 2, 7, 19 12-17, 19, 24–29, 30,
35, 37-39
Work with addition and subtraction 1.OA.7-1.OA.8 8, 19, 20 14, 18, 23, 28, 31-33,
equations. 36, 39
Number and Operations in Base Ten
Extend the counting sequence. 1.NBT.1 3, 10 40–48

Understand place value. 1.NBT.2-1.NBT.3 4, 9, 15, 21, 22 43, 45, 46, 49–57,
61
Use place value understanding and 1.NBT.4-1.NBT.6 10, 14, 21 48, 58-62
properties of operations to add and
subtract.
Measurement and Data
Measure lengths indirectly and by 1.MD.1-1.MD.2 5, 11, 23 63-68
iterating length units.
Tell and write time. 1.MD.3 16 69–73
Represent and interpret data. 1.MD.4 17 74–78
Geometry
Reason with shapes and their attributes. 1.G.1-1.G.3 6, 12, 18, 24 79–90

* © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Off icers. All
rights reserved.
© Carson-Del losa • CD-104602

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