← All Standards

Grade 1

• Data Analysis

  • 1.DA.A
  • 1.DA.A.16
  • 1.DA.A.16.a
  • 1.DA.A.16.b
  • 1.DA.A.16.c
  • 1.DA.A.16.d

• Geometry

  • 1.G.A
  • 1.G.A.21
  • 1.G.A.22
  • 1.G.A.23
  • 1.G.A.23.a
  • 1.G.A.23.b

• Measurement

  • 1.M.A
  • 1.M.A.17
  • 1.M.A.18
  • 1.M.B

• Number & Operations: Base Ten

  • 1.NBT.A
  • 1.NBT.A.10
  • 1.NBT.A.10.a
  • 1.NBT.B
  • 1.NBT.B.11
  • 1.NBT.B.11.a
  • 1.NBT.B.11.b
  • 1.NBT.B.11.c
  • 1.NBT.B.12
  • 1.NBT.C
  • 1.NBT.C.13
  • 1.NBT.C.13.a
  • 1.NBT.C.13.b
  • 1.NBT.C.13.c
  • 1.NBT.C.13.d
  • 1.NBT.C.14
  • 1.NBT.C.15

• Operations & Algebraic Thinking

  • 1.OA.A
  • 1.OA.A.1
  • 1.OA.A.1.a
  • 1.OA.A.1.b
  • 1.OA.A.1.c
  • 1.OA.A.2
  • 1.OA.B
  • 1.OA.B.3
  • 1.OA.B.4
  • 1.OA.C
  • 1.OA.C.5
  • 1.OA.C.6
  • 1.OA.C.6.a
  • 1.OA.C.6.b
  • 1.OA.C.6.c
  • 1.OA.C.6.d
  • 1.OA.C.6.e
  • 1.OA.D
  • 1.OA.D.7
  • 1.OA.D.8
  • 1.OA.E
  • 1.OA.E.9

• Mathematical Practices

  • MP.1
  • MP.2
  • MP.3
  • MP.4
  • MP.7
  • MP.8

Alabama Math Standard: 1.NBT.C.15

Subtract multiples of 10 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.

Gr 1-4

Rounding Numbers (But Not To 10)

What could we possibly do to make rounding more interesting for students who already get it? In this series, students consider how they might round to values other than “the nearest 10.” How, for example, do we round to the nearest 9? 7? 15?

Gr 3, 4, 7