Beast Academy Level 1

CCSS Alignment

The content covered in Beast Academy Level 1 is loosely based on the standards created by the
Common Core State Standards Initiative.

For more information on the Common Core State Standards, visit www.corestandards.org.

Beast Academy Level 1 Chapters 1-12:

1. Counting 7. Addition & Subtraction

2. Shapes 8. Comparing
3. Comparing 9. Patterns
4. Addition 10. Big Numbers
5. Subtraction 11. Measurement
6. Categories 12. Problem Solving

Grade 1 Common Core Standards 1A 1B 1C 1D

Operations & Algebraic Thinking 1 2 3 4 5 6 7 8 9 10 11 12
1.OA.A.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.OA.A.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.
1.OA.B.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.)
1.OA.B.4 Understand subtraction as an
unknown-addend problem. For example, subtract
✔ ✔
10 - 8 by finding the number that makes 10 when
added to 8.
1.OA.C.5 Relate counting to addition and
✔ ✔ ✔ ✔ ✔
subtraction (e.g., by counting on 2 to add 2).
1.OA.C.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).
1.OA.D.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.
1.OA.D.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 = _.
Number & Operations in Base Ten 1 2 3 4 5 6 7 8 9 10 11 12
1.NBT.A.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.
1.NBT.B.2 Understand that the two digits of a
two-digit number represent amounts of tens and ✔ ✔ ✔ ✔ ✔ ✔
ones.
1.NBT.B.3 Compare two two-digit numbers based
on meanings of the tens and ones digits,
✔ ✔
recording the results of comparisons with the
symbols >, =, and <.
1.NBT.C.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.
1.NBT.C.5 Given a two-digit number, mentally find
10 more or 10 less than the number, without ✔ ✔ ✔ ✔
having to count; explain the reasoning used.
1.NBT.C.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.
Measurement & Data 1 2 3 4 5 6 7 8 9 10 11 12
1.MD.A.1 Order three objects by length; compare
the lengths of two objects indirectly by using a ✔
third object.
1.MD.A.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.
1.MD.B.3 Tell and write time in hours and
✔
half-hours using analog and digital clocks.
1.MD.C.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.
Geometry 1 2 3 4 5 6 7 8 9 10 11 12
1.G.A.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.
1.G.A.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.G.A.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.
Beast Academy Level 1 does not include this standard.
Describe the whole as two of, or four of the
shares. Understand for these examples that
decomposing into more equal shares creates
smaller shares.

Other Grades
The following Kindergarten goals of the Common Core State Standards are reviewed in the content
of Beast Academy Level 1.

Kindergarten Common Core Standards 1A 1B 1C 1D

Counting and Cardinality 1 2 3 4 5 6 7 8 9 10 11 12
K.CC.A.1 Count to 100 by ones and by tens. ✔
K.CC.A.3 Write numbers from 0 to 20. Represent a ✔
number of objects with a written numeral 0-20
(with 0 representing a count of no objects).
K.CC.B.4 Understand the relationship between ✔
numbers and quantities; connect counting to
cardinality.
K.CC.B.5 Count to answer "how many?" questions ✔
about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10
things in a scattered configuration; given a
number from 1-20, count out that many objects.

The following Grade 2 goals of the Common Core State Standards are included in the content of
Beast Academy Level 1.

Grade 2 Common Core Standards 1A 1B 1C 1D

Operations & Algebraic Thinking 1 2 3 4 5 6 7 8 9 10 11 12
2.OA.A.1 Use addition and subtraction within 100 ✔ ✔
to solve one- and two-step word problems
involving situations of adding to, taking from,
putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using drawings
and equations with a symbol for the unknown
number to represent the problem.
2.OA.C.3 Determine whether a group of objects ✔
(up to 20) has an odd or even number of
members, e.g., by pairing objects or counting
them by 2s; write an equation to express an even
number as a sum of two equal addends.
Number & Operations in Base Ten 1 2 3 4 5 6 7 8 9 10 11 12
2.NBT.A.1 - Understand that the three digits of a ✔
three-digit number represent amounts of
hundreds, tens, and ones; e.g., 706 equals 7
hundreds, 0 tens, and 6 ones. Understand the
following as special cases:
2.NBT.A.2 Count within 1000; skip-count by 5s, ✔
10s, and 100s.
2.NBT.A.3 - Read and write numbers to 1000 using ✔
base-ten numerals, number names, and expanded
form.
2.NBT.B.5 Fluently add and subtract within 100 ✔ ✔
using strategies based on place value, properties
of operations, and/or the relationship between
addition and subtraction.

2.NBT.B.6 Add up to four two-digit numbers using ✔ ✔

strategies based on place value and properties of
operations.
2.NBT.B.7 Add and subtract within 1000, 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. Understand that in adding or subtracting
three-digit numbers, one adds or subtracts
hundreds and hundreds, tens and tens, ones and
ones; and sometimes it is necessary to compose
or decompose tens or hundreds.
2.NBT.B.8 Mentally add 10 or 100 to a given ✔
number 100-900, and mentally subtract 10 or 100
from a given number 100-900.

Measurement & Data 1 2 3 4 5 6 7 8 9 10 11 12

2.MD.A.2 Measure the length of an object twice, ✔
using length units of different lengths for the two
measurements; describe how the two
measurements relate to the size of the unit
chosen.

Geometry 1 2 3 4 5 6 7 8 9 10 11 12
2.G.A.1 Recognize and draw shapes having ✔ ✔
specified attributes, such as a given number of
angles or a given number of equal faces.1 Identify
triangles, quadrilaterals, pentagons, hexagons,
and cubes.
2.G.A.2 Partition a rectangle into rows and ✔
columns of same-size squares and count to find
the total number of them.