First Grade Math

The student:

1. compares and orders whole numbers up to 100 and fourths and halves with concrete materials.

2. knows, explains, and represents whole numbers to 100 using concrete materials.

3. identifies and states the value of the following coins:  pennies, nickels, dimes, and quarters; and the following bills:  $1, $5, $10, and $20.

4. recognizes and counts a like group of coins consisting of pennies, nickels, and dimes.

5. identifies and uses ordinal positions up to tenth.

6. uses pictures or models to recognize and represent equal parts of a whole.

First Grade Application Indicators

The student:

1. uses appropriate representations of whole numbers to formulate and solve real-world problems.

2. determines reasonableness of numerical results involving whole numbers to 100.

The student:

1. identifies the place value of various digits in whole numbers to 100.

2. counts subsets of numbers from 1 to 100 both forwards and backwards.

3. reads and writes whole numbers to 100 in numeric form and whole numbers from zero to ten in words.

4.  identifies odd and even whole numbers to 50.

First Grade Application Indicators

The student:

1. uses properties of the whole number system and money to explain  reasoning, and to formulate  and solve real-world problems.

2. uses whole number properties to perform various computational procedures.

The student:

1. uses concrete objects to make estimates based on a frame of reference with numbers to 100.

2. uses estimation to check reasonableness of results of numbers to 100.

First Grade Application Indicators

The student:

1. adjusts whole number estimates based on additional information (estimation from a frame of reference).

2. selects a reasonable magnitude from three given quantities, a one-digit numeral, a two-digit numeral, and a three-digit numeral (5, 50, 500), and explains the reasonableness of his/her choice for a familiar problem situation involving magnitude.

First Grade Knowledge Base Indicators

The student:

1. uses a variety of computational methods including mental arithmetic (doubles and neighbors), paper and pencil, and concrete materials.

2. states and uses basic addition facts with sums to 10 or less and their corresponding subtraction facts with efficiency and accuracy.

3. explains and performs addition and corresponding subtraction with sums to 100 using concrete objects for regrouping.

4. explains and performs addition and subtraction without regrouping to sums of 100.

5. skip counts by two’s, five’s, and ten’s to 50.

6. uses concrete materials to show addition and subtraction are opposite operations.

7. knows different ways to read and write the same addition expression, such as:  5+4 is the same as   5+4.

First Grade Application Indicators

The student:

1. selects and uses addition and subtraction to formulate and solve real-world problems involving selected whole numbers.

Using concrete materials, drawings, or other representations, the student:

1. identifies and continues patterns presented in a variety of formats:  numeric, visual, oral, kinesthetic, pictorial, tabular, graphical, or listing.

2. creates a pattern.

First Grade Application Indicators

The student:

1. generalizes patterns by giving oral descriptions.

2. recognizes the same general pattern presented in different representations such as    recognizing red, yellow, red, yellow, red, yellow . . . and 1,2,1,2,1,2 . . . are both examples of ab patterns.

First Grade Knowledge Base Indicators

The student:

1. explains or uses symbols for whole number unknown quantities.

2. solves equations involving addition and subtraction in order to find the sums or differences such as 2+∆ = 9.

3. orally explains and compares two whole numbers between 0 and 100 using vocabulary less than, greater than, or equal to 100.

First Grade Application Indicators

The student:

1. uses concrete items, symbols, pictures or oral descriptions to represent problem situations which involve unknown quantities.

2. formulates and solves problem situations with missing sums or differences.

The student:

1. uses a variety of methods to recognize relationships including mental mathematics, paper and pencil, and concrete materials.

2. records numerical relations in tables.

3. plots numbers up to 100 on a number line.

First Grade Application Indicators

The student:

1. uses concrete items, symbols, pictures or oral descriptions to represent and describe mathematical relationships.

3. recognizes numerical patterns.

The student:

1. uses mathematical models to represent and explain mathematical concepts and procedures.

2. uses concrete objects, diagrams, pictures and dramatizations to show the relationship between two or more things.

First Grade Application Indicators

The student:

1. recognizes the same situation can be represented in more than one way.

The student:

1. uses manipulatives and drawings to recognize and investigate properties of geometric figures.

2. recognizes and draws circle, square, rectangle, triangle and ellipse (oval).

First Grade Application Indicators

The student:

1. categorizes a composite figure into the shapes used to form it.

2. combines several geometric shapes to make a larger shape.

3. recognizes shapes within a picture.

4. recognizes shapes that have symmetry.

5. sorts shapes by specific attributes

First Grade Knowledge Base Indicators

The student:

1. measures using nonstandard units to the nearest whole unit for length and weight.

2. selects appropriate measuring tools for length, volume, temperature, and weight for a given situation.

3. states number of days in a week and months in a year.

4. uses appropriate vocabulary to compare measurement: taller, shorter (height), hotter, colder (temperature), shorter, longer (length), heavier, lighter (weight).

5. reads and tells time at the half-hour using analog and digital clocks.

First Grade Application Indicators

The student:

1. orders objects by size.

2. locates and names objects which are about the same size as a given object.

3. uses a balance to compare the weights of two objects.

The student:

1. uses common spatial sense language such as behind, above, below, under, beside and in front of to describe the relationship between two objects.

2. knows that changing an object's position or orientation does not change its shape.

First Grade Application Indicators

The student:

1. shows two simple shapes are congruent by physically fitting one shape on top of the other.

2. gives or follows directions to move objects from one location to another.

The student:

1. places or locates whole numbers to 100 on a number line.

2. uses the number line to model addition or for counting.

First Grade Application Indicators

The student:

1. uses the number line to formulate and solve real-world problems.

The student:

1. recognizes  whether an outcome of a simple experiment is possible or impossible.

First Grade Application Indicators

The student:

1. conducts experiments and simulations involving a simple event and tallies the results.

The student:

1. displays and reads data in a clear and organized manner using  correct titles.  Specific graphical displays of whole numbers, monetary units, and categorical data  include: frequency tables using tally marks, graphs using concrete materials, bar graphs, Venn diagrams or other pictorial displays,pictographs with the symbol or picture, and representing only one.

2. conducts different sampling techniques (observations, polls, tally marks, and interviews).

3. determines the set with the most (mode) after sorting by an attribute.

4. sorts and records qualitative data (non-numerical, categorical) sets using one attribute.

First Grade Application Indicators

The student:

1. describes the results of data investigations and orally answers questions which are posed, such as identifying more, less, fewer, greater than, or less than from the information on a bar graph or pictograph.       

2. begins to determine categories from which data could be gathered, such as shoe size,                               height, color of eyes, etc.  

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