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Below are the objectives for Grade 1.  Click on the link  for students or  for teachers for any objective to see the resources available or to add your own resource.

Home - Math - Grade 1

 

Standard 1: Number, Number Sense and Operations

Resources

Benchmark

Indicator

  

A.   Use place value concepts to represent whole numbers using

      numerals, words and physical models.

1.   Read and write the numerals for numbers to 100.

2.   Formulate place value concepts to represent whole numbers using numerals, words, expanded notation and physical

      models with ones and tens. For example:

    Develop a system to group and count by twos, five

      and tens

    Identify patterns and groupings in a 100’s chart and

      relate to place value concepts

    Recognize the first digit of a two-digit number as the

      most important to indicate size of a number and the nearness to 10 or 100

  

B.   Recognize, classify, compare and order whole numbers.

1.   Recognize and generate equivalent forms for the same           number using physical models, words and number          expressions (e.g., concept of ten is described by “10

      blocks”, full tens frame, numeral 10, 5+5, 15-5, one less

      than 11, my brother’s age.

2.   Compare number to 100 greater than/more than/fewer using

      a 100 chart or # line as a model.

3.   Demonstrate that equal means “the same as” using visual       representations.

4.   Introduce the concepts words of greater than and less than.

  

C.   Represent commonly used fractions using words and physical        models.

1.   Represent commonly used fractions using words and

      physical models for halves, thirds and fourths, recognizing

      fractions are represented by equal size parts of a whole and

      of a set of objects.

  

D.   Determine the value of a collection of coins and dollar bills.

1.   Identify and state the value of a penny, nickel, dime, quarter     and dollar.

2.   Identify and use the cent sign symbol.

3.   Determine the value of a small collection of       coins (with a

      total value up to one dollar) using up to 2 different type

      coins, including pennies, nickels, dimes and quarters.

  

E.   Make change using coins for values up to one dollar.

1.   Show different combinations of coins that have the same           value.

  

F.   Count using numerals and ordinal numbers.

1.   Use ordinal numbers to order objects (e.g., first, second, and           third).

2.   Count forward to 100, count backward from 100 and forward        or backward and starting at any number between 1 and 100         using a hundreds chart or number line as a model.

  

G.  Model, represent and explain addition as combining sets and        counting on.

1.   Model, construct, and explain addition as combining sets

      (part + part = whole) and counting on (order/communitive

      property). For example:

    Model and explain addition using physical materials in contextual situations

    Draw pictures to model addition

    Write number sentences to represent addition

      Explain that adding two whole numbers yields a larger whole    number

2.   Demonstrate use of conventional symbols to represent the     operations of addition and subtraction.

3.   Develop strategies for basic addition facts, such as:

    counting all

    counting on

    one more, two more

    doubles

    doubles plus or minus one

    make ten

    using tens frames

    identity property (adding zero)

  

H.   Model, represent and explain subtraction as comparison, take-          away and part-to-whole.

1.   Model, construct and explain subtraction as take-away and   comparison for number 5 to 20. For example:

    Model and explain subtraction using physical materials in contextual situations

    Draw pictures to model subtraction

    Write number sentences to represent subtraction

    Explain that subtraction of whole numbers yields an answer smaller than the original number

2.   Demonstrate use of conventional symbols to represent the     operations of addition and subtraction.

3.   Develop strategies for basic subtraction facts, such as:

    relating to addition (think of 7 – 3 = ? as “3 plus ? equals 7”)

    one less, two less

    all but one (for example, 8-7, 5-4)

    using tens frames

          missing addends

  

I.    Model, represent and explain multiplication as repeated addition           rectangular arrays and skip counting.

1.   Model and represent multiplication as repeated addition and       skip counting.

 

J.   Model, represent and explain division as sharing equally,             repeated subtraction and rectangular arrays.

1.   Partition or share a small set of objects into groups of equal size (e.g., sharing 6 stickers equally among 3 children).

K.   Demonstrate fluency in addition facts with addends through 9         and corresponding subtractions.

1.   Develop strategies for basic addition facts.

2.   Develop strategies for basic subtraction facts.

 

M.  Add and subtract 2 digit numbers with or without regrouping.

1.   Demonstrate strategies for adding and subtracting 2 digit          numbers without regrouping.

 

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