The first-grade standards place emphasis on counting, comparing, and ordering sets of up to 110 objects; recognizing and describing simple repeating and growing patterns; and tracing, describing, and sorting plane figures. Students’ understanding of number is expanded through recognizing and describing part-whole relationships for numbers up to 10, solving story and picture problems using addition and subtraction within 20; using nonstandard units to measure; and organizing and interpreting data. Fractional concepts will be expanded through sharing scenarios involving halves and fourths.
The use of appropriate technology and the interpretation of the results from applying technology tools must be an integral part of teaching, learning, and assessment. While learning mathematics, students will be actively engaged, using concrete materials and appropriate technologies to facilitate problem solving. However, facility in the use of technology shall not be regarded as a substitute for a student’s understanding of quantitative and algebraic concepts or for proficiency in basic computations.
The acquisition of specialized mathematical vocabulary and language is crucial to a student’s understanding and appreciation of the subject and fosters confidence in mathematics communication and problem solving.
Problem solving is integrated throughout the content strands. The development of problem-solving skills is a major goal of the mathematics program at every grade level. The development of skills and problem-solving strategies must be integrated early and continuously into each student’s mathematics education.