Embedded Files
Instructional Focus:
Instructional Focus:
In Grade 1, instructional time should focus on four critical areas:
Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20.
Developing understanding of whole number relationships and place value, including grouping in tens and ones.
Developing understanding of linear measurement and measuring lengths as iterating length units.
Reasoning about attributes of, and composing and decomposing geometric shapes.
Readiness Standards:
Readiness Standards:
Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set; counting out a given number of objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 – 2 = 5.
Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary.
(See Kindergarten Instructional Focus in Appendix)
Grade 1 Mathematical Content Standards
Grade 1 Mathematical Content Standards
Domain: Counting and Cardinality
Domain: Counting and Cardinality
Strand: Know ordinal names and counting flexibility.
Strand: Know ordinal names and counting flexibility.
Standard:
(1.CC.1) Skip count by 2s and 5s.
(1.CC.2) Use ordinal numbers correctly when identifying object position (e.g., first, second, third).
(1.CC.3) Order numbers from 1-100. Demonstrate ability in counting forward and backward.
Examples & Resources:
Literature Connections:
26 Letters and 99 Cents by Tana Hoban
Anno’s Counting Book by Mitsumasa Anno
Anno’s Counting House by Mitsumasa Anno
Strand: Count to tell the number of objects.
Strand: Count to tell the number of objects.
Standard:
(1.CC.4) Count a large quantity of objects by grouping into 10s and counting by 10s and 1s to find the quantity.
Examples & Resources:
Use:
counters
number grids
Literature Connections:
One Hundred Hungry Ants by Elinor Pinczes
Strand: Compare numbers.
Strand: Compare numbers.
Standard:
(1.CC.5) Use the symbols for greater than, less than or equal to when comparing two numbers or groups of objects.
(1.CC.6) Estimate how many and how much in a given set to 20 and then verify estimate by counting.
Examples & Resources:
Literature Connections:
More or Less by Stuart Murphy
Alfie the Alligator by Sandy Turley
Greater-Than Gator and Less-Than Lovebird by Rachel Warren-Stauffer
Domain: Operations and Algebraic Thinking
Domain: Operations and Algebraic Thinking
Strand: Represent and solve problems involving addition and subtraction.
Strand: Represent and solve problems involving addition and subtraction.
Standard:
(1.OA.1) Use addition and subtraction strategies to solve word problems (using numbers up to 20), involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions, using a number line (e.g., by using objects, drawings and equations). Record and explain using equation symbols and a symbol for the unknown number to represent the problem.
(1.OA.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). Record and explain using equation symbols and a symbol for the unknown number to represent the problem.
Examples & Resources:
Use:
counters
unifix cubes
connecting cubes
Literature Connections:
City By Numbers by Stephen Johnson
The Great Pet Sale by Mick Inkpen
Strand: Understand and apply properties of operations and the relationship between addition and subtraction.
Strand: Understand and apply properties of operations and the relationship between addition and subtraction.
Standard:
(1.OA.3) Apply properties of operations as strategies to add and subtract (students need not know the name of the property).
(1.OA.4) Understand subtraction as an unknown-addend problem.
Examples & Resources:
(1.OA.3) 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). Demonstrate that when adding zero to any number, the quantity does not change (identity property of addition).
(1.OA.4) Subtract 10 – 8 by finding the number that makes 10 when added to 8.
Strand: Add and subtract using numbers up to 20.
Strand: Add and subtract using numbers up to 20.
Standard:
(1.0A.5) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
(1.OA.6) Add and subtract using numbers up to 20, demonstrating fluency for addition and subtraction up to 10. Use strategies such as:
counting on
making ten (8 + 6 = 8 = 2 + 4 = 10 + 4 = 14)
decomposing a number leading to a ten (13 – 4 = 13 – 3 – 1 = 10 – 1 = 9)
using the relationship between addition and subtraction, such as fact families, (8 + 4 = 12 and 12 – 8 = 4)
creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Examples & Resources:
Literature Connections:
20 is Too Many By Kate Duke
Pigs on a Blanket by Amy Axelford
Strand: Work with addition and subtraction equations.
Strand: Work with addition and subtraction equations.
Standard:
(1.OA.7) Understand the meaning of the equal sign (e.g., read equal sign as “same as”) and determine if equations involving addition and subtraction are true or false.
(1.OA.8) Determine the unknown whole number in an addition or subtraction equation.
Examples & Resources:
(1.OA.7) 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.8) Determine the unknown number that makes the equation true in each of the equations (8 + ? = 11, 6 + 6 = ?, 5 = ? – 3).
Strand: Identify and continue patterns.
Strand: Identify and continue patterns.
Standard:
(1.OA.9) Identify, continue and label patterns (e.g., aabb, abab). Create patterns using number, shape, size, rhythm or color.
Examples & Resources:
Use:
pattern blocks
manipulatives
quilt patterns
Literature Connections:
Pattern Bugs by Trudy Harris
A-B-A-B-A A Book of Pattern Play by Brian Cleary
Mr. Noisy’s Book of Patterns by Rozanne Lanczak
Domain: Number and Operations in Base Ten
Domain: Number and Operations in Base Ten
Strand: Extend the counting sequence.
Strand: Extend the counting sequence.
Standard:
(1.NBT.1) Count to 120. In this range, read, write and order numerals and represent a number of objects with a written numeral.
Examples & Resources:
Literature Connections:
Let’s Count by Tana Hoban
Strand: Understand place value.
Strand: Understand place value.
Standard:
(1.NBT.2) Model and identify place value positions of two digit numbers. Include:
a) 10 can be thought of as a bundle of ten ones, called a “ten.”
b) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones.
c) The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones).
(1.NBT.3) Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, <.
Examples & Resources:
Use:
bundled straws
place value cards
place value flip charts
Literature Connections:
The Father Who Had Ten Children by Bendicte Guettier
The Warlord’s Beads by Virginia Pilegard
Strand: Use place value understanding and properties of operations to add and subtract.
Strand: Use place value understanding and properties of operations to add and subtract.
Standard:
(1.NBT.4) Add using numbers up to 100 including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10. Use:
concrete models or drawings and strategies based on place value.
properties of operations.
and/or relationship between addition and subtraction.
Relate the strategy to a written method and explain the reasoning used. Demonstrate in adding two-digit numbers, ten and tens are added, ones and ones are added and sometimes it is necessary too compose a ten from ten ones.
(1.NBT.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.6) Subtract multiples of 10 up to 100. Use:
concrete models or drawings and strategies based on place value.
properties of operations.
and/or relationship between addition and subtraction.
Relate the strategy to a written method and explain the reasoning used.
Domain: Measurement and Data
Domain: Measurement and Data
Strand: Measure lengths indirectly and by iterating length units.
Strand: Measure lengths indirectly and by iterating length units.
Standard:
(1.MD.1) Measure and compare three objects using standard or non-standard units.
(1.MD.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.
Examples & Resources:
Literature Connections:
How Big Is a Foot? by Rolf Myller
How Many Feet in the Bed? by Diane Johnston Hamm
Jim and the Beanstalk by Raymond Briggs
Strand: Work with time and money.
Strand: Work with time and money.
Standard:
(1.MD.3) Tell and write time in half hours using both analog and digital clocks.
(1.MD.4) Read a calendar distinguishing yesterday, today and tomorrow. Read and write a date.
(1.MD.5) Recognize and read money symbols including $ and ¢.
(1.MD.6) Identify values of coins (e.g., nickel = 5 cents, quarter = 25 cents). Identify equivalent values of coins up to $1 (e.g., 5 pennies = 1 nickel, 5 nickels = 1 quarter).
Examples & Resources:
Use:
real coins
daily calendar activities
daily activity time charts
sorting maps
Double Bubble Thinking Maps
Literature Connections:
Follow the Money! by Loreen Leedy
It’s About Time, Max! by Kitty Richards
Just Enough Carrots by Stuart Murphy
Strand: Represent and interpret data.
Strand: Represent and interpret data.
Standard:
(1.MD.7) Organize, represent and interpret data with up to three categories. Ask and answer comparison and quantity questions about the data.
Domain: Geometry
Domain: Geometry
Strand: Reason with shapes and their attributes.
Strand: Reason with shapes and their attributes.
Standard:
(1.G.1) Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes. Identify shapes that have non-defining attributes (e.g., color, orientation, overall size). Build and draw shapes given specified attributes.
(1.G.2) Compose (put together) two-dimensional or three-dimensional shapes to create a larger, composite shape, and compose new shapes from the composite shape.
(1.G.3) Partition circles and rectangles into two and four equal shares. Describe the shares using the words, halves, fourths, and quarters and phrases half of, fourth of and quarter of. Describe the whole as two of or four of the shares. Understand for these examples that decomposing (break apart) into more equal shares create smaller shares.
Examples & Resources:
Use:
pattern blocks
tangrams
Literature Connections:
Three Pigs, One Wolf & Seven Magic Shapes by Grace Maccarone
Each Orange had 8 Slices by Paul Giganti Jr.
Cubes, Cones, Cylinders & Spheres by Tana Hoban
Eating Fractions by Brice McMillan
Ed Emberley's Picture by Ed Emberley
Round is a Mooncake: A Book of Shapes by Roseanne Thong
Suggested Activities for Grade 1:
Suggested Activities for Grade 1:
Foldables
Kagan Structures
Thinking Maps
Math Games
Odyssey Math
iPad Apps
Elementary Competency Checklist
Elementary Competency Checklist
Math Curriculum - K-5 Competencies - Adopted June 2022.pdfK-12 Math Sequence
K-12 Math Sequence
K-12 Math Sequence _ rev Feb 2017.pdfPage updated
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