1.MD.1 Time Assessed: 4th 9 Weeks
Order three objects by length; compare the lengths of two objects indirectly by using a third object
Activities to do at home not using technology:
Find 3 household items and order them by length.
Compare the heights of the people in your family. Who is the tallest? Who is the shortest? Compare
Ex: Dad is taller than mom. Brother is shorter than mom.
What can we say about these items?
The marker is longer than the crayon and the eraser.
The eraser is the shortest.
The marker is the longest.
The eraser is shorter than the crayon and the marker.
The crayon is longer than the eraser but shorter than the marker.
Questions to ask, prompt if needed:
What do you notice about these items?
What is different about the items?
Which item is the longest?
Which item is the shortest?
Links to online activities/videos that practice this activity:
Link to a practice assessment:
1.MD.2 Time Assessed: 4th 9 Weeks
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.
Activities to do at home not using technology:
Measure household items using objects, not a ruler (paperclips, spoons, crayons, shoes, etc.)
Ex: my bed is 7 shoes long or my backpack is 6 spoons long.
Measure with paper clips
Measure with blocks/linking cubes
Links to online activities/videos that practice this activity:
Detailed explanation of how this is assessed:
-Students will be given different cube trains. They will be asked to measure the cube trains with paper clips.
-Students will be shown pictures of pencils that are the same length but measured with small paper clips and large paper clips. They will be asked to explain how you can get two measurements for the same two pencils.
-Students will be shown a picture of 2 ostriches with blocks next to them. The students will be asked to use the blocks to measure the 2 ostriches.
-Students will be asked to measure a pencil with blocks drawn on the paper.
1MD3 Time Assessed: 4th 9 Weeks
a. Tell and write time in hours and half-hours using analog and digital clocks.
b. Identify the days of the week, the number of days in a week, and the number of weeks in each month.
Activities to do at home not using technology:
MD3a
Create a clock out of a paper plate, brad, and something to use for hour hand and minute hand. Use this to show different times
Find clocks around your home and discuss how to read them (both digital and analog if available)
Activities to do at home not using technology:
MD3b
Help your child say the days of the week and identify there are 7.
Help your child say the months of the year and identify there are 12.
Discuss how most months have 3-4 full weeks in them.
Links to online activities/videos that practice this activity:
MD3a
Links to online activities/videos that practice this activity:
MD3b
Link to a practice assessment:
1.MD.4 Time Assessed: 3rd 9 Weeks
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
Activities to do at home not using technology:
Give the student a coin. Have them flip
the coin and color in a square for which
Side it landed on. Once they have completed
The graph, ask questions that pertain to
their graph’
Using the words: fewer, more, least, most
https://missgiraffesclass.blogspot.com/2016/09/graphing-and-data-analysis-in-first-grade.html
Links to online activities/videos that practice this activity:
Introduction Video:
https://jr.brainpop.com/math/data/tallychartsandbargraphs/
Give the student any kind of colorful candy or cereal they can use to graph with. Let them graph the colors that were handed to them. Ask them questions: (Examples)
How many reds do you have?
How many greens do you have?
How many blues do you have?
How many more blue than red do you have?
Which color do you have the most of?
Which color do you have the least of?
How many blue, green, and reds do you have
in all?
https://www.allabout3rdgrade.com/2016/12/graphing-freebies-and-fun-ideas.html
1.MD.5a Time Assessed: 3rd 9 Weeks
Identify the value of all U.S. coins (penny, nickel, dime, quarter, half-dollar, and dollar coins). Use appropriate cent and dollar notation (e.g., 25¢, $1)
Activities to do at home not using technology:
Have the student talk about the characteristics of each coin as they are separating them into piles. This will help the students learn to identify them for the test.
Talk about the: color, size, edges (ribbed or smooth), person, place, words, amount.
Links to online activities/videos that practice this activity:
Link to a practice assessment:
For this standard, it will be on page 1 of the practice test.
1.MD.5b Time Assessed: 3rd 9 Weeks
Know the comparative values of all U.S. coins (e.g., a dime is of greater value than a nickel)
Activities to do at home not using technology:
Have the student make popsicle sticks with coins clued on. Ask the child questions and have them hold up the correct coin as quickly as they can. Once they have that coin up, have them tell you a little bit of information about the coin to remind them of the characteristics of that certain coin.
Example questions:
Which coin is worth more, penny or nickel?
Which coin is worth more, dollar or half dollar?
Which coin is worth less, quarter or dime?
Which coin is worth less, dime or penny?
Links to online activities/videos that practice this activity:
Link to a practice assessment:
For this standard, it will be on Page 2.
1.MD.5c Time Assessed: 3rd 9 Weeks
Count like U.S. coins up to the equivalent of a dollar
Activities to do at home not using technology:
There are several ways to help the student learn how to count like coins. Practice skip counting. Have the students sort the coins into like groups every night. Have them count each group of coins up to $1.00.
With a sharpie, you can dot the coins. Each dot will represent 5 cents. They can touch each dot as they skip count one dot.
Links to online activities/videos that practice this activity:
1.MD.5d Time Assessed: 3rd 9 Weeks
Find the equivalent value for all greater value U.S. coins using like value smaller coins (e.g., 5 pennies equal 1 nickel; 10 pennies equal dime, but not 1 nickel and 5 pennies equal 1 dime).
Activities to do at home not using technology:
Make a store using the student's toys. Give them a handful of all the different coins. They will need to buy the item with the equivalent amount. For example: A stuffed animal is worth five cents. They can give you 5 pennies. Then ask them to give you one coin that is the same as 5 pennies.
