Curriculum Expectations
By the end of first grade, your child should be able to do or know the following in Math:
Identify, read, write and sequence numbers up to 120.
Count accurately a set of 40-50 objects and draw representations of the objects (e.g. circles) with numbers in each. Being able to put objects in groups to make counting objects more efficient is stressed (e.g. 5 groups of 10).
Solve addition and subtraction story problems and show your work.
Understand that = means is the same as.
Use geometric language (e.g. sides, vertices, corners and etc.) to describe and identify important features of familiar 2-D shapes (e.g. squares, rectangles, hexagons, trapezoids and etc.)
Identify and describe different kinds of triangles.
Compose (put together) and decompose (take apart) shapes ( e.g. a hexagon is made of 6 triangles; a hexagon is made of 2 trapezoids).
Represent numbers by using equivalent expressions (e.g. 4 + 5= 6 + 3).
Find at least five combinations of two addends for a number up to 15 (e.g. 5 + 7 =12; 6 +6 =12; 4 +8 =12; 8 + 3=11; 10 + 2 =12).
Sort a group of objects according to a given attribute (e.g. all of these objects have 4 sides).
Describe a set of data from a survey: including how many are in each group; which group is more or greater, which group is fewer or less; and how many people responded to the survey.
Compare 2 columns in a survey and figure out how many more and how many fewer.
Demonstrate accurate measuring techniques when measuring a distance with nonstandard or standard units. These techniques include starting at the beginning, ending at the end, leaving no gaps or overlaps, measuring in a straight line, and keeping track of the number of units.
Understand that the same results should be obtained when the same object is measured twice or when two different people measure the same object (using the same unit).
Understand that measuring with different-sized units will result in different numbers (e.g. a shape can be 1 popsicle stick long and it can also be 4 paper clips long).
Identify halves and fourths of objects.
Use a number to represent a set of objects organized in 10s and 1s.
Add 10 to any two-digit number and subtract 10 from any two-digit number.
Attend to features of 3-D shapes (cubes, cylinders, rectangular prisms and etc.), such as overall size and shape, the number and shape of faces, and the number of corners and edges.
Match a 2-D representation to a 3-D shape or structure.
Use strategies to figure out addition problems. Strategies include: counting on (e.g The problem is 5 + 9; start with the largest number and count the amount of the smallest number: 9, 10, 11, 12, 13, 14. The answer is 14.); making 10 (e.g. The problem is 2 + 3 + 8 = ?; add 2 + 8 first because it makes 10; then add 10 and 3, which equals 13.); use subtraction to solve an addition problem ( e.g. 8 + ___ = 10; 10 - 8= 2; so 8 +2 = 10; the answer is 2) ; use a combination that you know, and then count on, to help solve an addition problem (e.g. 5 + 6 + 3= __; I know 5 + 3 = 8; 8, 9,10, 11, 12, 13, 14; The answer is 14.) and decomposing numbers to help solve an addition problem (e.g. 1 + 6 + 3= ___; I know 6 is 3+3; so 3 + 3 + 3= 9; 9 +1= 10; the answer is 10).
Use strategies to figure out subtraction problems. Strategies include: counting back (e.g. 8-5= ?; 8, 7, 6, 5, 4, 3; the answer is 3); removal (remove a group, or X-out and count what's left); use addition to solve a subtraction problem ( e.g. 10 - ___= 2, I know 2 + 8= 10); so 10 - 8= 2. The answer is 8)
Students are expected to do the following at school:
Listen attentively
Contribute to group discussions
Speak in complete sentences
Articulate feelings and handle frustrations in a positive way
Take responsibility for actions and belongings
Share and take turns
Complete tasks within a time frame
Keep hands and feet to themselves
Walk quietly in the hallways