First Grade Mathematics Curriculum Objectives

2011-2012

Number Sense and Place Value (M1:1, M1:2, M1:5, M1:7, M1:8) Student understands ways of representing numbers and whole number relationships, including grouping in tens and ones.  Student compares and orders whole numbers, and understands the sequential order of the counting numbers.  Student demonstrates understanding of monetary value.

1. Student counts on from a given number to 100 by 1’s, 2’s, 10’s, and 5’s.
2. Student counts backwards from 50 by 1’s.
3. Student reads and writes numbers to 199. (i.e. Write forty-six, seventeen, thirty-one, one hundred three, one hundred eighty, fifteen, ninety, one hundred sixty-four).
4. Student identifies odd and even numbers.
5. Student makes connections between ordinal and cardinal numbers.
6. Student uses expanded notation with whole numbers from 0 to 99 (i.e. 48 = 4 tens and 8 ones, 48 = 40 + 8, demonstrates understanding using base-ten blocks).
7. Student demonstrates understanding of equivalency by finding “other names for” numbers (i.e. 14 = 8 + 6, 11 + 3, 26 – 12, Write five other names for ______).
8. Student recognizes fractions 1/2 and 1/4 as parts of a whole (i.e. shaded and/or labeled parts.
9. Student demonstrates understanding of the relative magnitude of numbers from 0 to 199 by comparing whole numbers to each other (greater than, less than, equal to).
10. Student names and demonstrates understanding of value of coins (penny, nickel, dime, quarter).
11. Student understands that estimation is not a precise measurement.  Student estimates and evaluates the reasonableness of solutions appropriate to grade level.

Operations and Computation (M1:3, M1:4, M1:8)  Student demonstrates conceptual understanding of addition and subtraction and how they relate to one another. Student develops strategies to solve basic addition problems and related subtraction computation. 

1. Student demonstrates conceptual understanding of mathematical operations involving addition by correctly solving grade appropriate problems.
2. Student demonstrates conceptual understanding of mathematical operations involving subtraction by correctly solving grade appropriate problems.
3. Student mentally adds and subtracts whole number facts through 10 with accuracy.
4. Student writes and solves addition number stories and sentences (situations in which one adds to, puts together, or adds).
5. Student writes and solves subtraction number stories and sentences (situations in which one takes from and takes apart).
6. Student solves number sentences (equations) with missing addends.
7. (______ + 3 = 8,   6 + _____ = 10,   ____ + ____ = 9)
8. Student adds coins together to a value no greater than $1.00.

Geometry and Measurement Concepts (M1:9, M1:11, M1:16)  Student analyzes characteristics and properties of two-and three-dimensional shapes.  Student composes and decomposes geometric shapes, and uses attributes to identify and sort polygons.  Student uses non-standard units of linear measurement and weight.  Student tells time to the half-hour.

1. Student identifies polygons and three-dimensional shapes (a square, rectangle, triangle, circle, trapezoid, rhombus, and hexagon).
2. Student uses attributes (color, size, thickness, shape) to sort, order, compare or describe polygons (triangles, squares, rectangles, rhombi, trapezoids, and hexagons).
3. Student uses nonstandard units for linear measurement. 
4. Student uses a ruler to measure to the nearest inch/centimeter.
5. Student uses nonstandard units to measure weight.
6. Student names the seasons and months of the year.
7. Student understands and uses “yesterday, today, tomorrow” appropriately.
8. Student understands that an hour is longer than a half-hour; a month is longer than a day.
9. Student reads and writes dates.
10. Student tells time to the hour and half-hour using analog and digital clocks.

Functions and Algebra Concepts (M1:19, M1:22)  Student identifies and extends to specific cases a variety of patterns.  Student demonstrates a conceptual understanding of equality by showing equivalence between two expressions (4+1=5, 2+3=5) and by solving one-step equations.

1. Student creates and extends a simple three part pattern using numbers, letters, and shapes.
2. Student identifies the rule that generates the pattern.
3. Student uses simple concepts of function (input/output, function machine, What’s My Rule?).
4. Student finds patterns in addition using + 0, +1, +10.
5. Student finds patterns in subtraction using – 0, -1, -10.

Data, Statistics, and Probability Concepts (M1:23, M1:24, M1:25, M1:27, M1:28)  Student interprets a given representation, analyzes patterns or trends in data, and collects appropriate data to answer a question or hypothesis.

1. Student explains and interprets bar graphs and tally charts.
2. Student adds data to pre-made bar graphs.
3. Student makes tally charts.
4. Student organizes and displays data using diagrams, models, or tally charts through written or verbal/scribed response to answer questions related to the data and to analyze the data to formulate conclusions (i.e. Kim did a survey of her class to see which flavor ice cream students liked.  The chart below shows her results.  Read the chart and answer the questions.) (Problem may be read to child.)

   	Flavor		Students
   	Chocolate		]]]] ]]]]
   	Vanilla		]]]] ]]
   	Strawberry		]]]]

   1. Which ice cream did the students like best?
   2. How many students like vanilla?
   3. How many more students chose chocolate than chose vanilla?
   4. Student if a new first grader came into the class, which flavor ice cream do you think they would choose? Why?
5. Student describes the likelihood or chance of an event (using “certain,” “more likely,” “equally likely,” “less likely,” or “impossible”)  (i.e. Choosing a red crayon from a bag of green crayons).
6. In response to a question or hypothesis, student collects appropriate data to answer the question or hypothesis being tested through written or verbal/scribed response.

Mathematical Problem Solving (M1:30) Student isolates relevant information in a given mathematical problem, and applies a variety of grade appropriate strategies to solve a problem.
“Problem solving is not a distinct topic, but a process that should permeate the entire [math] program.”  NCTM

1. Student solves problems by reasoning mathematically with concepts and skills expected at this grade level.
2. Student determines what the question, assignment, or problem is really asking them to do.
3. Student creates and uses a variety of strategies and approaches to solve problems, and learns approaches that other people use.
4. Student makes connections between concepts in order to solve problems.
5. Student extends concepts and generalizes the results to other situations.
6. Student makes sensible, reasonable estimates.