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Grade 1 Math
Grade Level
Content Expectations
At the end of Grade 1 students should be
proficient in the following areas:
Count, write, and order numbers
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N.ME.01.01 |
Count to 110 by 1’s, 2’s, 5’s, and 10’s, starting from any
number in the
sequence; count to
500
by 100’s and 10’s; use ordinals to identify position in a
sequence , eg: 1st 2nd 3rd |
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N.ME.01.02 |
Read and write numbers to 110 and relate them to the quantities
they represent.
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N.ME.01.03 |
Order numbers to 110; compare using phrases such as “same as”, “more
than”,
“greater
than”, “fewer than”; use = symbol. Arrange small sets of
numbers in increasing or
decreasing order,
e.g., write the following from smallest to largest: 21, 16, 35,
8 |
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N.ME.01.04 |
Identify one more than, one less than, 10 more than, and 10 less
than for any number up
to 100. |
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N.ME.01.05 |
Understand that a number to the right of another number on the
number line is
bigger and
that a number to the left is smaller. |
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N.ME.01.06 |
Count backward by 1’s starting from any number between 1 and 100 |
Explore place value
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N.ME.01.07 |
Compose and decompose numbers through 30, including using
bundles of tens and
units, e.g., recognize 24 as 2 tens and 4 ones, 10 and 10 and 4,
20 and 4, and 24 ones.* |
Add and subtract whole numbers
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N.ME.01.08 |
List number facts (partners inside of numbers) for 2 through 10,
e.g.,
8 = 7 + 1 = 6 + 2 = 5 + 3 = 4 + 4; 10 = 8 + 2 = 2 + 8. |
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N.MR.01.09 |
Compare two or more sets in terms of the difference in number of
elements. |
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N.MR.01.10 |
Model addition and subtraction for numbers through 30 for a given
contextual
situation using
objects or pictures; explain in words; record using
numbers and symbols; solve.* |
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N.MR.01.11 |
Understand the inverse relationship between addition and
subtraction,
e.g., subtraction
“undoes” addition: if 3 + 5 = 8, we know that 8 -
3 = 5 and 8 - 5 = 3;
recognize that some
problems involving combining, “taking away,” or
comparing can be solved
by either operation. |
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N.FL.01.12 |
Know all the addition facts up to 10 + 10, and solve the related
subtraction
problems fluently. |
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N.MR.01.13 |
Apply knowledge of fact families to solve simple open sentences for
addition
and subtraction,
such as:
■
+ 2 = 7 and 10 -
■
= 6. |
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N.FL.01.14 |
Add three one-digit numbers. |
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N.FL.01.15 |
Calculate mentally sums and differences involving: a two-digit
number
and a one-digit
number without regrouping; a two-digit number and a
multiple of 10. |
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N.FL.01.16 |
Compute sums and differences through 30 using number facts and
strategies,
but no formal
algorithm.* |
Estimate and measure length
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M.UN.01.01 |
Measure the lengths of objects in non-standard units, e.g.,
pencil lengths, shoe
lengths,
to the nearest whole unit. |
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M.UN.01.02 |
Compare measured lengths using the words shorter, shortest,
longer, longest,
taller,
tallest, etc. |
Tell Time
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M.UN.01.03 |
Tell time on a twelve-hour clock face to the hour and half-hour |
Work with money
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M.UN.01.04 |
Identify the different denominations of coins and bills. |
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M.UN.01.05 |
Match one coin or bill of one denomination to an equivalent set
of coins/bills
of other denominations, e.g., 1 quarter = 2 dimes and 1 nickel.
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M.UN.01.06 |
Tell the amount of money: in cents up to $1, in dollars up to
$100. Use the
symbols
$ and ˘. |
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M.PS.01.07 |
Add and subtract money in dollars only or in cents only. |
Solve Problems
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M.PS.01.08 |
Solve one-step word problems using addition and subtraction of
length, money
and time, including “how much more/less”, without mixing units. |
Create and describe shapes
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G.GS.01.01 |
Create common two-dimensional and three-dimensional shapes, and
describe
their physical and geometric attributes, such as color and
shape. |
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G.LO.01.02 |
Describe relative position of objects on a plane and in space,
using words such as
above, below, behind, in front of. |
Create and describe patters involving geometric
objects
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G.SR.01.03 |
Create and describe patterns, such as repeating patterns and
growing patterns
using number, shape, and size |
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G.SR.01.04 |
Distinguish between repeating and growing patterns |
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G.SR.01.05 |
Predict the next element in a simple repeating pattern. |
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G.SR.01.06 |
Describe ways to get to the next element in simple repeating
patterns. |
Use pictographs
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D.RE.01.01 |
Collect and organize data to use in pictographs. |
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D.RE.01.02 |
Read and interpret pictographs. |
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D.RE.01.03 |
Make pictographs of given data using both horizontal and
vertical forms of graphs;
scale should be in units of one and include symbolic
representations, e.g., J represents one child. |
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