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The first-grade standards place emphasis on counting, sorting, and comparing sets of up to 100 objects; recognizing and describing simple repeating and growing patterns; and drawing, sorting, and describing certain two-dimensional figures. Students understanding of number is expanded through learning and applying the basic addition facts through the fives table and the corresponding subtraction facts; using nonstandard units to measure; and organizing and interpreting data. The idea of fractions is introduced.
While learning mathematics, students will be actively engaged, using concrete materials and appropriate technologies such as calculators and computers. However, facility in the use of technology shall not be regarded as a substitute for a students understanding of quantitative concepts and relationships or for proficiency in basic computations.
Mathematics has its own language, and the acquisition of specialized vocabulary and language patterns is crucial to a students understanding and appreciation of the subject. Students should be encouraged to use correctly the concepts, skills, symbols, and vocabulary identified in the following set of standards.
Problem solving has been integrated throughout the six content strands. The development of problem-solving skills should be a major goal of the mathematics program at every grade level. Instruction in the process of problem solving will need to be integrated early and continuously into each students mathematics education. Students must be helped to develop a wide range of skills and strategies for solving a variety of problem types.
Number and Number Sense
1.1 The student will count objects in a given set containing between 1 and 100 objects and write the corresponding numeral.
1.2 The student will group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value.
1.3 The student will count forward by ones, fives, and tens to 100, by twos to 20, and backward by ones from 20.
1.4 The student will recognize and write numerals 0 through 100.
1.5 The student will identify the ordinal positions first through tenth, using an ordered set of objects.
1.6 The student will identify and represent the concepts of one-half and one-fourth, using appropriate materials or a drawing.
Computation and Estimation
1.7 The student, given a familiar problem situation involving magnitude, will
a) select a reasonable magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, and 500); and
b) explain the reasonableness of his/her choice.
1.8 The student will recall basic addition facts i.e., sums to 10 or less and the corresponding subtraction facts.
1.9 The student will create and solve story and picture problems involving one-step solutions, using basic addition and subtraction facts.
Measurement
1.10 The student will
a) identify the number of pennies equivalent to a nickel, a dime, and a quarter;
b) determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less.
1.11 The student will tell time to the half-hour, using an analog or digital clock.
1.12 The student will use nonstandard units to measure length and weight.
1.13 The student will compare the volumes of two given containers by using concrete materials (e.g., jelly beans, sand, water, rice).
1.14 The student will compare the weights of two objects, using a balance scale.
Geometry
1.15 The student will describe the proximity of objects in space (near, far, close by, below, above, up, down, beside, and next to).
1.16 The student will draw, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to number of sides, corners, and square corners.
1.17 The student will identify and describe objects in his/her environment that depict plane geometric figures (triangle, rectangle, square, and circle).
Probability and Statistics
1.18 The student will investigate, identify, and describe various forms of data collection in his/her world (e.g., recording daily temperature, lunch count, attendance, and favorite ice cream), using tables, picture graphs, and object graphs.
1.19 The student will interpret information displayed in a picture or object graph, using the vocabulary more, less, fewer, greater than, less than, and equal to.
Patterns, Functions, and Algebra
1.20 The student will sort and classify concrete objects according to one or more attributes, including color, size, shape, and thickness.
1.21 The student will recognize, describe, extend, and create a wide variety of patterns, including rhythmic, color, shape, and numerical. Patterns will include both growing and repeating patterns. Concrete materials and calculators will be used by students.
Mathematics Standards of Learning
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