Math  1st Grade. Number and Operations Count, write, and order numbers


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1 Number and Operations Count, write, and order s N.ME Count to 110 by 1's, 2's, 5's, and 10's, starting from any in the ; count to 500 by 100's and 10's; use ordinals to identify position in a, e.g., 1st, 2nd, 3rd. count ordinal s position first second third fourth fifth sixth seventh eighth ninth tenth eleventh twelfth last middle count orally to 100 by 1s count orally to 30 by 2s count orally to 30 by 5s count orally to 30 by 10s count orally to 120 by 1s count orally to 120 by 1s from any in the count orally to 120 by 2s count orally to 120 by 2s from any in the count orally to 120 by 5s count orally to 120 by 5s from any in the count orally to 120 by 10s count orally to 120 by 10s from any in the count orally to 500 by 100s count orally to 500 by 10s identify ordinal s use ordinal s to identify position in a I can count orally to 110 by 1s. I can count orally to 110 by 1s. I can count orally to 110 by 1s from any in the. I can count orally to 110 by 2s. I can count orally to 110 by 2s from any in the. I can count orally to 110 by 5s. I can count orally to 110 by 5s from any in the. I can count orally to 110 by 10s. I count orally to 110 by 10s from any in the. I can count orally to 500 by 100s. I can count orally to 500 by 10s. I can identify ordinal s. I can use ordinal s to identify position in a. I can count to 110 by 1s, 2s, 5s and 10s, starting from any in a. I can count to 500 by 100s and 10s. Teacher N.ME Read and write s to 110 and relate them to the quantities they represent. read s to 30 write s to 30 connect s less than 30 to their quantities read s to 110 write s to 110 connect s up to 110 with their quantities I can read, write and connect s less than 30 to the quantities they represent. I can read s to 110. I can write s to 110. I can connect s up to 110 with the quantities they represent. I can read and write s up to 110 and connect the s with the quantities they represent. Teacher N.ME Order s to 110; using phrases such as "same as", "more than", "greater than", "fewer than"; use = symbol. Arrange small sets of s in increasing or decreasing order, e.g., write the following from smallest to largest: 21, 16, 35, 8. evaluation order same as more than greater than fewer than equal symbol sets arrange increasing decreasing smallest largest s to 30 using phrases such as "more than" or "less than" order s to 30 order s to 110 s up to 110 using phrases such as "same as", "more than", "greater than", "fewer than" use the = symbol arrange small sets of s in increasing order arrange small sets of s in decreasing order I can and order s to 30 using phrases such as "more than" or "less than." I can order s to 110. I can s to 110 using phrases such as "same as", "more than", "greater than", or "fewer than." I can use the = symbol. I can arrange small sets of s in increasing order. I can arrange small sets of s in decreasing order. I can order and s up to 110 using phrases such as "same as", "more than" "greater than" "fewer than" or the equal sign. I can arrange small sets of s in increasing or decreasing order. Teacher 1
2 N.ME Identify one more than, one less than, 10 more than, and 10 less than for any up to 100. order identify more than less than sets of objects to 30 using phrases such as "more than" or "less than" order sets of objects to 30 identify one more than any up to 100 identify one less than any up to 100 identify ten more than any up to 100 identify ten less than any up to 100 I can and order sets of objects to 30 using phrases such as "more than" or "less than." I can identify one more than any up to 100. I can identify one less than any up to 100. I can identify ten more than any up to 100. I can identify ten less than any up to 100. I can identify one more than, one less than, 10 more than, and 10 less than for any up to 100. Teacher N.ME Understand that a to the right of another on the line is bigger and that a to the left is smaller. line right of left of identify read s to 110 use the line identify s that are greater than a identify s that are smaller than a I can use a line. I can identify that a to the right of another on a line is bigger. I can identify that a to the left of another on a line is smaller. I can show that I understand that a to the right of another on the line is bigger and that a to the left is smaller. Teacher N.ME Count backward by 1's starting from any between 1 and 100. backwards count forward to 100 by 1s count backwards by 1s from any between 1 and 100 I can count forward to 100 by 1s. I can count backwards by 1s starting from any between 1 and 100. Explore place value Teacher N.ME Compose and decompose s 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. compose decompose bundles/groups tens ones read s to 110 describe and make drawings to represent situations/stories involving putting together and taking apart for totals up to 10 (using fingers and object counting) identify a bundle/group of ten identify ones understand the s 1 to 30 as having one, or two, or three groups of ten and some ones I can identify a bundle/group of ten and a group of ones. I can compose/put together s using bundles of tens and ones. I can decompose/take apart s using bundles of tens and ones. I can compose/put together and decompose/take apart s using bundles of tens and ones. Teacher Add and subtract whole s N.ME List facts (partners inside of s) for 2 through 10, e.g., 8 = = = = 4 + 4; 10 = = facts partners compose/put together and decompose/take apart s from 2 to 10 list facts/ partners for 2 through 10 I can compose/put together and decompose/take apart s from 2 to 10. I can list facts/ partners for 2 through 10. N.MR Compare two or more sets in terms of the difference in of elements. sets difference more than fewer than less than same/equal read s to 110 count from s from 110 identify if a is more than or less than another know basic additon and skills count on from one to another I can count, read and s up to 110. I can identify if a is more than or less than another. I can solve basic addition and skills. I can count on from one to another. I can two or more s or sets and tell the difference between them. Teacher Teacher 2
3 N.MR Model addition and for s through 30 for a given contextual situation using objects or pictures; explain in words; record using s and symbols; solve. s adddition read s to 110 use objects to model addition or use pictures to model addition or write simple addition and sentences I can use objects to show addition or. I can use pictures to show addition or. I can explain in words how to solve an addition or problem. I can use symbols to solve an addition or problem. I can solve an addition or problem for s through 30. Teacher N.MR Understand the inverse relationship between addition and, e.g., "undoes" addition: if = 8, we know that 83 = 5 and 85 = 3; recognize that some problems involving combining, "taking away," or comparing can be solved by either operation. addition related solve problem solve basic addition problems solve basic problems understand the relationship between addition and Teacher N.FL Know all the addition facts up to , and solve the related problems fluently. addition addition facts facts solve problem solve basic addition problems solve basic addition problems mentally solve basic addition problems quickly solve basic problems solve basic problems mentally solve basic problems quickly I can solve addition problems for s up to I can solve addition problems in my head for s up to I can solve addition problems quickly for s up to I can solve problems for s 10 and less. I can solve problems in my head for s 10 and less. I can solve problems quickly for s 10 and less. I can show of all of the addition facts up to and solve the related problems quickly. Teacher N.MR Apply of fact families to solve simple open sentences for addition and, such as: + 2 = 7 and 10  = 6. fact family addition unknown addend/partner equation solve N.FL Add three onedigit s. onedigit N.FL Calculate mentally sums and differences involving: a twodigit and a onedigit without regrouping; a twodigit and a multiple of 10. difference onedigit twodigit know addition facts know facts count on from one to arrive at another add two onedigit s mentally solve basic addition problems mentally solve basic addition problems mentally mentally count on from one to arrive at another mentally add a twodigit with a onedigit mentally subtract a onedigit from a twodigit mentally add a twodigit with a multiple of 10 I can solve simple addition problems. I can solve simple problems. I can find the unknown partner in an equation. I can show of fact families to solve simple addition and problems with a missing addend/partner. I can add two onedigit s. I can add three onedigit s. I can mentally add a twodigit with a onedigit. I can mentally subtract a onedigit from a twodigit. I can mentally add a twodigit with a multiple of 10. I can mentally add a twodigit with a onedigit, subtract a onedigit from a twodigit, and add a twodigit with a multiple of 10. Teacher Teacher 3
4 N.FL Compute sums and differences through 30 using facts and strategies, but no formal algorithm. Measurement Estimate and measure length M.UN M.UN Tell time M.UN Work with money Measure the lengths of objects in nonstandard units, e.g., pencil lengths, shoe lengths, to the nearest whole unit. Compare measured lengths using the words shorter, shortest, longer, longest, taller, tallest, etc. Tell time on a twelvehour clock face to the hour and halfhour. anallysis sums differences addition measure length unit long nonstandard unit shorter shortest longer longest taller tallest clock face hands hour halfhour clockwise past halfpast a.m. p.m. midnight noon evening solve basic addition problems solve basic problems understand the s 1 to 30 as having one, two, or three groups of ten and some ones count on from one to arrive at another use various items to measure the length of an object measure objects two or more objects by length use the words shorter, shortest, longer, longest, taller, tallest, etc. to two reference objects identify the clock as a tool to measure time know common words for the parts of the day (morning, afternoon, etc ) identify daily landmark times understand the relationship of minutes to an hour identify the hour hand identify the minute hand understand the relationship between the s on the clock and the minute increments tell time to the hour tell time to the halfhour I understand that s from 1 to 30 have one, two or three groups of tens and some ones. I can solve basic addition and problems. I can add and subtract s up through 30. I can use nonstandard units to measure the length of an object. I can two objects using math vocabulary like shorter, shortest, longer, longest, taller, tallest, etc I can identify the clock, the minute hand, and the hour hand. I can understand the relationship between the s on the clock and the minute increments. I can tell time on a clock face to the hour. I can tell time on a clock face to the half hour. Teacher Teacher Teacher Teacher 4
5 M.UN Identify the different denominations of s and s. identify dollar one dollar five dollar ten dollar twenty dollar I can identify a. I can identify a. I can identify a. I can identify a. I can identify a. I can identify a. I can identify a one dollar. I can identify a five dollar. I can identify a ten dollar. I can identify a twenty dollar. I can identify a,,,,, one dollar, one dollar, five dollar, ten dollar, and a twenty dollar. I can identify the value of a,,,, halfdollar,, one dollar, five dollar, ten dollar, and a twenty dollar. Teacher 5
6 M.UN Match one or of one denomination to an equivalent set of s/s of other denominations, e.g., 1 = 2 s and 1. identify dollar one dollar five dollar ten dollar twenty dollar equal identify the value of a identify the value of a identify the value of a identify the value of a identify the value of a identify the value of a identify the value of a one dollar add groups of pennies add groups of s add groups of s add groups of s add s and pennies add s and pennies add s, s, and pennies add s and pennies add s and s add s and s add s, s, s, and pennies I can identify the value of a,,,, halfdollar,, one dollar, five dollar, ten dollar, and a twenty dollar. I can add mixed groups of s. I can show equivalent groups of s or s. Teacher M.UN Tell the amount of money: in cents up to $1, in dollars up to $100. Use the symbols $ and (cents sign) one dollar five dollar ten dollar twenty dollar dollar sign cents sign decimal identify the value of a identify the value of a identify the value of a identify the value of a identify the value of a identify the value of a identify the value of a one dollar add groups of pennies add groups of s add groups of s add groups of s add s and pennies add s and pennies add s, s, and pennies add s and pennies add s and s add s and s add s, s, s, and pennies add s up to $100 identify the $ identify the cents sign I can add groups of pennies (up to $1). I can add groups of s (up to $1). I can add groups of s (up to $1). I can add groups of s (up to $1). I can add s and pennies (up to $1). I can add s and pennies (up to $1). I can add s, s, and pennies (up to $1). I can add s and pennies (up to $1). I can add s and s (up to $1). I can add s and s (up to $1). I can add s, s, s, and pennies (up to $1). I can add s up to $100. I can tell the amount of money in cents up to $1. I can tell the amount of money in dollars up to $100. I can use the symbols $ and cents sign. Teacher 6
7 M.PS Add and subtract money in dollars only or in cents only. one dollar five dollar ten dollar twenty dollar dollar sign cents sign identify the value of a identify the value of a identify the value of a identify the value of a identify the value of a identify the value of a identify the value of a one dollar add groups of pennies subtract pennies from pennies add groups of s subtract s from s add groups of s subtract s from s add groups of s subtract s from s add mixed groups of s subtract s from mixed groups of s add s up to $100 subtract s from other s up to $100 I can add groups of pennies (up to $1). I can subtract groups of pennies (from amounts up to $1). I can add groups of s (up to $1). I can subtract groups of s (from amounts up to $1). I can add groups of s (up to $1). I can subtract groups of s(from amounts up to $1). I can add groups of s (up to $1). I can subtract groups of s (from amounts up to $1). I can add mixed groups of s (up to $1). I can subtract s from mixed groups of s (from amounts up to $1). I can add s up to $100. I can subtract s from other s up to $100. I can add or subtract money in dollars only or in cents only. Teacher M.PS dollar one dollar five dollar ten dollar twenty dollar dollar sign cents sign shorter shortest longer longest taller tallest clock face hands hour halfhour word problem more less add groups of pennies add groups of s add groups of s add groups of s add s and pennies add s and pennies add s, s, and pennies add s and pennies add s and s add s and s add s, s, s, and pennies add s up to $100 measure objects two or more objects by length use words shorter, shortest, longer, longest, taller, tallest to two objects tell time to the hour tell time to the half hour I can solve simple word problems with addition of lengths. I can solve simple word problems with of lengths. I can solve simple word problems with addition of money. I can solve simple word problems with of money. I san solve simple word problems when adding units of time. I can solve simple word problems when subtracting units of time. I can solve onestep word problems using addition and of length, money and time. Teacher 7
8 Geometry Create and describe shapes G.GS G.LO Create common twonsional and threensional shapes, and describe their physical and geometric attributes, such as color and shape. Describe relative position of objects on a plane and in space, using words such as above, below, behind, in front of. Create and describe patterns involving geometric objects Create and describe shapes G.SR G.SR G.SR Create and describe patterns, such as repeating patterns and growing patterns using, shape, and size. Distinguish between repeating and growing patterns. Predict the next element in a simple repeating pattern. describe twonsional shape threensional shape physical attributes geometric attributes square triangle circle rectangle hexagon pentagon cube rhombus rectangular position prism above below behind in front of pattern repeating pattern growing pattern shape size create pattern repeating pattern growing pattern shape size pattern predict repeating pattern element identify twonsional shapes identify threensional shapes describe physical attributes of twonsional shapes descirbe geometrical attributes of twonsional shapes describe physical attirbutes of threensional shapes describe geometrical attributes of threensional shapes know position words (above, below, behind, in front of, etc ) identify a repeating pattern identify a growing pattern create a repeating pattern create a growing pattern describe a repeating pattern describe a growing pattern identify a repeating pattern identify a growing pattern describe a repeating pattern describe a growing pattern identify a repeating pattern I can create twonsional shapes. I can create threensional shapes. I can describe twonsional shapes. I can describe threensional shapes. I can create and describe the physical and geometric attributes of twonsional and threensional shapes. I can describe the position of two objects using position words. I can create a repeating pattern. I can describe a repeating pattern. I can create a growing pattern. I can describe a growing pattern. I can identify a repeating and growing pattern. I can tell the difference between repeating and growing patterns. I can identify a repeating pattern. I can predict the next element in a repeating pattern. Teacher Teacher Teacher Teacher Teacher 8
9 G.SR Describe ways to get to the next element in simple repeating patterns. Data and Probability Use pictographs pattern predict repeating pattern element describe identify a repeating pattern describe a repeating pattern I can identify a repeating pattern. I can describe how to get to the next element in a repeating pattern. Teacher D.RE Collect and organize data to use in pictographs. D.RE Read and interpret pictographs. D.RE 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., "smiley face" represents one child. data pictograph collect organize data pictograph collect organize data pictograph collect organize horizontal vertical scale unit identify a pictograph know how to collect data know how to organize data know how to read a pictograph identify a pictograph know how to collect data know how to organize data know how to read a pictograph identify a pictograph know how to collect data know how to organize data know how to read a pictograph know how to create a horizontal pictograph know how to create a vertical pictograph I can collect and organize data to use in a pictograph. I can read a pictograph. I can interpret/understand a pictograph. I can read and interpret a pictograph. I can use data to make a horizontal pictograph. I can use data to make a vertical pictograph. I can use a scale to make a horizontal or vertical pictograph. Teacher Teacher Teacher Words on the Curriculum Crafter Vocabulary List that are not on our list (and many of them we don't think should be on this document) about added to sum tally makrs tenth approximately bar graph thirds tile clockwise capacity total twelfth container column a.m. volume cube cost category eighth cup confirm equal parts distance curve fourths eleventh end half past estimate evening how many left fifth family JanuaryDecember follow first nearest fraction fourth onehalf half grow part how many more last place value label midnight rhombus middle onefourth second ninth p.m. SundaySaturday onethird rectangular prism tally past seventh third shrinking pattern sixth title surface tallest 9
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