First Grade Math Grade Expectations

M1:1 Demonstrates conceptual understanding of rational numbers

with respect to whole numbers from 0 to 100 using place value

(a grouping system wherein a digit’s place in a number denotes

its value; e.g., in 34, 3 represents 3 tens, or 30); by applying the

concepts of equivalency in composing or decomposing numbers

(e.g., 12 = 7 + 5); and in expanded notation (e.g., 41 = 4 tens +

1 one or 41 = 40 + 1) using models, explanations, or other

representations. Shows correct sequence of ordinal and

cardinal numbers and compares cardinal numbers and

positive fractional numbers (benchmark fractions: a/2, a/3, or

a/4 where a is a whole number greater than 0 and less than or

equal to the denominator) as part/whole relationships of benchmark

fractions with models, diagrams, or written or verbal/scribed

response.

M1:2 Demonstrates understanding of the relative magnitude of

numbers from 0 to 100 by ordering whole numbers; by comparing

whole numbers to each other or to benchmark numbers (10,

25, 50); by showing the relationship between whole numbers (1

more, 1 less; 10 more, 10 less); or by connecting number words

and numerals to the quantities they represent using models,

representations, or number lines.

Apply number parameters consistent with M1:1.

M1:3 Demonstrates conceptual understanding of mathematical

operations involving addition and subtraction by solving problems

involving situations in which one adds to, takes from, puts together,

and takes apart, or adds.

M1:4 Accurately solves problems in and out of context involving

addition and subtraction using whole numbers.

M1:5 Demonstrates understanding of monetary value of coins and

adds coins together to a value no greater than $1.00.

M1:6 Mentally adds and subtracts whole-number facts through ten with

accuracy.

M1:7 Estimates and evaluates the reasonableness of solutions

appropriate to grade level.

M1:8 Applies properties of numbers (odd, even, composition/

decomposition [5 is the same as 2 + 3]) and operations

(commutative, identity) to solve problems and to simplify

computations involving whole numbers.

M1:9 Uses attributes, composition, or decomposition to sort or

classify polygons (triangles, squares, rectangles, rhombi,

trapezoids, and hexagons) or objects by a combination of

two nonmeasurable or measurable attributes. Recognizes and

names polygons and circles in their environment.

M1:10 No M1:10 at this grade level

M1:11 Identifies objects in the environment given an example of

a three-dimensional shape (e.g., show a wooden cylinder and

students identify common objects of the same shape).

M1:12 No M1:12 at this grade level

M1:13 No M1:13 at this grade level

M1:14 No M1:14 at this grade level

M1:15 Selects an appropriate tool with which to measure length,

temperature, weight, and volume, and uses nonstandard units for

linear measurement and weight.

M1:16 Determines elapsed and accrued time as it relates to the

patterns of days of the week, yesterday, today, tomorrow and tells

time to the half hour.

M1:17 No M1:17 at this grade level

M1:18 Find and name locations with simple relationships (i.e., near, far,

above, below, next to, up, down, right, left).

M1:19 Identifi es and extends to specifi c cases a variety of patterns

including sequences of shapes, sounds, movement, colors, letters,

and numbers by extending the pattern to the next one, two, or three

elements.

M1:20 Demonstrates a conceptual understanding of linear

relationships ( y = kx) as a constant rate of change qualitatively

(growth—student growing taller) and quantitatively (measurable

growth—2 inches each year).

M1:21 No M1:21 at this grade level

M1:22 Demonstrates conceptual understanding of equality by showing

equivalence between two expressions (4+1=5; 2+3=5) by solving

one-step equations involving whole number addition or subtraction

using models, verbal explanations, or written equations.

M1:23 Interprets a given representation (models, tally charts,

pictographs with one-to-one correspondence, and tables) through

written or verbal/scribed response to answer questions related to

the data, or to analyze the data to formulate conclusions.

(IMPORTANT: Analyzes data consistent with concepts and skills in

M1:24.)

M1:24 Analyzes patterns, trends, or distributions in data in a variety

of contexts using "more," "less," or "equal."

M1:25 Organizes and displays data using diagrams, models, or tally

charts through written or verbal/scribed response to answer

questions related to the data, to analyze the data to formulate

conclusions.

(IMPORTANT: Analyzes data consistent with concepts and skills in

M1:24.)

M1:26 No M1:26 at this grade level

M1:27 For a probability event in which the sample space may or

may not contain equally likely outcomes, uses experimental

probability to describe the likelihood or chance of an event (using

"more likely," "less likely").

M1:28 In response to a teacher- or student-generated question or

hypothesis, collects appropriate data to answer the question or

hypothesis being tested through written or verbal/scribed response.

(IMPORTANT: Analyzes data consistent with concepts and skills in

MK:24.)

M1:29 No M1:29 at this grade level

M1:30 Demonstrate understanding of mathematical problem solving2

and communication through:3

• Approach & Reasoning—The reasoning, strategies, and skills

used to solve the problem;

• Connections—Demonstration of observations, applications,

extensions, and generalizations;

• Solution—All of the work that was done to solve the problem,

including the answer;

• Mathematical Language—The use of mathematical language

in communicating the solution;

• Mathematical Representation—The use of mathematical

representation to communicate the solution; and

• Documentation—Presentation of the solution.