Grade 1 Indicators - Homeschool Math

Grade One: Indicators

GRADE ONE

INDICATORS

FOR THE

MATHEMATICS

STANDARD COURSE OF

STUDY

Volume Three

Grade One:

In compliance with federal law, including the provisions of Title IX of the EducationAmendments of 1972, the Department of Public Instruction does not discriminate on the basis ofrace, sex, religion, color, national or ethnic origin, age, disability, or military service in itspolicies, programs, activities, admissions or employment.

Inquiries or complaints should be directed to:the Office of Curriculum and School Reform Services

6307 Mail Service CenterRaleigh, NC 27699-6307

Telephone (919) 807-3761; fax (919) 807-3767

Grade One: Introduction

The Indicators for Grade One Mathematics

What are Indicators?

Indicators are measures to determine mastery of a concept,procedure, or application within a specific objective or groupof objectives. The Indicators illustrate and elaborate eachobjective with sample problems and tasks, vocabulary, andrelated concepts and skills. They are written to provide a fullerexplanation of the objectives in the Grade One MathematicsStandard Course of Study. Whenever possible they arecouched in a context to further illustrate the scope of theobjectives. Indicators are summative in nature, that is, theyare intended to show the kind of mathematical problem-solving that is appropriate to indicate a student’s mastery ofthe curriculum after an extended period of instruction andpractice.

The items contained in this document are not intended torepresent sample end-of-grade test questions. Students areencouraged to explain or defend their responses and notmerely give an answer. Communication is an important partof mathematics and mathematics education. Writing inmathematics helps students solidify their thinking and givesteachers an insight into the thought process of their students.

It is hoped that teachers will find this material useful inunderstanding both the intent of the 2003 revised MathematicsStandard Course of Study and the thinking of their students.

Questions and comments should be directed to Toni Meyerat the Department of Public Instruction[[email protected] or 919.807.3839]

Grade One: Introduction

3

Vocabularyand

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Grade One: Standard Course of Study

Measurement

2.01 For given objects:a) Select an attribute (length, capacity, mass) to measure (usenon-standard units).b) Develop strategies to estimate size.c) Compare using appropriate language with respect to theattribute selected.

2.02 Develop an understanding of the concept of time.a) Tell time at the hour and half-hour.b) Solve problems involving applications of time (clock andcalendar).

Number and Operations

1.01 Develop number sense for whole numbers through 99.a) Connect the model, number word, and number using avariety of representations.b) Use efficient strategies to count the number of objects in aset.c) Read and write numbers.d) Compare and order sets and numbers.e) Build understanding of place value (ones, tens).f) Estimate quantities fewer than or equal to 100.g) Recognize equivalence in sets and numbers 1-99.

1.02 Use groupings of 2’s, 5’s, and 10’s with models andpictures to count collections of objects.

1.03 Develop fluency with single digit addition andcorresponding differences using strategies such as modeling,composing and decomposing quantities, using doubles, andmaking tens.

1.04 Create, model, and solve problems that use addition,subtraction, and fair shares (between two or three).

4

Vocabularyand

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Grade One: Standard Course of Study

Geometry

3.01 Identify, build, draw and name parallelograms, squares,trapezoids, and hexagons.

3.02 Recognize, build, and name cylinders, cones, andrectangular prisms.

3.03 Compare and contrast geometric figures.

3.04 Solve problems involving spatial visualization.

Data Analysis and Probability

4.01 Collect, organize, describe and display data using lineplots and tallies.

4.02 Describe events as certain, impossible, more likely orless likely to occur.

Algebra

5.01 Sort and classify objects by two attributes.

5.02 Use Venn diagrams to illustrate similarities anddifferences in two sets.

5.03 Create and extend patterns, identify the pattern unit, andtranslate into other forms.

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Vocabularyand

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Grade One:

unitsones

ones placetens place

rodstens sticks

base ten blocksplace value bocks

digitnumeral

number word

equivalentsameequal

largestmore

smallestless

setgroupvaluemodel

represent


1.01 Develop number sense forwhole numbers through 99.

a) Connect the model, numberword, and number using a varietyof representations.

A. Circle each of the following which havethe same value as 14.

z z zz z zz z zz z zz z

9 + 6

5 + 5 + 2

7 + 7

fourteen

forty

15 - 1

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Vocabularyand

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Grade One:

46

forty-six

4 tens6 ones

14

fourteen

31

thirty-one

B. Have students match cards with numbers to those withthe word names. Incorporate recognition of pictures of modelsof tens and ones in a puzzle format. For example:


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Vocabularyand

Resources

Grade One: Number and Operations

23

twenty-three

8 tens 12 ones

92

5 tens14 ones

sixty-four

64

ninety-two

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C. Draw a line from each numberto the set that has the same value.

26

11

13

31

9

Vocabularyand

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D. Draw the missing buttons to complete the sets.

tenbuttons

eightbuttons

fifteenbuttons

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● ●

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Vocabularyand

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Grade One:

b) Use efficient strategies to countthe number of objects in a set.


A. How many stars are in this box?

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strategygroup

set

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B. How many flags are here?

O O O

O O O

O O O

O O O

O O O

O O O

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C. How many hats are here?

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D. How many bikes (�) are here?

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E. Give student a bag with 20 - 30 connecting cubes orcounters to pour out and count.

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Vocabularyand

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c) Read and write numbers.

A. Color the boxes that have pairs ofmatching words and numbers.

twelve

6 + 6

seven

70

thirteen

30

thirty-three

33

eight

6 + 2

three

7 - 4 sixteen

7 + 7

twenty-three

18 + 10 forty-five

65 - 10

lessmore

beforeafter

count oncount back

match

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B. Teacher reads numbers, pausing appropriately betweennumbers, and students write the number they hear.Example: 5, 7, 11, 2, 30, 45, 14, 22, 63, 81, 98, 86, 57.

C. Write the number that is one lessthan each number.

________7 ________10

________5 ________15

________12 _________9

________20 ________38

________4 ________46

D. Write the number that is one morethan each number.

31________ 60________

19________ 75________

11________ 9_________

56________ 42________

5________ 22________

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d) Compare and order sets andnumbers.

A. Draw a circle around the largest number in each row.

B. Draw a circle around the smallest number in each row.

13 32 17 29

14 22 11 19

35 55 29 38

15 51 12 21

12 22 17 11

10 14 9 20

set

leastmost

largerlargest

smallersmallest

17

Vocabularyand

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C. Arrange these numbers from smallest to largest.

3321

17

12

>

smallest

largest

D. Arrange these numbers from largest to smallest.

1842 22

56

>largest

smallest

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Vocabularyand

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E. Which set has the most ships?

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❀

❀ ❀

❀

❀

❀��❀

❀��❀�❀

❀��❀

❀ ❀

❀

❀❀ ❀❀❀ ❀

19

Vocabularyand

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F. Which set has the least trucks?

�

��

�

�

��

� � �

�

��

�

20

Vocabularyand

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e) Build understanding of placevalue (ones, tens).

A. Linda has a collection of fancy buttons.

How many groups of ten does she have? _________

How many buttons does she have? _________

B. José and Peter are playingwith their collections of airplanes.

How many groups of ten does José have? _________

How many groups of ten does Peter have? _________

How many toys do the boys haveif they combine the two sets? _________

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extra

combine

collectiongroup

set

tensones

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Vocabularyand

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Peter has:

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�

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� �

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José has:

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QQ QQ

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C. Bonnie and Sara made cupcakes for the dessert sale.

If the girls put their cupcakes together for the sale,how many bags of ten can they make?

How many will be left over?

SARA

BONNIE

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D. Mr. Scott’s sons picked apples at the farm.Billy picked 15 apples.Bobby picked 18 apples.Mr. Scott needs ten apples to make a pie.

How many pies can Mr. Scott bake?

Will there be any apples left over? YES NOHow do you know?

Show your work. Use pictures, words or numbers.

Mr. Scott can bake __________ pies.

There are __________ apples left over.

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Vocabularyand

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Grade One:

f) Estimate quantities fewer thanor equal to 100.

A. Teacher shows student a plastic baggie with 20 snapcubes. Student can hold, feel, and examine the baggie and istold, “Here are 20 cubes.”

Teacher then shows student a same size baggie with 40snap cubes. Student can hold, feel, and examine the baggiebut not attempt to count the contents.

Student is asked to estimate the numberof cubes in the second bag.


B. Teacher shows student a scoop and a large container ofbeans, elbow macaroni, packing peanuts (ghost manure?),corn kernels or other uniform small objects.

Student fills one scoop and counts the contents.

Teacher presents small container which can be filledwith 5 -10 scoops (depending on the scoop and items used).

Student is asked to estimate the number of scoops itwill take to fill the container.

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equal

estimatemoreless

almostabout the same

fullemptylevel

capacity

25

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C. Teacher shows student a jar of small items (beans,elbow macaroni, packing peanuts (ghost manure?), jellybeans or other uniform small objects) that is full. Jar shouldcontain about 50 items

Teacher shows another jar(the same size) with just ten itemsandsays, “There are ten ___ in this jar”

Student is then asked to estimate how many items are in the jar.

D. Teacher shows student a container filled with coloredliquid. The jar should have a simple shape and straight,nearly parallel sides. It should hold 5 - 8 small cups.

Teacher (or student) pours out one small cup of liquid.

Student is asked to examine remaining liquid andcontainer.

Student is asked, “How many cups like thiscan be filled from this container?”

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g) Recognize equivalence in setsand numbers 1 - 99.

valueequal

sets

quarterdimenickelpennycent

tally marks

place value blocksbase ten blocks

tens stickrods

unitsones

v

A. Circle each of the following which have

the same value as 28.

30 - 2

10 + 10 + 4

18 + 10

✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧

+

10 + 10 + 2

//// //// //// //// / / /

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Vocabularyand

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B. Draw a line from each numberto the set that has the same value.

12¢

11¢

35¢

9¢

16¢

21¢

13¢

20¢

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Grade One:

1.02 Use groupings of 2’s, 5’s,and 10’s with models andpictures to count collections ofobjects.


A. Polly got these nickels from her brother.How much money does she have?

B. How many mittens did Mrs. Kelly find in herclassroom?

skip counting

pair

pennynickeldime

groupset

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C. Juan and Mark are counting fingers and toes.How many fingers are at the fence?How many toes are at the fence?

D. How many fingers are waving “Good-bye”?

Documents

Grade 1 Indicators - Homeschool Math