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attributes:
a characteristic or distinctive feature—such as shapes, size, color—of an object or given set
of objects.
expression:
a mathematical phrase thatrepresents a number through the combination of
operation symbols, numbers and/or symbols.
Examples: 2 + 3 ; 5 - 4
close to doubles:
number combinations such as3 + 4, 6 + 7, etc. that are 1 apart.
compose or decompose numbers:
flexiblyusing or knowing numbers through creating and
breaking numbers apart to form equivalent
representations. For example knowing that in 4 there
is a "3" and a "1" allows a student to think about 7 + 4
as being 7 + 3 + 1.
develop fluency:
developing fluency means theprocess of memorizing some combinations or -
having command of some combinations - not having
to count, use manipulatives or draw pictures to find
the sum or difference; fluency means that students
are able to compute efficiently and accurately with
single digit numbers.
model:
to represent a mathematical situation withmanipulatives (objects), pictures, numbers or
symbols.
repeating patterns:
patterns that are cyclical innature, with each cycle repeating elements in the
same order.
Example: ABCABCABC.
By
the end of grade one, students understand and use the concept of ones and
tens
in the place value number system. Students add and subtract small numbers
with
ease. They measure with simple units and locate objects in space. They
describe
data and analyze and solve simple problems.
Number
Sense
1.0
Students understand and use numbers up to 100:
1.1
Count, read, and write whole numbers to 100.
1.2
Compare and order whole numbers to 100 by using the symbols for less than, equal
to,
or greater than (<, =, >).
1.3
Represent equivalent forms of the same number through the use of physical
models,
diagrams,
and number expressions (to 20) (e.g., 8 may be represented as 4 + 4,
5
+ 3, 2 + 2 + 2 + 2, 10 -
2, 11 -
3).
1.4
Count and group object in ones and tens (e.g., three groups of 10 and 4 equals
34,
or
30 + 4).
1.5
Identify and know the value of coins and show different combinations of coins
that
equal
the same value.
2.0
Students demonstrate the meaning of addition and subtraction and use these
operations
to solve problems:
2.1
Know the addition facts (sums to 20) and the corresponding subtraction facts and
commit
them to memory.
2.2
Use the inverse relationship between addition and subtraction to solve problems.
2.3
Identify one more than, one less than, 10 more than, and 10 less than a given
number.
2.4
Count by 2s, 5s, and 10s to 100.
2.5
Show the meaning of addition (putting together, increasing) and subtraction
(taking
away, comparing, finding the difference).
4
2.6
Solve addition and subtraction problems with one- and two-digit numbers
(e.g.,
5 + 58 = __).
2.7
Find the sum of three one-digit numbers.
3.0
Students use estimation strategies in computation and problem solving that
involve
numbers that use the ones, tens, and hundreds places:
3.1
Make reasonable estimates when comparing larger or smaller numbers.
Algebra
a
1.0
Students use number sentences with operational symbols and expressions to
solve
problems:
1.1
Write and solve number sentences from problem situations that express
relationships
involving
addition and subtraction.
1.2
Understand the meaning of the symbols +, -, =.
1.3
Create problem situations that might lead to given number sentences involving
addition
and subtraction.
Measurement
and Geome
1.0
Students use direct comparison and nonstandard units to describe the
measurements
of
objects:
1.1
Compare the length, weight, and volume of two or more objects by using direct
comparison
or a nonstandard unit.
1.2
Tell time to the nearest half hour and relate time to events (e.g.,
before/after,
shorter/longer).
2.0
Students identify common geometric figures, classify them by common
attributes,
and describe their relative position or their location in space:
2.1
Identify, describe, and compare triangles, rectangles, squares, and circles,
including
the
faces of three-dimensional objects.
2.2
Classify familiar plane and solid objects by common attributes, such as color,
position,
shape, size, roundness, or number of corners, and explain which attributes
are
being used for classification.
2.3
Give and follow directions about location.
2.4
Arrange and describe objects in space by proximity, position, and direction
(e.g.,
near, far, below, above, up, down, behind, in front of, next to, left or right
of).
Statistics,
Data Analysis, and Probability
1.0
Students organize, represent, and compare data by category on simple graphs
and
charts:
1.1
Sort objects and data by common attributes and describe the categories.
1.2
Represent and compare data (e.g., largest, smallest, most often, least often) by
using
pictures,
bar graphs, tally charts, and picture graphs.
2.0
Students sort objects and create and describe patterns by numbers, shapes,
sizes,
rhythms, or colors:
2.1
Describe, extend, and explain ways to get to a next element in simple repeating
patterns
(e.g., rhythmic, numeric, color, and shape).
Mathematical
Reasoning
1.0
Students make decisions about how to set up a problem:
1.1
Determine the approach, materials, and strategies to be used.
1.2
Use tools, such as manipulatives or sketches, to model problems.
2.0
Students solve problems and justify their reasoning:
2.1
Explain the reasoning used and justify the procedures selected.
2.2
Make precise calculations and check the validity of the results from the context
of
the problem.
3.0
Students note connections between one problem and another.
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