FIRST4+MATH

1st Grade Math-4th 9 Weeks

 * //Standard 1: Numbers, Number Sense, and Operations// ||
 * **I can read and write numerals 1-100.** ||
 * ** I can count to 100, backwards from 100 and forward and backwards starting at any number between 1 and 100. ** ||
 * **I can use place value concepts to represent whole numbers using numerals, words, expanded notation and physical models with ones and tens.** ||


 * Example: ||  ||
 * || Recognize the first digit of a two digit number as the most important to indicate size of the number. ||


 * **I can recognize that fractions are equal size parts of a whole and/or of a set of objects.** ||
 * I can show and explain addition as combining sets and counting on. ||


 * Example: ||  ||
 * || Explaining that adding two whole numbers makes a larger whole number. ||


 * I can show and explain subtraction as take-away and comparison. ||


 * Example: ||  ||
 * || Explaining that subraction of whole numbers makes an answer smaller than the original number. ||


 * I can show and explain multiplication as repeated addition. ||
 * I can show and explain division as sharing equally. ||
 * I can demonstrate that equal means "the same as." ||
 * **I can use strategies for basic addition facts such as: doubles plus or minus one, make ten and using tens frames.** ||
 * **I can use strategies for basic subtraction facts such as: all but one, using tens frame and missing addends.** ||
 * //Standard 4: Patterns, Functions, and Algebra// ||
 * I can solve open sentences by replacing numbers with words or letters; e.g., 4+5+5+4, R+B=B+R ||
 * I can tell and model a problem situation using words, objects, number phrase or sentence. ||
 * //Standard 5: Data Analysis and Probability// ||
 * I can describe the likelihood of something happening as: possible/impossible, likely/less likely, when using spinners or number cubes. ||
 * //Standard 6: Mathematical Processes// ||
 * I can use different ways to understand a problem such as: talking about it, using pictures or blocks, finding a pattern. ||
 * I can use my own words to talk about the question or problem and what I need to do to solve the problem. ||
 * I can come up with different ways to solve the same problem. ||
 * I know when my predictions, estimates or answers make sense. ||
 * I can tell others how I solved a problem. ||
 * I can describe a problem and solution using invented and common symbols and language. ||
 * I can recognize common math words and relate my everyday language to math. ||
 * I can communicate my thinking in math using both everyday and math language. ||