Grade 1:  Enhanced Content Strands

First Quarter

1.N.1    Count the items in a collection and know the last counting  word tells how many items are in     the collection (1 to 100)

1.N.3    Quickly see and label with a number, collections of 1 to 10

1.N.4    Count by 1's to 100

1.N.5    Skip count by 10's to I00

1.N.6    Skip count by 5's to 50

1.N.7    Skip count by 2s to 20

1.N.12  Arrange objects in size order (increasing and decreasing)

1.A.1    Determine and discuss patterns in arithmetic (what comes next in a repeating pattern, using       numbers or objects)

1.G.1 1 Match shapes and parts of shapes to justify congruency      

            NB:       Congruency is the quality of two or more figures having exactly the same shape and        size, coinciding when superimposed.

1.G.3    Experiment with slides, flips, and turns of two-dimensional shapes

            NB:   A slide is a transformation, where every point moves the same distance in one or two directions within the plane. A, flip (reflection) is the figure formed by flipping a geometric figure over a line to obtain a mirror image.  A turn (rotation) is a transformation that results when a geometric figure. is rotated  around a point.       ,

 

1.G.5    Recognize geometric shapes and structures in the environment

1.M.7    Recognize specific times (morning,  noon, afternoon, evening)

1.M.9    Know the days of the week and months of the year in sequence

1.S.3     Display data in simple pictographs for quantities up to 20 with units of one

            NB:       A pictograph is a graph that uses pictures or symbols to represent data.  An           accompanying key indicates the value associated with each picture or symbol.

1.S.4     Display data in bar graphs using concrete objects with intervals of one

            NB:       A bar graph l3 a graph ' that uses horizontal or vertical bars to display data.

1. S. 7   Answer simple questions related to data displayed in pictographs, pie charts

            (ex., category with most, how many more in a category compared to another,  how  many        altogether in two categories)

 

Second Quarter

1.N.2    Count out (produce) a collection of a specified d size (10 to 100 items),  using groups of ten

1.N.9    Count backwards from 20 by 1's

1.N.10  Draw pictures or other informal symbols to represent a spoken number up to 20

1.N.11  Identify that spacing of the same number of objects does not affect the quantity (conservation)   NB:              Conservation of number is the understanding that rearranging a group      of objects does not affect its number

1.N.13 Write numbers to 100

1.N.14  Write number words one, two, three…ten

1.N.18   Use a variety of strategies to compose and decompose one-digit numbers

            NB:       Decompose means to break a number into small units to simplify computation.  For                     example:  7 = 5 + 2

            NB:       Compose is a part of a process of grouping decomposed numbers into quantities

                        that are easier to compute.   For example;

                            7 = 5 + 2

                         + 8 = 5 + 3

                                  10 +5

                                     15

1.N.19  Understand the commutative property of addition

            NB: The commutative property of addition states that the sum of two numbers is the same           regardless of the order in which they are added.  For example, 2+3=3+2

1.N.22  Use the words  higher, lower, greater,            and less to, compare two numbers

1.N.23  Use and understand verbal ordinal terms, first to twentieth

1.N.26 Create problem situations that represent a given number sentence

1.G.2    Recognize, name, describe, create, sort, and compare two-dimensional and three-          dimensional shapes

1.G.4    Identify symmetry in two-dimensional shapes

            NB:  Symmetry is the property of having the same size and shape across a dividing line or around a point.

Ex.  Teacher will prepare cutouts of a rectangle, a square, an isosceles triangle (2 sides the same) and a circle with lines of symmetry drawn.         Students will cut along a line of symmetry and then match up the two halves.

1.M.4    Know vocabulary and recognize coins (penny, nickel,  quarter)

1.M.5    Recognize the cent notation as c

1.M.8    Tell time to the hour, using both  digital and analog clocks

1.M.10  Classify months and connect to seasons and their surroundings

1.S.2     Collect and record data related to a question

1.S.6     Interpret data in terms of the words: most, least, greater than, or equal to

            Ex:        Students will bring to school a small picture of their favorite sport.  They place pictures on a pictograph prepared teacher.  Students will count the pictograph pictures and determine and how many students are in each category.  Students will then convert this information to a bar graph.

 

Third Quarter

1.N.8    Verbally count from a number other than one by 1's

1.N.15  Explore and use place value

1.N.16  Compare and order whole numbers up to 100

1.N.17 Develop an initial understanding of the base ten system:

            10 ones = 1 ten            10 tens = 1 hundred

1.N.20 Name the number before and the number after a given number, and name the number(s)          between two given numbers up to 100 (with and without the use of a number line number or a      hundreds chart)

1.N.21  Use before, after, or between to order numbers to 100 (with or without  the use of a number        line)

1.N.24 Develop and use strategies to solve addition and subtraction word problems

1.N.25  Represent addition and subtraction word problems and their solutions as number sentences

1.N.27 Use a variety of strategies to solve addition and subtraction problems with one- and two-digit     numbers without regrouping

1.N.28  Demonstrate fluency and apply addition and subtraction facts to and including 20

1.N.30  Estimate the number in a collection to 50 and then compare by counting the actual items in       the collection

1.M.1    Recognize length as an attribute that can be measured

1.M.2    Use non-standard units (including finger lengths, paper clips, students' feet and paces) to             measure both vertical and horizontal lengths

1.M.3    Informally explore the standard measure, inch

1.M.6    Use different combinations of coins to make money amounts up to 25 cents

1.M.11 Select and use non-standard units to estimate measurements

1.S.5     Use Venn diagrams to sort and describe data

            NB:       A Venn diagram is a drawing that shows the relationship among sets

1.S.8     Discuss conclusions and make predictions in terms of the words likely and unlikely

1.S.9     Construct a question that can be answered by using information from a graph

 

Fourth Quarter

1.N.29 Understand that different parts can be added to get the same whole         

Continue any unfinished topics from period III

Reinforce any topic requiring additional work

Use the mathematics learned this year in a project or culminating activity