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