End of First Grade GLE Mathematics

STANDARDS UNWRAPPED

CALENDAR FOR MASTERY OF STANDARDS

FALL REVIEW OF STANDARDS

WINTER REVIEW OF STANDARDS

SPRING REVIEW OF STANDARDS

Numbers and Operations

M(N&O)–1–1 Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 100 using place value, by applying the concepts of equivalency in composing or decomposing numbers; and in expanded notation using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, or a/4, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area models where the denominator is equal to the number of parts in the whole using models, explanations, or other representations.

M(N&O)–1–2 Demonstrates understanding of the relative magnitude of numbers from 0 to 100 by ordering whole numbers; by comparing whole numbers to each other or to benchmark whole numbers (5, 10, 25, 50, 75, 100); by demonstrating an understanding of the relation of inequality when comparing whole numbers by using “1 more”, “1 less”, “5 more”, “5 less”, “10 more”, “10 less”; and by connecting number words (from 0 to 20) and numerals (from 0 to 100) to the quantities and positions that they represent using investigations, models, representations, or number lines.

M(N&O)–1–3 Demonstrates conceptual understanding of mathematical operations involving addition and subtraction of whole numbers (from 0 to 30) by solving problems involving joining actions, separating actions, part-part whole relationships, and comparison situations; and addition of multiple one-digit whole numbers. (See Appendix A.)

M(N&O)–1–5 Demonstrates understanding of monetary value by knowing the names and values for coins (penny, nickel, dime, and quarter); and by adding collections of like coins together to a sum no greater than $1.00.

Geometry and Measurement

M(G&M)–1–1 Uses properties, attributes, composition, or decomposition to sort or classify polygons (triangles, squares, rectangles, rhombi, trapezoids, and hexagons) or objects by a combination of two non-measurable or measurable attributes; and recognizes, names, builds, and draws polygons and circles in the environment.

M(G&M)–1–3 Given an example of a three-dimensional geometric shape (rectangular prisms, cylinders, or sphere finds examples of objects in the environment that are of the same geometric shape (e.g., show a wooden cylinder and students identify common objects of the same shape).

M(G&M)–1–4 Demonstrates conceptual understanding of congruency by making mirror images and creating shapes that have line symmetry.

M(G&M)–1–6 Demonstrates conceptual understanding of the length/height of a two-dimensional object using nonstandard units (e.g. comparing objects to trains of small cubes, using iterations of a small unit to measure an object).

Function and Algebra

M(F&A)–1–1 Identifies and extends to specific cases a variety of patterns (repeating and growing [numeric and nonnumeric]) represented in models, tables, or sequences by extending the pattern to the next one, two, or three elements, by finding a missing element (e.g., 2, 4, 6, ___, 10), or by translating repeating patterns across formats (e.g., an abb pattern can be represented as snap, clap, clap; or red, yellow, yellow; or 1,2,2).

M(F&A)–1–4 Demonstrates conceptual understanding of equality by finding the value that will make an open sentence true (e.g., 7 2 = + 䀀? ) using models, verbal explanations, or written equations. (limited to one operation and limited to use addition or subtraction).

Data, Statistics and Probability

M(DSP)–1–1 Interprets a given representation created by the class (models, tally charts, pictographs with one-to-one correspondence, and tables) to answer questions related to the data, or to analyze the data to formulate conclusions using words, diagrams, or verbal/scribed responses to express answers. (IMPORTANT: Analyzes data consistent with concepts and skills in M ( DSP)–1–2.)

M(DSP)–1–2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using more, less, or equal.

M(DSP)–1–5 For a probability event in which the sample space may or may not contain equally likely outcomes, groups use experiments to describes the likelihood or chance of an event (using “more likely,” “less likely”, or “equally likely”).