MAT-01.G
Narrative for the (G) GeometryIn Grade 1, students reason about shapes. They describe and classify shapes, including drawings, manipulatives, and physical-world objects, in terms of their geometric attributes. That is, based on early work recognizing, naming, sorting, and building shapes from components, they describe in their own words why a shape belongs to a given category, such as squares, triangles, circles, rectangles, rhombuses, (regular) hexagons, and trapezoids (with bases of different lengths and nonparallel sides of the same length). In doing so, they differentiate between geometrically defining attributes (e.g., “hexagons have six straight sides”) and non-defining attributes (e.g., color, overall size, or orientation). Students compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) using other shapes. Students also decompose shapes by partitioning circles and rectangles into two and four equal shares, describe the shares using the words such as halves, fourths, and quarters. Calculation Method for DomainsDomains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain. | |
Domain (G)MAT-01.G.01Under Development
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MAT-01.G.02Under Development
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MAT-01.G.03
MAT-01.G.03 Partition circles and rectangles into two equal shares. Describe the shares using the word halves, and use the phrase half of. Describe the whole as two of the shares. |
Proficiency ScaleMAT-01.MD
Narrative for the (MD) Measurement and DataFirst graders continue working on using direct comparison to measure—carefully, considering all endpoints—when that is appropriate. In situations where direct comparison is not possible or convenient, they should be able to use indirect comparison and explanations that draw on transitivity. Once they can compare lengths of objects by direct comparison, they could compare several items to a single item, such as finding all the objects in the classroom the same length as (or longer than, or shorter than) their forearm. Another important set of skills and understandings is ordering a set of objects by length. Directly comparing objects, indirectly comparing objects, and ordering objects by length are important practically and mathematically, but they are not length measurement, which involves assigning a number to a length. Students learn to lay physical units such as centimeter or inch manipulatives end-to-end and count them to measure a length. As students work with data in Grades K–5, they build foundations for their study of statistics and probability in Grades 6 and beyond, and they strengthen and apply what they are learning in arithmetic. Kindergarten work with data uses counting and order relations. First- and second-graders solve addition and subtraction problems in a data context. Students in Grade 1 begin to organize and represent categorical data. For example, if a collection of specimens is sorted into two piles based on which specimens have wings and which do not, students might represent the two piles of specimens on a piece of paper, by making a group of marks for each pile, as shown below (the marks could also be circles, for example). The groups of marks should be clearly labeled to reflect the attribute in question. Students in Grade 1 can ask and answer questions about categorical data based on a representation of the data. Calculation Method for DomainsDomains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain. | |
Domain (MD)MAT-01.MD.01Under Development
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MAT-01.MD.02Under Development
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MAT-01.MD.03
MAT-01.MD.03 Tell and write time to the hour and half-hour (including o’clock and half past) using analog and digital clocks. |
MAT-01.MD.04
MAT-01.MD.04 Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. |
MAT-01.NBT
Narrative for the (NBT) Number and Operation in Base TenStudents’ work in the base-ten system is intertwined with their work on counting and cardinality, and with the meanings and properties of addition, subtraction, multiplication, and division. Work in the base-ten system relies on these meanings and properties, but also contributes to deepening students’ understanding of them. In first grade, students learn to view ten ones as a unit called a ten. The ability to compose and decompose this unit flexibly and to view the numbers 11 to 19 as composed of one ten and some ones allows development of efficient, general base-ten methods for addition and subtraction. Students see a two-digit numeral as representing some tens and they add and subtract using this understanding. First graders use their base-ten work to compute sums within 100 with understanding. Concrete objects or drawings afford connections with written numerical work and discussions and explanations in terms of tens and ones. First graders also engage in mental calculation, such as mentally finding 10 more or 10 less than a given two-digit number without having to count by ones. Calculation Method for DomainsDomains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain. | |
Domain (NBT)MAT-01.NBT.01
MAT-01.NBT.01 Count forward and backward within 120, starting at any given number.
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MAT-01.NBT.02
MAT-01.NBT.01 Demonstrate understanding that the two digits of a two-digit number represent amounts of tens and ones, including:
a. 10 can be thought of as a bundle of ten ones — called a “ten.”.
b. The numbers from 11 to 19 are composed of a ten and additional ones. c. Multiples of 10 up to 90 represent a number of tens and 0 ones. |
MAT-01.NBT.02.aUnder Development
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MAT-01.NBT.02.bUnder Development
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MAT-01.NBT.02.cUnder Development
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