## First Grade Math

**ALL**

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## MAT-01.G.01
## Student Learning Targets:## Knowledge Targets- I can
## Reasoning Targets- I can
## Skills (Performance) Targets
- I can
## Product Targets- I can
## Proficiency (Rubric) Scale
## Resources## Websites- Add resources with links, youtube or PDF
## Vocabulary- List
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## MAT-01.G.02
## Student Learning Targets:## Knowledge Targets- I can
## Reasoning Targets- I can
## Skills (Performance) Targets
- I can
## Product Targets- I can
## Proficiency (Rubric) Scale
## Resources## Websites- Add resources with links, youtube or PDF
## Vocabulary- List
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## MAT-01.G.03
## Student Learning Targets:## Knowledge Targets## Reasoning Targets- I can understand that halves (half) show two equal parts of a whole.
- I can understand that fourths (quarters) show four equal parts of a whole.
## Skills (Performance) Targets
- I can divide circles and rectangles into 2 and 4 equal parts to show one half and one quarter.
- I can find shapes that show halves and fourths.
## Product Targets## Rubric / Proficiency Scale
## Resources## Websites## Vocabulary- partition - divide
- equal shares
- half
- halves
- fourths
- quarters
- half of
- fourth of
- quarter of
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## MAT-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 Domains
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## MAT-01.MD.01
## Student Learning Targets:## Knowledge Targets- I can
## Reasoning Targets- I can
## Skills (Performance) Targets
- I can
## Product Targets- I can
## Proficiency (Rubric) Scale
## Resources## Websites- Add resources with links, youtube or PDF
## Vocabulary- List
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## MAT-01.MD.02
## Student Learning Targets:## Knowledge Targets- I can
## Reasoning Targets- I can
## Skills (Performance) Targets
- I can
## Product Targets- I can
## Proficiency (Rubric) Scale
## Resources## Websites- Add resources with links, youtube or PDF
## Vocabulary- List
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## MAT-01.MD.03
## Student Learning Targets:## Knowledge Targets## Reasoning Targets## Skills (Performance) Targets
- I can tell time in hours and half-hours using analog and digital clocks.
- I can write time in hours and half-hours using analog and digital clocks.
- I can match the time on analog clocks to the time on digital clocks.
## Product Targets
## Rubric / Proficiency Scale
## Resources## Websites*Investigations*for Families- Games and Activities
- Math in Everyday Activities
- Telling Time Activities
## Vocabulary- time
- clock
- analog clock
- digital clock
- hour
- half-hour
- o'clock
- ___-thirty
- minutes
- past
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## MAT-01.MD.04
## Student Learning Targets:## Knowledge Targets## Reasoning Targets## Skills (Performance) Targets
- I can answer questions about the information on the graph.
- I can ask questions about the information on the graph.
## Product Targets- I can create a graph that represents data clearly.
## Rubric / Proficiency Scale
## Resources## Websites## Vocabulary- data
- more
- most
- less
- least
- same
- different
- category
- question
- collect
- title
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## 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 Domains
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