First Grade Math
Standards Book 
MAT01 "I can ... statements" 

(OA)  (NBT)  (MD)  (G)  
Operations Algebraic Thinking 
Number Operation Base Ten 
Measurement and Data 
Geometry 

Prioritized Standards  
Kindergarten Math  First Grade Math  Second Grade Math 
M 

MAT01.G.01Under Development
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency (Rubric) Scale
ResourcesWebsites
Vocabulary
 
MAT01.G.02Under Development
Student Learning Targets:Knowledge Targets
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Skills (Performance) Targets
Product Targets
Proficiency (Rubric) Scale
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Vocabulary
 
MAT01.G.03
Student Learning Targets:Knowledge TargetsReasoning Targets
Skills (Performance) Targets
Product TargetsRubric / Proficiency Scale
ResourcesWebsitesVocabulary
 
MAT01.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 endtoend 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 secondgraders 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.  
MAT01.MD.01Under Development
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency (Rubric) Scale
ResourcesWebsites
Vocabulary
 
MAT01.MD.02Under Development
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency (Rubric) Scale
ResourcesWebsites
Vocabulary
 
MAT01.MD.03
Student Learning Targets:Knowledge TargetsReasoning TargetsSkills (Performance) Targets
Product Targets
Rubric / Proficiency Scale
ResourcesWebsites
Vocabulary
 
MAT01.MD.04
Student Learning Targets:Knowledge TargetsReasoning TargetsSkills (Performance) Targets
Product Targets
Rubric / Proficiency Scale
ResourcesWebsitesVocabulary
 
MAT01.NBT
Narrative for the (NBT) Number and Operation in Base TenStudents’ work in the baseten 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 baseten 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 baseten methods for addition and subtraction. Students see a twodigit numeral as representing some tens and they add and subtract using this understanding. First graders use their baseten 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 twodigit 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.  