# MAT-01 "I can ... statements"

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# Geometry

## Narrative for the (G) Geometry

In 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 Domains

Domains 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.

#### MAT-01.G.01

Under Development

 MAT-01 Targeted Standards(G) Domain: GeometryCluster: Reason with shapes and their attributes. MAT-01.G.01 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

• I can

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• I can

## Proficiency (Rubric) Scale

 Score Description Sample Activity 4.0 Student is able to - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 “The Standard.” Student is able to - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to - 0.5 Limited or no understanding of the skill id demonstrated.

## Resources

### Vocabulary

• List

#### MAT-01.G.02

Under Development

 MAT-01 Targeted Standards(G) Domain: GeometryCluster: Reason with shapes and their attributes. MAT-01.G.02 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) to create a composite shape, and compose new shapes from the composite shape.

• I can

• I can

• I can

• I can

## Proficiency (Rubric) Scale

 Score Description Sample Activity 4.0 Student is able to - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 “The Standard.” Student is able to - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to - 0.5 Limited or no understanding of the skill id demonstrated.

## Resources

### Vocabulary

• List

#### MAT-01.G.03

 MAT-01 Targeted Standards(G) Domain: GeometryCluster: Reason with shapes and their attributes. MAT-01.G.03 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

## Student Learning 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.

## Rubric / Proficiency Scale

 Score Description Sample Activity 4.0 Advanced Criteria is Under Development In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content. - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 Student is able to partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Student demonstrates understanding of fraction concepts with little error. I can divide circles and rectangles to show half. I can divide circles and rectangles into quarters. I can color one half and one quarter of a shape. I can find shapes that show halves and fourths having equal parts. - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to demonstrate understanding that halves have two equal shares and fourths/quarters contain four parts, but may have errors in identifying fourths as equal parts. I can divide a shape into 4 parts when asked to show quarters or fourths. I can sometimes find shapes that show fourths have all equal parts. - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to demonstrate beginning understanding that halves contain 2 parts, but may have errors in identifying halves as equal parts. I can divide a shape into two parts when asked to show half. I can sometimes find shapes that show halves have equal parts. - 0.5 Limited or no understanding of the skill is demonstrated.

## Resources

### Vocabulary

• partition - divide
• equal shares
• half
• halves
• fourths
• quarters
• half of
• fourth of
• quarter of

# Measurement and Data

## Narrative for the (MD) Measurement and Data

First 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

Domains 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.

#### MAT-01.MD.01

Under Development

 MAT-01 Targeted Standards(MD) Domain: Measurement and DataCluster: Measure lengths indirectly and by iterating length units. MAT-01.MD.01 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

• I can

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## Proficiency (Rubric) Scale

 Score Description Sample Activity 4.0 Student is able to - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 “The Standard.” Student is able to - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to - 0.5 Limited or no understanding of the skill id demonstrated.

## Resources

### Vocabulary

• List

#### MAT-01.MD.02

Under Development

 MAT-01 Targeted Standards(MD) Domain: Measurement and DataCluster: Measure lengths indirectly and by iterating length units. MAT-01.MD.02 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

• I can

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• I can

## Proficiency (Rubric) Scale

 Score Description Sample Activity 4.0 Student is able to - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 “The Standard.” Student is able to - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to - 0.5 Limited or no understanding of the skill id demonstrated.

## Resources

### Vocabulary

• List

#### MAT-01.MD.03

 MAT-01 Targeted Standards(MD) Domain: Measurement and DataCluster: Tell and write time.. MAT-01.MD.03 Tell and write time in hours and half-hours using analog and digital clocks.

## Student Learning 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.

## Rubric / Proficiency Scale

 Score Description Sample Activity 4.0 Advanced Criteria Under Development In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content. - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 Student is able to tell and write time in hours and half-hours using analog and digital clocks without error. I can match the time shown on analog clocks to time on digital clocks. I can tell and write the time in hours using analog and digital clocks. I can tell and write the time in half-hours using analog and digital clocks. - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to tell and write time in half-hours using analog and digital clocks without error. I can tell and write the time in half-hours using analog and digital clocks. - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to tell and write time in hours using analog and digital clocks without error. I can tell and write time in hours using analog and digital clocks. - 0.5 Limited or no understanding of the skill is demonstrated.

## Resources

### Vocabulary

• time
• clock
• analog clock
• digital clock
• hour
• half-hour
• o'clock
• ___-thirty
• minutes
• past

#### MAT-01.MD.04

 MAT-01 Targeted Standards(MD) Domain: Measurement and DataCluster: Represent and interpret data.. 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.

## Student Learning 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

 Score Description Sample Activity 4.0 Advanced Criteria is Under Development. In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content. - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 Student is able to 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. I can create a graph that shows the data clearly, and is understood by the reader.- My graph has a title, 3 categories, and correct data. I can answer questions about the information in the graph. I can ask questions about the information in the graph. - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to create a graph that partially represents the data and student is able to partially ask/answer questions from the data. I can create a graph that shows some of the data or categories. I can answer some questions using the information on the graph. -Graph is missing two elements such as title, categories, and/or correct data 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to answer at least one question using information on a graph, but the student's graph lack the information necessary to represent the data clearly. I can answer one question using the information on the graph. - 0.5 Limited or no understanding of the skill is demonstrated.

• data
• more
• most
• less
• least
• same
• different
• category
• question
• collect
• title

# Number and Operation in Base Ten

## Narrative for the (NBT) Number and Operation in Base Ten

Students’ 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

Domains 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.

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