Title: First Grade Math
Course: BPSS (MAT) Mathematics Standards > Section: Standards

MAT-01.OA.01

MAT-01 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Represent and solve problems involving addition and subtraction.

MAT-01.OA.01 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Student Learning Targets:

Knowledge Targets

Reasoning Targets

- I can solve addition and subtraction word problems using objects, drawings,
and/or numbers.

Skills (Performance) Targets

- I can write a number sentence (equation) with a symbol for the unknown number to represent the problem.

Product Targets

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 represent and solve all addition and subtraction word problems within 20 with start unknown (__ + 3 = 7) in addition to change unknown and result unknown

and

Write number sentences (equations) that include a symbol for the unknown change.

I can solve addition and subtraction word problems with an unknown start in the problem.

I can write a number sentence that shows when the unknown is in the beginning of the problem.
-
 | 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 solve addition and subtraction word problems within 20 with an unknown change        (4 + ___ = 7)

and

Write number sentences (equations) that include a symbol for the unknown number.

I can solve addition and subtraction word problems when the unknown is in the middle of the problem.

I can write a number sentence that shows when the unknown is in the middle of the problem.
-
 | 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 solve addition and subtraction word problems within 20 with the result unknown       (4 + 3 = ___ ).  Student work may demonstrate minor counting errors  when finding the solution. I can solve addition and subtraction word problems when the unknown is at the end of the problem, but I may have some mistakes. | -
 | 0.5 | Limited or no understanding of the skill is demonstrated. Student does not demonstrate understanding of putting together or taking apart to begin to solve problems.

Resources

Websites

- Investigations for Families
- Games and Activities
- Math in Everyday Activities

Vocabulary

- addition / add
- subtraction / subtract
- unknown
- number sentence / equation
- symbols ( +, - , = )
- minus
- plus
- equal to / the same as

MAT-01.OA.02

Under Development

MAT-01 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Represent and solve problems involving addition and subtraction.

MAT-01.OA.02 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- 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

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-01.OA.03

Under Development

MAT-01 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Understand and apply properties of operations and the relationship between addition and subtraction.

MAT-01.OA.03 Apply properties of operations as strategies to add and subtract.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- 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

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-01.OA.04

Under Development

MAT-01 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Understand and apply properties of operations and the relationship between addition and subtraction.

MAT-01.OA.04 Understand subtraction as an unknown-addend problem.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- 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

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-01.OA.05

Under Development

MAT-01 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Add and subtract within 20.

MAT-01.OA.05 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- 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

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-01.OA.06

Under Development

MAT-01 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Add and subtract within 20.

MAT-01.OA.06 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- 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

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-01.OA.06.a

MAT-01 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Add and subtract within 20.

MAT-01.OA.06.a Add within 20, fluently to 10.

Student Learning Targets:

Knowledge Targets

- I can say the answer for addition facts to 10 quickly (within 5 seconds).

Reasoning Targets

Skills (Performance) Targets

Product Targets

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | Student is able to answer addition facts to 20 with at least 90% accuracy given 5 seconds per fact. I can answer almost all addition facts to 20 quickly. |
 | 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 demonstrate understanding of addition facts for sums to 10 with at least 90% accuracy given 5 seconds per fact. I can say the answer for almost all facts to 10 quickly. | -
 | 2.5 | Student answers facts to 10 with 80% accuracy given 5 seconds per fact.
2.0 | Student is able to demonstrate understanding of addition facts for sums to 10 with at least 70% accuracy given 5 seconds per fact. I can say the answer for many facts to 10 quickly. | -
 | 1.5 | Student answers facts to 10 with 50% accuracy given 5 seconds per fact.
1.0
Student is able to demonstrate understanding of addition facts for sums to 10 with less than 50% accuracy given 5 seconds per fact

I can say the answer for some addition facts to 10 quickly.

                    ____________ and ___________________

Student is able to demonstrate understanding of addition facts for sums to 5 with 85% accuracy given 5 seconds per fact.

I can say the answer for addition facts to 5 quickly.
-
 | 0.5 | Limited or no understanding of the skill is demonstrated. Student is unable to demonstrate understanding of addition facts for sums to 5 with least 85% accuracy given 5 seconds per fact. (Kindergarten Target)

Resources

Websites

- Investigations for Families
- Games and Activities
- Math in Everyday Activities
- "Maths Magician"

Vocabulary

- addition facts
- sum
- add
- plus

MAT-01.OA.06.b

MAT-01 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Add and subtract within 20.

MAT-01.OA.06.b Subtract within 20, fluently to 10.

Student Learning Targets:

Knowledge Targets

- I can say the answer for subtraction facts to10 fluently (within 5 seconds).

Reasoning Targets

Skills (Performance) Targets

Product Targets

Rubric/Proficiency Scale

Score |  | Description | Sample Activity
4.0 | Student is able to answer subtraction facts to 20 with at least 90% accuracy given 5 seconds per fact. I can answer almost all subtraction facts to 20 quickly. | -
 | 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 demonstrate understanding of subtraction facts to 10 with at least 90% accuracy given 5 seconds per fact. I can say the answer for almost all subtraction facts to 10 quickly. | -
 | 2.5 | Student answers subtraction facts to 10 with 80% accuracy given 5 seconds per fact.
2.0 | Student is able to demonstrate understanding of subtraction facts to 10 with at least 70% accuracy given 5 seconds per fact. I can say the answer for many subtraction facts to 10 quickly. | -
 | 1.5 | Student answers subtraction facts to 10 with 50% accuracy given 5 seconds per fact.
1.0
Student is able to demonstrate understanding of subtraction facts to 10 with less than 50% accuracy given 5 seconds per fact.

I can say the answer for some subtraction facts to 10 quickly.

                    ____________ and ___________________

Student is able to demonstrate understanding of subtraction facts to 5 with 85% accuracy given 5 seconds per fact.

I can say the answer for subtraction facts to 5 quickly.
-
 | 0.5 | Limited or no understanding of the skill is demonstrated. Student is unable to demonstrate understanding of subtraction facts to 5 with least 85% accuracy given 5 seconds per fact. (Kindergarten Target)

Resources

Websites

- Investigations for Families
- Games and Activities
- Math in Everyday Activities
- "Maths Magician"

Vocabulary

- subtraction facts
- difference
- subtract
- minus

MAT-01.OA.07

Under Development

MAT-01 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Work with addition and subtraction equations.

MAT-01.OA.07 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- 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

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-01.OA.08

Under Development

MAT-01 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Work with addition and subtraction equations.

MAT-01.OA.08 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- 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

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-01.NBT.01

1^st Grade (MAT) Mathematics Standard
Domain: Number and Operations in Base Ten
Cluster: Extend the counting sequence.

MAT-01.NBT.01 Count forward and backward within 120, starting at any given number.
Read and write numerals within 120.
Represent a number of objects up to 120 with a written numeral.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I  can start at any number and count up to 120.
- I can read and write numbers to 120 starting at any number less than 120.

Product Targets

- I can

Proficiency Scale

The Student ...

1 Beginning

... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- is able to complete 3 oral counting sequences within 100 and write numbers 1-20 in order without errors.
- can start on any number  and count on to 100 with no mistakes.
- can write numbers 1-20 in order with no mistakes.

2 Developing

... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
- is able to complete 2 out of 4 counting sequences to 120 and write numbers to 100 in order without error.
- can start on any number  and count on to 120.
- can write numbers to 100 in order with no mistakes.

3 Proficient

“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- is able to complete at least 4 counting sequences to 120 and write numbers to 120 with no errors.
- can start on any number and count on to 120 with no mistakes.
- can write numbers to 120 in order with no mistakes.

4 Advanced

... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- is able to count within 1000, skip count by 5s, 10s, and 100s completing at least 4 counting sequences correctly.
- can start at any number and skip count by 5s, 10s, and 100s to 1000.

Resources

Vocabulary

- number names (0-120)
- (11) eleven
- (12) twelve
- (13) thirteen
- (14) fourteen
- (15) fifteen
- (16) sixteen
- (17) seventeen

- (18) eighteen
- (19) nineteen
- (20) twenty
- (30) thirty
- (40) forty
- (50) fifty
- (60) sixty
- (70) seventy
- (80) eighty
- (90) ninety

Websites

- Investigations for Families
- Games and Activities to Do Online
- Math in Everyday Activities (No Results Found)

OLD Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | Student is able to count within 1000, skip count by 5s, 10s, and 100s completing at least 4 counting sequences correctly. I can start at any number and skip count by 5s, 10s, and 100s to 1000. | -
 | 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 complete at least 4 counting sequences to 120

and

Write numbers to 120 with no errors.

I can start on any number and count on to 120 with no mistakes.

I can write numbers to 120 in order with no mistakes.
-
2.5
No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.

Student is able to complete 3 out of 4 counting sequences to 120

and

Student is able to write numbers to 120 with no errors occurring below 100.
2.0
Student is able to complete 2 out of 4 counting sequences to 120

and

Write numbers to 100 in order without error.

I can start on any number  and count on to 120.

I can write numbers to 100 in order with no mistakes.
-
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. Student is able to complete 1 out of 4 counting sequences to 120 and Write numbers to 100 with or without errors.
1.0
Student is able to complete 3 oral counting sequences within 100

and

Write numbers 1-20 in order without errors.

I can start on any number  and count on to 100 with no mistakes.

I can write numbers 1-20 in order with no mistakes.
-
 | 0.5 | Limited or no understanding of the skill is demonstrated. Student cannot complete 3 oral counting sequences within 100. (Kindergarten) Student is unable to write numbers 1-20 in order without errors. (Kindergarten)

MAT-01.NBT.02

MAT-01 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Understand place value.

MAT-01.NBT.02 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

Student Learning Targets:

Knowledge Targets

- I can identify the base ten model that shows the number of tens and ones asked for.
- I can identify the base ten model that shows a number.

Reasoning Targets

- I can tell how many tens and ones are in a two-digit number.
- I can use base ten/cubes/pictures to show the value of the digits in a two-digit number.
- I can decide which digit is in the ten's place and the one's place.

Skills (Performance) Targets

- I can write the number the base ten model shows.

Product Targets

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 correctly answer place value concepts identifying a digit's place, how many tens and ones a number is composed of, and the value a digit has within a two-digit number.

I can tell how many tens and ones a number is made of.

I can decide which digit is in the ten's place and one's place.

I can tell/show the value a digit has in a two-digit number.
-
 | 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 correctly answer place value concepts using base ten models as a representation for numbers within 100.

I can tell how many tens and ones are in a representation for numbers larger than 19.

I can choose/show the base ten model that shows how many tens and ones are asked for.

I can choose/show the base ten model that represents numbers greater than 19.
-
 | 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 of place value concepts for numbers 11-19 using models of base ten as a representation.  Work may contain minor errors.

I can choose the base ten model that shows the number of tens and ones asked for.

I can choose the base ten model that shows the numbers 11-19.

I can write the number the base ten model shows for the numbers 11-19.
-
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Investigations for Families
- Games and Activities
- Math in Everyday Activities

Vocabulary

- tens
- ones
- ten's place
- one's place
- bundle
- units
- singles
- left overs
- base ten
- value

MAT-01.NBT.02.a

Under Development

MAT-01 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Understand place value.

MAT-01.NBT.02.a Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.”

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- 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

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-01.NBT.02.b

Under Development

MAT-01 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Understand place value.

MAT-01.NBT.02.b Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- 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

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-01.NBT.04

Under Development

MAT-01 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Use place value understanding and properties of operations to add and subtract.

MAT-01.NBT.04 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- 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

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-01.NBT.05

Under Development

MAT-01 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Use place value understanding and properties of operations to add and subtract.

MAT-01.NBT.05 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- 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

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-01.NBT.06

Under Development

MAT-01 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Use place value understanding and properties of operations to add and subtract.

MAT-01.NBT.06 Use place value understanding and properties of operations to add and subtract

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- 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

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-01.MD.01

Under Development

MAT-01 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- 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

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-01.MD.02

Under Development

MAT-01 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- 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

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-01.MD.03

MAT-01 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: 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:

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

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

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

MAT-01.MD.04

MAT-01 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: 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:

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

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.

Resources

Websites

- Investigations for Families
- Games and Activities
- Math in Everyday Activities

Vocabulary

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

MAT-01.G.01

Under Development

MAT-01 Targeted Standards
(G) Domain: Geometry
Cluster: 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- 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

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-01.G.02

Under Development

MAT-01 Targeted Standards
(G) Domain: Geometry
Cluster: 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- 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

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-01.G.03

MAT-01 Targeted Standards
(G) Domain: Geometry
Cluster: 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:

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

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

Websites

- Investigations for Families
- Games and Activities
- Math in Everyday Activities

Vocabulary

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

MAT-01.NBT.02.c

Under Development

MAT-01 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Understand place value.

MAT-01.NBT.02.c Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- 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

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-01.NBT.03

Under Development

MAT-01 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Understand place value.

MAT-01.NBT.03 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- 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

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-01.NBT

Domain (NBT)

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.

MAT-01.OA

Domain (OA)

Operations and Algebraic Thinking

 Narrative for the (OA) Operations and Algebraic Thinking

Algebraic thinking is about generalizing arithmetic operations and operating on unknown quantities.  It involves recognizing and analyzing patterns and developing generalizations about these patterns.  In algebra, symbols can be used to represent generalizations. Operations and Algebraic Thinking deals with the basic operations - addition, subtraction, multiplication, and division - the relationships they model, the kinds of problems they can be used to solve, as well as, their mathematical properties and relationships.

First grade students extend their Kindergarten work in three major and interrelated ways. These include representing and solving a new type of problem situation – comparison; representing and solving problems in which the result is unknown, the change is unknown, and the start is unknown. (10 + 2 = ___; 9 + ___ = 15; ___ + 14=20); and develop more sophisticated strategies to extend addition and subtraction problem solving beyond 10, to problems within 20.

Students in 1st grade begin developing an algebraic perspective many years before they will use formal algebraic symbols and methods. They read to understand the problem situation, represent the situation and its quantitative relationships with expressions and equations, and then manipulate that representation if necessary, using properties of operations and/or relationships between operations. Linking equations to concrete materials, drawings, and other representations of problem situations affords deep and flexible understandings of these building blocks of algebra. Learning where the total is in addition equations (alone on one side of the equal sign) and in subtraction equations (to the left of the minus sign) helps students move from a situation equation to a related solution equation.

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

Domain (MD)

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.G

Domain (G)

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.