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Mathematics Toolkit
Curriculum Guidance Materials & Resources
Template for Analysis of Mathematics Programs/Series
March 2005
| Grade 1 - Performance Indicators Process Strands |
Does the program/series support the development of the process/content in the performance indicator? | Are additional resources needed? | At what grade level is the indicator addressed? | Is the concept newly introduced this year? |
| 1.PS.1 Explore, examine, and make observations about a social problem or mathematical situation | ||||
| 1.PS.2 Interpret information correctly, identify the problem, and generate possible solutions | ||||
| 1.PS.3 Act out or model with manipulatives activities involving mathematical content from literature and/or story telling | ||||
| 1.PS.4 Formulate problems and solutions from everyday situations (e.g., counting the number of children in the class or using the calendar to teach counting) | ||||
| 1.PS.5 Use informal counting strategies to find solutions | ||||
| 1.PS.6 Experience teacher-directed questioning process to understand problems | ||||
| 1.PS.7 Compare and discuss ideas for solving a problem with teacher and/or students to justify their thinking | ||||
| 1.PS.8 Use manipulatives (e.g., tiles, blocks) to model the action in problems | ||||
| 1.PS.9 Use drawings/pictures to model the action in problems | ||||
| 1.PS.10 Explain to others how a problem was solved, giving strategies and justifications | ||||
| 1.RP.1 Understand that mathematical statements can be true or false | ||||
| 1.RP.2 Recognize that mathematical ideas need to be supported by evidence | ||||
| 1.RP.3 Investigate the use of knowledgeable guessing as a mathematical tool | ||||
| 1.RP.4 Explore guesses, using a variety of objects and manipulatives | ||||
| 1.RP.5 Justify general claims, using manipulatives | ||||
| 1.RP.6 Develop and explain an argument verbally or with objects | ||||
| 1.RP.7 Listen to and discuss claims other students make | ||||
| 1.RP.8 Use trial and error strategies to verify claims | ||||
| 1.CM.1 Understand how to organize their thought processes with teacher guidance | ||||
| 1.CM.2 Verbally support their reasoning and answer | ||||
| 1.CM.3 Share mathematical ideas through the manipulation of objects, drawings, pictures, charts, and symbols in both written and verbal explanations | ||||
| 1.CM.4 Listen to solutions shared by other students | ||||
| 1.CM.5 Formulate mathematically relevant questions | ||||
| 1.CM.6 Use appropriate mathematical terms, vocabulary, and language | ||||
| 1.CN.1 Recognize the connections of patterns in their everyday experiences to mathematical ideas | ||||
| 1.CN.2 Understand the connections between numbers and the quantities they represent | ||||
| 1.CN.3 Compare the similarities and differences of mathematical ideas | ||||
| 1.CN.4 Understand how models of situations involving objects, pictures, and symbols relate to mathematical ideas | ||||
| 1.CN.5 Understand meanings of operations and how they relate to one another | ||||
| 1.CN.6 Understand how mathematical models represent quantitative relationships | ||||
| 1.CN.7 Recognize the presence of mathematics in their daily lives | ||||
| 1.CN.8 Recognize and apply mathematics to solve problems | ||||
| 1.CN.9 Recognize and apply mathematics to objects, pictures, and symbols | ||||
| 1.R.1 Use multiple representations including verbal and written language, acting out or modeling a situation, drawings, and/or symbols as representations | ||||
| 1.R.2 Share mental images of mathematical ideas and understandings | ||||
| 1.R.3 Use standard and nonstandard representations | ||||
| 1.R.4 Connect mathematical representations with problem solving | ||||
| 1.R.5 Use mathematics to show and understand physical phenomena (e.g., estimate and represent the number of apples in a tree) | ||||
| 1.R.6 Use mathematics to show and understand social phenomena (e.g., count and represent sharing cookies between friends) | ||||
| 1.R.7 Use mathematics to show and understand mathematical phenomena (e.g., draw pictures to show a story problem, show number value using fingers on your hand) |
| Grade 1 - Performance Indicators Content Strands |
Does the program/series support the development of the process/content in the performance indicator? | Are additional resources needed? | At what grade level is the indicator addressed? | Is the concept newly introduced this year? |
| 1.N.1 Count the items in a collection and know the last counting word tells how many items are in the collection (1 to 100) | ||||
| 1.N.2 Count out (produce) a collection of a specified size (10 to 100 items), using groups of ten | ||||
| 1.N.3 Quickly see and label with a number, collections of 1 to 10 | ||||
| 1.N.4 Count by 1’s to 100 | ||||
| 1.N.5 Skip count by 10’s to 100 | ||||
| 1.N.6 Skip count by 5’s to 50 | ||||
| 1.N.7 Skip count by 2’s to 20 | ||||
| 1.N.8 Verbally count from a number other than one by 1’s | ||||
| 1.N.9 Count backwards from 20 by 1’s | ||||
| 1.N.10 Draw pictures or other informal symbols to represent a spoken number up to 20 | ||||
| 1.N.11 Identify that spacing of the same number of objects does not affect the quantity (conservation) | ||||
| 1.N.12 Arrange objects in size order (increasing and decreasing) | ||||
| 1.N.13 Write numbers to 100 | ||||
| 1.N.14 Read the number words one, two, three…ten | ||||
| 1.N.15 Explore and use place value | ||||
| 1.N.16 Compare and order whole numbers up to 100 | ||||
| 1.N.17 Develop an initial
understanding of the base ten system: 10 ones = 1 ten 10 tens = 1 hundred |
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| 1.N.18 Use a variety of strategies to compose and decompose one-digit numbers | ||||
| 1.N.19 Understand the commutative property of addition | ||||
| 1.N.20 Name the number before and the number after a given number, and name the number(s) between two given numbers up to 100 (with and without the use of a number line or a hundreds chart) | ||||
| 1.N.21 Use before, after, or between to order numbers to 100 (with or without the use of a number line) | ||||
| 1.N.22 Use the words higher, lower, greater, and less to compare two numbers | ||||
| 1.N.23 Use and understand verbal ordinal terms, first to twentieth | ||||
| 1.N.24 Develop and use strategies to solve addition and subtraction word problems | ||||
| 1.N.25 Represent addition and subtraction word problems and their solutions as number sentences | ||||
| 1.N.26 Create problem situations that represent a given number sentence | ||||
| 1.N.27 Use a variety of strategies to solve addition and subtraction problems with one- and two-digit numbers without regrouping | ||||
| 1.N.28 Demonstrate fluency and apply addition and subtraction facts to and including 10 | ||||
| 1.N.29 Understand that different parts can be added to get the same whole | ||||
| 1.N.30 Estimate the number in a collection to 50 and then compare by counting the actual items in the collection | ||||
| 1.A.1 Determine and discuss patterns in arithmetic (what comes next in a repeating pattern, using numbers or objects) | ||||
| 1.G.1 Match shapes and parts of shapes to justify congruency | ||||
| 1.G.2 Recognize, name, describe, create, sort, and compare two-dimensional and three-dimensional shapes | ||||
| 1.G.3 Experiment with slides, flips, and turns of two-dimensional shapes | ||||
| 1.G.4 Identify symmetry in two-dimensional shapes | ||||
| 1.G.5 Recognize geometric shapes and structures in the environment | ||||
| 1.M.1 Recognize length as an attribute that can be measured | ||||
| 1.M.2 Use non-standard units (including finger lengths, paper clips, students’ feet and paces) to measure both vertical and horizontal lengths | ||||
| 1.M.3 Informally explore the standard unit of measure, inch | ||||
| 1.M.4 Know vocabulary and recognize coins (penny, nickel, dime, quarter) | ||||
| 1.M.5 Recognize the cent notation as ¢ | ||||
| 1.M.6 Use different combinations of coins to make money amounts up to 25 cents | ||||
| 1.M.7 Recognize specific times (morning, noon, afternoon, evening) | ||||
| 1.M.8 Tell time to the hour, using both digital and analog clocks | ||||
| 1.M.9 Know the days of the week and months of the year in sequence | ||||
| 1.M.10 Classify months and connect to seasons and other events | ||||
| 1.M.11 Select and use non-standard units to estimate measurements | ||||
| 1.S.1 Pose questions about themselves and their surrounding | ||||
| 1.S.2 Collect and record data related to a question | ||||
| 1.S.3 Display data in simple pictographs for quantities up to 20 with units of one | ||||
| 1.S.4 Display data in bar graphs using concrete objects with intervals of one | ||||
| 1.S.5 Use Venn diagrams to sort and describe data | ||||
| 1.S.6 Interpret data in terms of the words: most, least, greater than, less than, or equal to | ||||
| 1.S.7 Answer simple questions related to data displayed in pictographs (e.g., category with most, how many more in a category compared to another, how many all together in two categories) | ||||
| 1.S.8 Discuss conclusions and make predictions in terms of the words likely and unlikely | ||||
| 1.S.9 Construct a question that can be answered by using information from a graph |