1st Grade
Math
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
Number Properties and Operations
Whole number sense and addition and subtraction are key concepts and skills developed in early childhood. Students build on their number sense and counting sense to develop
multiplication and division. They move flexibly and fluently through basic number facts, operations and representations. Their understanding of the base-10 number system
expands to include decimals. They examine various meanings and models of fractions. They explore data, perform measurements and examine patterns as part of the
development process for number and operations, using other mathematics strands to enrich number. Computational fluency with whole numbers, relationships among decimals
and fractions and techniques for reasonable estimations represent elementary number.
Number Sense
MA-EP-1.1.1
Students will:
• Apply multiple representations (e.g.,
drawings, manipulatives, base-10
blocks, number lines, expanded form,
symbols) to describe whole numbers (0
to 9,999):
• Apply multiple representations (e.g.,
drawings, manipulatives, base-10
blocks, number lines,expanded form,
symbols) to describe fractions (halves,
thirds, fourths);
• Apply these numbers to represent
real-world problems; and
• Explain how the base 10 number
system relates to place value.
DOK 2
Apply multiple
representations to
describe and compare
whole numbers and
fractions.
How can you show a
whole number three
different ways?
Subtraction
Kentucky Learns Links
(Process of Adding and Subtracting)
How can you divide a
shape into halves, thirds,
and fourths?
Kentucky Learns Links
(Counting and Identifying Numbers)
How can you group
objects by ones and tens?
Kentucky Learns Links
(Place Value (Ones and Tens))
How do numbers help us
solve real-world
problems?
Place value, tens, ones,
hundreds manipulatives.
Number sentence, digit,
number line, equation, 2
digit number, column,
fractions.
Minus, sum, difference,
addend, solve, vertical,
horizontal
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies.
1
updated 6/11/08
1st Grade
Math
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies.
GRADING
PERIOD
2
updated 6/11/08
1st Grade
Math
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
MA-EP-1.1.2
Students will read, write and rename whole
numbers (0 to 9,999) and apply to real-world and
mathematical problems.
Read, write, count and
model whole numbers
(0 to 1000), developing
an understanding of
place value for ones,
tens, hundreds and
thousands.
MA-EP-1.1.3
Students will compare (<, >, =) and order
whole numbers to whole numbers, decimals to
decimals (as money only) and fractions to
fractions (limited to pictorial representations).
DOK 2
Order groups of objects
according to quantity.
How big do numbers get?
Pumpkin Seeds
How can you count
differently?
Kentucky Learns Links
(Counting and Identifying Numbers)
GRADING
PERIOD
How are numbers similar
and different?
Numeral, before, after,
between
Which is greater?
Pumpkin Seeds
Which is less?
Order, compare and
understand the relative
magnitude of numbers
(0 to 1000) using the
symbols <, >, =,
including the use of
physical and visual
models for smaller
numbers.
Develop beginning
fractional concepts
(e.g., dividing into
equal parts) for halves,
thirds and fourths.
Kentucky Learns Links
How big do numbers get?
How are numbers similar
and different?
How are numbers similar
and different?
Numeral, before, after,
between, skip counting,
odd, even, compare,
contrast, similar, different,
digit, greater than, less
than, equal, < > =,
Place value, tens, ones
Estimation
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies.
3
updated 6/11/08
1st Grade
Math
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
MA-EP-1.2.1
Students will apply and describe appropriate
strategies for estimating quantities of objects
and computational results (limited to addition
and subtraction).
DOK 2
Explore appropriate
estimation procedures
for different situations.
What is estimation?
Describe strategies for
estimating quantities of
objects and
computational results.
Count backward
Use mental math,
pencil-and-paper
methods, calculators,
and/or computers to
explore mathematical
concepts and to assist
with computation in
problem solving
situations.
GRADING
PERIOD
Kentucky Learns Links
(Estimation)
Count forward
How big do numbers get?
How do you make
estimation?
How can you count
differently?
How are numbers similar
and different?
Numeral, similar,
different, estimate – (a
good guess)
Number Operations
A-EP-1.3.1
Students will analyze real-world problems to
identify appropriate representations using
mathematical operations, and will apply
operations to solve real-world problems with
the following constraints:
• add and subtract whole numbers with
three digits or less;
• multiply whole numbers of 10 or less;
• add and subtract fractions with like
denominators less than or equal to four
and
Develop an
understanding of the
concepts of addition
and subtraction using
physical objects and
concrete materials.
Develop part-whole
relations using numbers
(e.g. 3+2=5).
Explore and solve, two-
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies.
Subtraction
Number sentence,
equation, 2 digit number,
column, 3 digit number
Kentucky Learns Links
(Process of Adding and Subtracting)
Some and some more
Some and some went
away
Add, subtract, plus, equal,
minus, manipulatives,
4
updated 6/11/08
1st Grade
Math
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
add and subtract decimals related to
money.
DOK 2
digit addition and
subtraction problems
using manipulatives.
•
GRADING
PERIOD
sum, difference, addend,
solve, vertical, horizontal
Numeral
Solve multi-digit
addition and
subtraction problems
that contain numerals
and symbols.
Be introduced to and
use decimals to
represent money.
MA-EP-1.3.2
Students will skip-count forward and backward by
2s, 5s, 10s, and 100s.
Add and subtract
decimals using money.
(See standard.)
How big do numbers get?
How can you count
differently?
Kentucky Learns Links
(Counting Patterns in Numbers)
Pumpkin Seeds
How are numbers similar
and different?
Numeral, before, after,
between, skip counting,
odd, even, compare,
contrast, similar, different,
digit
MA-EP-1.3.3
(Not applicable.)
Students will divide two digit numbers by single
digit divisors (with or without remainders) in
real-world and mathematical problems.
Ratios and Proportional Reasoning (not assessed at the elementary level)
Properties of Numbers and Operations
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies.
Kentucky Learns Links
5
updated 6/11/08
1st Grade
Math
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
MA-EP-1.5.1
Students will identify and provide examples of
odd numbers, even numbers and multiples of a
number, and will apply these numbers to solve
real-world problems.
DOK 2
Explore, develop and
use the concepts of
nultiples.
MA-EP-1.5.2
Students will use the commutative properties of
addition and multiplication, the identity
properties of addition and multiplication and the
zero property of multiplication in written and
mental computation.
GRADING
PERIOD
Kentucky Learns Links
Skip-count forward and
backward by 2’s, 5’s,
10’s, and 100’s using
manipulatives, mental
math and written and
electronic means.
Explore, develop and
use odd and even
numbers.
Explore and use
properties of numbers
for written and mental
computation
(commutative property
of addition, e.g., 4+7+6
could be mentally
regrouped as 4+6+7).
Kentucky Learns Links
Measurement
Students progress from measuring using nonstandard units to using standard units of measurement. They identify measurable attributes of objects, estimate and measure weight,
length, perimeter, area, angles, temperature, time and money. They convert units within the same measurement system.
Measuring Physical Attributes
Combine coins and
How is money
Kentucky Learns Links
MA-EP-2.1.1
bills to make a given
alike/different?
(Measurement)
Students will apply standard units to measure
amount.
length (to the nearest half-inch or the nearest
How can you tell time?
Kentucky Learns Links
centimeter) and to determine:
Apply standard units to
(Coins and Money)
• weight (nearest pound);
measure length (inches
Half past the hour,
• time (nearest quarter hour); and
penny, nickel, dime,
and centimeters),
• money (identify coins and bills by value)
weight
(pounds),
time
quarter, cents, dollar, ¢,
and
(hour,
half-hour),
value, clock, minute,
• temperature (Fahrenheit).
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies.
6
updated 6/11/08
1st Grade
Math
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
DOK 1
money (coins and
dollar bill) and
temperature
(Fahrenheit).
GRADING
PERIOD
hour, digital, minute hand,
hour hand, inches, foot,
centimeter, length, ruler,
standard, non-standard
Relate time to daily
activities; tell time to
the hour and half-hour.
Use nonstandard units
to measure and
compare length,
weight, area, or volume
of familiar objects.
Use standard units of
measurement to
identify, describe and
compare measurable
attributes of objects
(e.g., length, weight,
volume) and sort,
classify or compare and
order objects by shape,
size, and color.
Identify, compare and
order money using
coins and bills and use
correct symbols for
money.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies.
7
updated 6/11/08
1st Grade
Math
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
MA-EP-2.1.2
Students will use standard units to measure
temperature in Fahrenheit and Celsius to the
nearest degree.
Use standard units to
measure temperature in
Fahrenheit to the
nearest degree.
What is temperature?
GRADING
PERIOD
Kentucky Learns Links
(Standard/Non-Standard Units of Measure)
How can you measure
temperature?
What is a thermometer?
Degrees, thermometer,
Fahrenheit, Celsius,
mercury, temperature,
standard, non-standard,
measure, units of
measurement
MA-EP-2.1.3
Students will choose and use appropriate tools
(e.g., thermometer, scales, balances, clock, ruler)
for specific measurement tasks.
(See standard.)
Kentucky Learns Links
(Standard/Non-Standard Units of Measure)
MA-EP-2.1.4
Students will use nonstandard and standard units
of measurement to identify measurable attributes
of an object (length – in, cm; weight – oz, lb) and
make an estimate using appropriate units of
measurement.
(See standard.)
Kentucky Learns Links
(Standard/Non-Standard Units of Measure)
MA-EP-2.1.5
Students will use units of measurement to describe
and compare attributes of objects to include
length (in, cm), width, height, money (cost),
temperature (F) and weight (oz, lb), and sort
objects and compare attributes by shape, size and
color.
MA-EP-2.1.6
Students will estimate weight, length, perimeter,
(See standard.)
Kentucky Learns Links
(Standard/Non-Standard Units of Measure)
Explore concepts of
perimeter and area of
Kentucky Learns Links
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies.
8
updated 6/11/08
1st Grade
Math
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
area, angle measures and time using appropriate
units of measurement.
Systems of Measurement
MA-EP-2.2.1
Students will describe, define, give examples of
and use to solve real-world and mathematical
problems nonstandard and standard (U.S.
Customary, metric) units of measurement to
include length (in., cm.), time, money,
temperature (Fahrenheit) and weight (oz., lb).
rectangles using
manipulatives.
(See standard.)
How do you show and
compare data?
GRADING
PERIOD
Kentucky Learns Links
(Systems of Measure)
How is money
alike/different?
How can you tell time?
What is a ruler?
How do you measure?
What is the difference
between a digital and an
anolog clock?
Penny, nickel, dime,
quarter, cents, dollar, ¢,
value, clock, minute,
hour, digital, minute hand,
hour hand, inches, foot,
centimeter, length, ruler,
standard, non-standard
MA-EP-2.2.2
Students will determine elapsed time by half
hours.
MA-EP-2.2.3
Students will convert units within the same
measurement system including money (dollars,
cents), time (minutes, hours, days, weeks,
months), weight (ounce, pound) and length (inch,
foot).
(See standard.)
Kentucky Learns Links
(Systems of Measure)
Convert units within
the same measurement
system including
money (dollars, cents)
and time (minutes,
hours, days, weeks,
Kentucky Learns Links
(Systems of Measure)
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies.
9
updated 6/11/08
1st Grade
Math
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
months). (e.g., seven
days in a week).
Geometry
Students explore and find basic geometric elements and terms, two-dimensional shapes and three-dimensional objects. They find and use symmetry. They move twodimensional figures in a plane and explore congruent and similar figures.
Shapes and Relationships
MA-EP-3.1.1
Students will describe and provide examples of
basic geometric elements and terms (sides,
edges, faces, bases, vertices, angles), and will
apply these elements to solve real-world and
mathematical problems.
DOK 2
MA-EP-3.1.2
Students will describe and provide examples of
basic two-dimensional shapes (circles,
triangles, squares, rectangles, trapezoids,
rhombuses, hexagons), and will apply these
shapes to solve real-world and mathematical
problems.
DOK 2
MA-EP-3.1.3
Students will describe and provide examples of
basic three-dimensional objects (spheres,
cones, cylinders, pyramids, cubes) and will
apply the attributes to solve real-world and
mathematical problems.
DOK 1
Identify, describe,
model, draw, compare
and classify twodimensional and threedimensional objects
using elements,
attributes and
properties (e.g., sides,
edges, angles).
Identify, draw and
represent line segments
and angles.
Investigate and solve
real-world problems
using the elements,
attributes and
properties of basic twodimensional figures.
Investigate and solve
real-world problems
using the elements,
attributes and
properties of threedimensional objects.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies.
How are shapes alike?
Different?
Kentucky Learns Links
(Geometric Elements)
Two-dimensional, square,
circle, triangle, rectangle,
oval, side, angle, points,
congruent
How are shapes alike?
Different?
Kentucky Learns Links
(Shapes for P-1)
Two-dimensional, square,
circle, triangle, rectangle,
oval, side, angle, points,
congruent
Kentucky Learns Links
10
updated 6/11/08
1st Grade
Math
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
MA-EP-3.1.5
Students will identify and describe congruent
figures in real-world and mathematical problems.
Transformations of Shapes
(See standard.)
MA-EP-3.2.1
Students will describe and provide examples of
line symmetry in real-world and mathematical
problems or will apply one line of symmetry to
construct a simple geometric design.
DOK 2
Determine lines of
symmetry in simple
shapes and identify and
describe symmetrical
two-dimensional
figures.
GRADING
PERIOD
Kentucky Learns Links
How are shapes alike?
Different?
Alphabet Symmetry
Kentucky Learns Links
Describe symmetry in a
real-life object.
What is symmetry?
Examine examples of
line symmetry in realworld situations.
Two-dimensional, square,
circle, triangle, rectangle,
oval, side, angle, points,
congruent
Coordinate Geometry
MA-EP-3.3.1
(Not applicable)
Kentucky Learns Links
Students will locate points on a grid representing
a positive coordinate system.
Data Analysis and Probability
Students pose questions, plan and collect data, organize and display data and interpret displays of data. They generate outcomes for simple probability activities, determine
fairness of probability games and explore likely and unlikely events.
Data Representations
MA-EP-4.1.1
Students will analyze and make inferences
from data displays (drawings, tables/charts,
tally tables, pictographs, bar graphs, circle
graphs with two or three sectors, line plots,
two-circle Venn diagrams).
DOK 3
Make a graph using
concrete manipulatives
and read data displayed
on a concrete graph.
How do you show and
compare data?
Valentine Graphing
What are tally marks?
Display, read and
compare data on a
pictograph and a bar
graph.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies.
M&M Math
Kentucky Learns Links
(Create and Explain Simple Graphs)
Venn diagram, Data,
graph, pictograph, bar
graph, most, fewer,
11
updated 6/11/08
1st Grade
Math
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
Analyze and make
inferences from data
displays (drawings,
table/chairs, tally
tables, pictographs, bar
graphs, Venn
diagrams).
M&M Math
MA-EP-4.1.2
Students will collect data.
How do you collect data?
Valentine Graphing
How do you measure?
MA-EP-4.1.3
Students will organize and display data.
(See standard.)
Data, graph, pictograph,
bar graph
How do you show and
compare data?
Kentucky Learns Links
(Create and Explain Simple Graphs)
M&M Math
Kentucky Learns Links
(Create and Explain Simple Graphs)
Data, graph, pictograph,
bar graph, most, fewer
Characteristics of Data Sets
MA-EP-4.2.1
Students will determine the mode (of a set of data
with no more than one mode) and the range of a
set of data.
Experiments and Samples
MA-EP-4.3.1
Students will pose questions that can be answered
by collecting data.
(Not applicable.)
(See standard.)
Use data from student
investigations to make
predictions or draw
simple conclusions.
Use tools (including
technology) to organize
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies.
How do you show and
compare data?
Kentucky Learns Links
What kind of questions
can be answered by
collecting data?
Data, graph, pictograph,
bar graph
12
updated 6/11/08
1st Grade
Math
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
and display studentcollected data.
Probability
MA-EP-4.4.3
Students will describe and give examples of the
probability of an unlikely event (near zero) and a
likely event (near one).
Explore chance through
games and events.
Kentucky Learns Links
Compare likely and
unlikely outcomes.
Explore basic concepts
of probability through
simple experiments.
Algebraic Thinking
Students explore and examine patterns and develop rules to go with patterns. They generate input-output for functions and create tables to analyze functions. They use ordered
pairs and plot points in the first quadrant of the Cartesian plane. Students use number sentences with missing values.
Patterns, Relations, and Functions
Kentucky Learns Links
Identify and describe
Explain patterns
MA-EP-5.1.1
(Patterns in Numbers)
patterns in real life and
Students will extend simple patterns (e.g.,
in numerical and
Identify different patterns
2,4,6,8,…; ◊∆◊∆…).
geometric situations.
DOK 2
Why is this a pattern?
Reproduce and extend
patterns using
Pattern
manipulatives.
Use pictures or words
to create, reproduce,
extend, and explain
patterns of shapes,
objects, movements,
sounds, and numbers.
Recognize and extend
simple number pattersn.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies.
13
updated 6/11/08
1st Grade
Math
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
Use calculators to
explore how constant
addition produces a
pattern and can be
expressed as a rule for a
pattern.
MA-EP-5.1.2
Students will describe functions (input-output)
through pictures and words.
DOK 2
MA-EP-5.1.3
Students will determine the value of an output
given a function rule and an input value.
Variables, Expressions and Operations
Equations and Inequalities
MA-EP-5.3.1
Students will model real-world and
mathematical problems with simple number
sentences (equations and inequalities) with a
missing value (e.g., 2 + ? = 7, ___< 6) and apply
simple number sentences to solve mathematical
and real-world problems.
DOK 2
Read and create stories
about mathematical
sentences with missing
values.
Explore input-output
machines and solve
simple function
machine tasks.
(See standard.)
Solve simple equations
(e.g., 1+1=_).
Kentucky Learns Links
(Patterns in Numbers)
Kentucky Learns Links
(Patterns in Numbers)
Kentucky Learns Links
Solve simple
inequalities (e.g., _<6).
Solve for unknowns in
simple open sentences.
Use manipulatives,
numbers and/or
symbols to model realworld situations with
simple number
sentences.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies.
14
updated 6/11/08
1st Grade
Math
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
Explore unknowns and
open sentences to
express relationships.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies.
15
updated 6/11/08