1st Grade - Math
1
Essential Standards Chart: What do we expect students to learn?
Grade:
First
Trimester: All
Standard Description
Team Members:
Brittany Wyant, Annie Lillard, & Laura Smith
Math
Example Rigor
Prerequisite Skills
Common
Assessment
What prior knowledge,
What is the essential
What does proficient
skills, and/or
What assessment(s)
standard to be learned? student work look like?
vocabulary is/are
will be used to measure
Describe in student- Provide an example and/or
needed for a student to
student mastery?
friendly vocabulary.
description.
master this standard?
Number sense,
I can fluently add and Student computes facts
concepts of addition
subtract within 20.
with automaticity
and subtraction
I can use addition and
Student reads and
subtraction within 20 computes using two or
to solve word
more addition and
problems.
subtraction strategies
Number sense,
concepts of addition
and subtraction
When Taught?
Extension Standards
When will this
standard
be taught?
What will we do when
students have learned
the essential
standard(s)?
Fast Facts
Trimester 1, 2, 3
GO Math Unit
Assessments
Units 1-5
Trimester 1, 2, 3
Number sense,
Student uses objects,
GO Math Unit
I can add three
concept of addition,
drawings, and equations
Assessments 3, 5
addends within 20.
fluency with facts
to represent the problem
within 20
Student starts at any
number less than 120
Student counts and
Trimester 2 District
I can count to 120 and
and counts. Student identifies numbers to
Common Assessment
read numbers to 120.
reads and writes
100.
numbers to 120.
I can tell how many
tens and how many
GO Math Units 6-8
Example: 63 = 6 tens, 3
ones are in a number.
Number sense to 10
Assessments
ones
Adding and
subtracting larger
numbers
Addition and
subtraction story
problems with larger
numbers, student
creates own story
problems
Trimester 2, 3
Student adds 3
addends with sums
greater than 20
Trimester 1, 2, 3
Student counts
beyond 120
Trimester 2, 3
Student identifies
place value into 100s
and 1000s
Buffum/Mattos/Weber, 2011
1st Grade - Math
Example: What goes in
I can compare
the box to make this
Place value of ones
numbers within 100 by problem correct?
and tens
using symbols <, >, =. 62 ___ 64
< > =
I can use models or
Place value of ones
drawings to add a two45
and tens, addition
digit number and a
+3
facts to 20
one-digit number.
I can find 10 more and
74
Place value of ones
10 less than a two-digit
84
and tens, meaning of
number.
94
a ten
_____________
Vocabulary: longer,
I can order three
_________
shorter, more of, less
objects by length.
____
of
I can measure the
length of an object
with unit cubes.
I can tell and write
time to the hour and
half hour using digital
and analog clocks
I can organize,
represent, and
interpret data with up
to three categories.
I can name 2D and 3D
shapes.
______________
10
0
Series
1
Series
2
Vocabulary: units,
length, longer,
shorter
Number sense, count
by 5s, concept of
clockwise, minute
and hour hand
Number sense,
concept of a survey,
how to categorize,
more than, less than
Triangle, rectangle,
square, circle, half
circle, trapezoid,
quarter circle
GO Math Unit 7
Trimester 3
GO Math Unit 7
Trimester 2, 3
GO Math Unit 9
GO Math Unit 9
Student compares
larger numbers and
inequalities
Trimester 2
GO Math Unit 8
Student uses
regrouping in
symbolic form to add
two digit numbers
Student can find 10
more and 10 less than
3 digit numbers.
Trimester 3
Student can order
more than 3 objects
by length.
Trimester 3
Student can measure
the length of an object
using standard units.
Student tells time to 5
minutes.
Go Math Unit 9
Trimester 3
GO Math Unit 10
Trimesters 2 & 3
Student asks and
answers questions
about data.
Trimester 3
Student composes
composite 2D and 3D
shapes. Student
partitions shapes into
halves and fourths.
GO Math Unit
2
Buffum/Mattos/Weber, 2011