| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

1st Grade Learning Progression

Page history last edited by Robbyn Glinsmann 6 years, 6 months ago Saved with comment

* Indicates an objective that is repeated in another unit or an objective that is partially taught in a unit and will be taught in its entirety in a later unit. The parts of the objective that will be taught in a later unit is indicated by the “strikethroughs.” Occasionally, new words are added to the objective to ensure the objective still makes sense considering the strikethroughs.

**Teaching these objectives in bundles is recommended however, these skills should not be taught in isolation.  Best practices would be during a meeting/calendar time, small groups, during teacher led math station, and math stations.

For example, the teacher would introduce a simple topic each month and build on it, e.g., Aug. pennies equals 1 cent, Sept. nickels equal 5 cents, then dimes… Could also do shapes, telling time, and skip counting.  Adding a graphing activity regularly is also another skill that can be revisited multiple times in a variety of ways.  Making a simple graph at the beginning of the year, followed by bar graphs, line graphs, and then analyzing the data.  This easily allows for integration as students write about what they notice about the data (data can be math related or social studies/science).  

This is also an opportunity for the teacher to reteach or correct misconceptions, such as in skip counting, telling time, or coin counting.

Unit

Unit Storyline

Full Objectives

Unit 1:

Subititizing


Timing

12-15 Days


Objectives

1.N.1.1*

1.N.1.2*

1.N.1.3*

1.N.1.4*

1.D.1.1*

1.A.1.1*

 

 

This bundle of objectives teaches the fundamental skills needed to understand numbers and operations. Students can use conceptual subitizing to explore properties of numbers, such as conservation and compensation.  These skills provide the foundation for addition and subtraction. As students practice these skills they can advance to more sophisticated addition and subtraction, such as unitizing (part-part-whole), counting on, composing and decomposing numbers, as well as recognizing patterns on ten frames, and 10 more and 10 less.

1.N.1.1 Recognize numbers to 20 without counting (subitize the quantity of structured arrangements. Clarification statement:  Subitizing is defined as instantly recognizing the quantity of a set without having to count.  “Subitizing” is not a vocabulary word and is not meant for student discussion at this age.

1.N.1.2 Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones.

1.N.1.3 Read, write, discuss, and represent whole numbers to 100.  Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles sticks and base 10 blocks.

1.N.1.4 Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s.

1.D.1.1 Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams).

1.A.1.1 Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts.

Unit 2:

Compare and Order


Timing

13-16 Days


1.N.1.6*

1.N.1.7*

1.N.1.8*

1.A.1.1*

1.N.4.1*

1.D.1.1*

Using this bundle to guide instruction with first graders will allow opportunities to read, write and represent numbers up to 100; count forward and backward from any given number to 100; represent numbers up to 120 using place value models of tens and ones; compare and order numbers up to 100; describe the relative magnitude of a number using words such as equal to, not equal to, more than, less than, fewer than, etc., use these relationships to find a given number on an open number line; and recognize coins by their name and value. This bundle will continue with the applications of patterns previously taught and collection of data using tally marks, tables, etc.

1.N.1.6 Compare and order whole numbers 0-100.

1.N.1.7 Use knowledge of number relationships to locate the position of a given number on an open number line up to 20.

1.N.1.8 Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to.

1.A.1.1 Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts.

1.N.4.1 Identify pennies, nickels, dimes, and quarters by name and value.

1.D.1.1 Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams).

 

 

Unit 3:

Addition and Subtraction

 


Timing

12-15 Days


Objectives

1.N.2.1*

1.N.2.2*

1.N.1.1*

1.N.1.3* 

1.N.1.6*

1.A.1.1*

 

This bundle of objectives has students developing strategies for adding and subtracting whole numbers based on their prior work with small numbers. They use a variety of models, including discrete objects and length-based models (e.g., cubes connected to form lengths), to learn how quantities can be taken apart and put back together in different ways.  They will use these models to develop meaning for the operations of addition and subtraction while developing reasoning strategies. These actions lay an early foundation for meaningful learning of more formal algebraic concepts in middle school and high school. Rushing to formalize procedures undermines this foundation and can negatively impact later learning.

1.N.2.1 Represent and solve real-world and mathematical problems using addition and subtraction up to ten.

1.N.2.2 Determine if equations involving addition and subtraction are true.

1.N.1.1 Recognize numbers to 20 without counting (subitize the quantity of structured arrangements. Clarification statement: Subitizing is defined as instantly recognizing the quantity of a set without having to count.  “Subitizing” is not a vocabulary word and is not meant for student discussion at this age.

1.N.1.3  Read, write, discuss, and represent whole numbers to 100.  Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles sticks and base 10 blocks.

1.N.1.6 Compare and order whole numbers from 0-100.

1.A.1.1 Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts.

 

 

Unit 4:

Building Fluency


Timing

16-20 Days


Objectives

1.N.2.1*

1.N.2.2*

1.N.2.3*

1.N.1.2*

1.N.1.3*

1.A.1.1*

This bundle of objectives teaches the fundamental skills needed to add and subtract.  Students begin learning single digit addition and subtraction generally called “math facts”.  Research shows that the root of addition and subtraction is based in counting, counting on, number sense, the ability to compose and decompose numbers, and place value.  Research also shows that learning methods for adding and subtracting is more efficient than rote memorization.   Solving addition and subtraction problems embedded in a context helps first graders develop an understanding of what it means to add or subtract. Using objects to model and solve combining and separating situations also helps first graders make sense of what it means to add or subtract. The context of a problem also helps first graders make sense of the problem and choose a solution strategy. 

1.N.2.1 Represent and solve real-world and mathematical problems using addition and subtraction up to ten.

1.N.2.2 Determine if equations involving addition and subtraction are true.

*1.N.2.3 Demonstrate fluency with basic addition facts and related subtraction facts up to 10.

1.N.1.2 Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and one.

1.N.1.3 Read, write, discuss, and represent whole numbers up to 100.  Representations may be include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks.

1.A.1.1 Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts.

 

 Unit 5:

Telling Time

 

 

 


Timing

10-15 Days


Objectives 

1.GM.3.1

1.N.3.1*

1.N.3.2*

1.D.1.1*

1.D.1.2*

1.D.1.3*

 

In this unit, students are introduced to the clock and telling time in intervals of hours and half-hours, using both the analog and digital clocks. Students will learn that there are 24 hours in a day and that the clock displays up to twelve hours at a time. Students will be able to identify the hour hand and the minute hand on the analog clock. They will also be able to match time displayed on the analog clock with the same time displayed on a digital clock.

 

When first graders use calendars or sequence events in stories, they are using measures of time in a real context. First graders learn to tell time to the hour and half-hour using analog and digital clocks. They relate these times to events during their day; for example, we eat lunch at 12:30 pm.  Students can think of time in terms of duration of an event; for example, which ball bounces longer. Students can make comparisons of events that last different lengths of time. They can compare duration of events in their lives like brushing teeth, eating dinner, or playing during recess.  Another important part of telling time is being able to partition a circle, this helps students as they find “half-past” the hour.  This bundle also easily lends itself to collecting, sorting, and organizing using graphs and drawing conclusions from those representations.

1.GM.3.1 Tell time to the hour and half-hour (analog and digital).

1.N.3.1 Partition a regular polygon using physical models and recognize when those parts are equal.

1.N.3.2 Partition (fair share) sets of objects into equal groupings.

1.D.1.1 Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams).

1.D.1.2 Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence.

1.D.1.3 Draw conclusions from picture and bar-type graphs.

 

 

Unit 6:

Patterns


Timing

12-15 Days


Objectives

 1.N.2.1*

1.N.2.2*

1.N.2.3* 

1.N.1.6*

1.N.4.2*

1.A.1.1*

This bundle of objectives has students developing strategies for adding and subtracting whole numbers based on their prior work with small numbers. They use a variety of models, including discrete objects and length-based models (e.g., cubes connected to form lengths), to model add-to, take-from, put-together, take-apart, and compare situations. They will use these models to develop meaning for the operations of addition and subtraction and to develop strategies to solve arithmetic problems with these operations.

 

1.N.2.1 Represent and solve real-world and mathematical problems using addition and subtraction up to ten.

1.N.2.2 Determine if equation involving addition and subtraction are true.

1.N.2.3 Demonstrate fluency with basic addition facts and related subtraction facts up to 10.

1.N.1.6 Compare and order whole numbers 0-100.  

1.N.4.2 Write a number with the cent symbol to describe the value of a coin.

1.A.1.1 Identify, create, complete, and extend repeating, growing,and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts.

 

 

 

Unit 7:

Skip Counting & Patterns


Timing

15-20 Days


Objectives

1.N.1.1*

1.N.1.2*

1.N.1.4*

1.A.1.1*

1.D.1.2*

1.D.1.3*

After students can identify a number, the next skills taught are “skip counting” and identifying numbers on a hundreds chart. These skills improve fluency in addition, subtraction, and counting money. “Skip Counting” is the big term used for counting by 2's, 5's, and 10's. These skills will begin in kindergarten and are continued in first grade. These are skills that help with adding, subtracting, money, and patterns. Patterns during the primary years are often adding or subtraction by skip counting.

1.N.1.1 Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements.Clarification statement: Subitizing is defined as instantly recognizing the quantity of a set without having to count. “Subitizing” is not a vocabulary word and is not meant for student discussion at this age.

1.N.1.2 Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and one.

1.N.1.4 Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s.

1.A.1.1 Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts.

1.D.1.2 Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence.

1.D.1.3 Draw conclusions from picture and bar-type graphs.

Unit 8:

Compare & Order


Timing

15-20 Days


Objectives

 1.N.1.1*

1.N.1.2*

1.N.1.3*

1.N.1.4*

1.N.1.6*

1.N.1.7*

In this bundle, students will continue to compare and order numbers but will also read, write and represent whole numbers up to 100. Students will continue to practice subitizing, and using concrete representations for numbers include numerals, pictures, tally marks, number lines, addition and subtraction and manipulatives (including base ten blocks). They will also continue to practice reading, writing, discussing, and counting forward from a given number by 1s, 2s, 5s, and 10s.

1.N.1.1 Recognize numbers to 20 without counting (subitize the quantity of structured arrangements. Clarification statement: Subitizing is defined as instantly recognizing the quantity of a set without having to count.  “Subitizing” is not a vocabulary word and is not meant for student discussion at this age.

1.N.1.2 Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones.

1.N.1.3 Read, write, discuss, and represent whole numbers to 100.  Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles sticks and base 10 blocks.

1.N.1.4 Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s.

1.N.1.6 Compare and order whole numbers 0-100.

1.N.1.7 Use knowledge of number relationships to locate the position of a given number on an open number line up to 20.

 

Unit 9:

Building Number Sense 10 More/10 Less


Timing

12-16 Days


Objectives

1.N.1.4*

1.N.1.5

1.N.1.6*

1.N.1.7*

1.N.1.8*

1.D.1.2*

1.D.1.3*

In this bundle, first graders use place value knowledge to compare and order numbers up to 100 and to find a number that is 10 more or 10 less than a given two-digit number.  They describe the relative magnitude of numbers using words such as equal to, more than, less than, fewer than, or about the same as.Students will continue to read, write and represent whole numbers using numerals, pictures, tally marks, number lines, addition and subtraction and manipulatives (including base ten blocks). They will also continue to practice place value as students describe two-digit numbers in terms of tens and ones; i.e. 37 can be represented as 37 ones or as 3 tens and 7 ones or as 2 tens and 17 ones.

 

 

 

1.N.1.4 Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s.

1.N.1.5 Find a number that is 10 more or 10 less than a given number up to 100.

1.N.1.6 Compare and order whole numbers 0-100.  

1.N.1.7 Use knowledge of number relationships to locate the position of a given number on an open number line up to 20.

1.N.1.8 Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to.

1.D.1.2 Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence.

1.D.1.3 Draw conclusions from picture and bar-type graphs.

 

 

 

Unit 10:

Money


Timing

12-16 Days


Objectives

1.N.4.1*

1.N.4.2*

1.N.4.3

1.N.2.1*

1.N.2.2*

1.N.2.3*

This bundle of objectives has students identifying and knowing the value of dimes, nickels and pennies.  Students can count groups of dimes, nickels and pennies up to one dollar and write the value of the collection of coins using the cent symbol. First graders need hands-on practice counting coins.  They will then apply their knowledge of skip counting to coins of the same value.  Students will continue to develop strategies for adding and subtracting whole numbers based on their prior work with small numbers using a variety of models. First graders will continue developing a mathematical disposition using reasoning and building fluency with addition and subtraction facts.

1.N.4.1 Identifying pennies, nickels, dimes, and quarters by name and value.

1.N.4.2 Write a number with the cent symbol to describe the value of a coin.

1.N.4.3 Determine the value of a collection of pennies, nickels, and/or dimes up to one dollar counting by ones, fives, or tens.

1.N.2.1 Represent and solve real-world and mathematical problems using addition and subtraction up to ten.

1.N.2.2 Determine if equation involving addition and subtraction are true

1.N.2.3 Demonstrate fluency with basic addition facts and related subtraction facts up to 10.

 

 

Unit 11:

Measurement


Timing

12-16 Days


Objectives

1.GM.2.1

1.GM.2.2

1.GM.2.3

1.GM.2.4

1.GM.2.5

1.N.1.6

This bundle of objectives teaches measurement using standard and non-standard units.  First graders move beyond direct comparison as they develop an understanding of linear measurement. They measure length by laying multiple copies of a unit end to end and counting the units and volume/capacity by measuring the number of units a container holds. For example, the pencil is eight blocks long. First graders come to understand that using a larger unit when measuring means you will use fewer units and using a smaller unit when measuring means you will use more units. When objects are being compared they know that the units used to measure each object must be the same size.

 

 

1.GM.2.1 Use non-standard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement.

1.GM.2.2 Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other.

1.GM.2.3 Measure the same object/distance with units of two different lengths and describe how and why the measurements differ.

1.GM.2.4 Describe a length to the nearest whole unit using a number and a unit.

1.GM.2.5 Use standard and non standard tools to identify volume/capacity.  Compare and sort containers that hold more, less, or the same amount.

1.N.1.6 Compare and order whole numbers 0-100.

 

 

 Unit 12: 

Geometry


Timing

12-16 Days


Objectives

1.GM.1.1

1.GM.1.2

1.GM.1.3

1.GM.1.4

1.N.3.1*

1.N.3.2*

Shape is a fundamental concept in cognitive development. Shape is also a fundamental idea in geometry. Students in first grade will engage in a variety of experiences that will promote geometric thinking which will enhance later mathematics. Learning only plane figures in textbooks during the primary grades may cause some initial difficulty in learning about solids. The manipulation of shapes as students compose and decompose provides a foundation for understanding other areas of mathematics, especially number, fractions, and algebra. Thus, children will be actively exploring and communicating about and with shapes.

1.GM.1.1 Identify trapezoids and hexagons by pointing to the shape when given the name.

1.GM.1.2 Compose and decompose larger shapes using smaller two-dimensional shapes.

1.GM.1.3 Compose structures with three-dimensional shapes.

1.GM.1.4 Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres.

1.N.3.1 Partition a regular polygon using physical models and recognize when those parts are equal.

1.N.3.2 Partition (fair share) sets of objects into equal groupings.

 

 

 

Introduction to the OKMath Framework

1st Grade Introduction

 

 

Comments (0)

You don't have permission to comment on this page.