Grade+1+Math

This page provides families an overview of what to expect in First Grade Mathematics. Information about the Massachusetts mathematics content and practice standards and enVisionMATH Common Core 2012 program resources are included. Note that Massachusetts has added two standards to the proposed Common Core standards in first grade. They are denoted by an asterisk (*) in the "How Learning is Assessed" tables. Each domain listed in the "What to Expect" table below links to student activities and interactive tools that families may use to engage their children in optional learning experiences at home.

Quick Links
What to Expect in First Grade Mathematics How Learning is Assessed Standards of Mathematical Practice iTunes Apps

=What to Expect in First Grade Mathematics=  =How Learning is Assessed=
 * [[image:http://exchangedownloads.smarttech.com/public/content/9a/9a3d6907-c2f1-4bc4-a510-ea9db259b4ae/previews/medium/0001.png width="195" align="center"]] || [[image:http://www.mathwire.com/images/320schooldaycount2.jpg width="171" height="186" align="center"]] || [[image:http://www.eduplace.com/math/mw/background/1/10/graphics/ts_1_10_wi-2.gif width="215" height="88"]] ||
 * **Term 1 Domains (Sep - Nov)**
 * Operations and Algebraic Thinking
 * Number and Operations (Base Ten) || **Term 2 Domains (Nov - Feb)**
 * Number and Operations (Base Ten) || **Term 3 Domains (Mar - Jun)**
 * Measurement and Data
 * Geometry ||

** Operations and Algebraic Thinking **

 * **Assessment Indicator** || **Term(s)** ||
 * Uses addition and subtraction within 20 to solve word problems ||  ||
 * Adds three numbers with sums of 20 to solve word problems ||  ||
 * Understands subtraction as an unknown addend ||  ||
 * Adds and subtracts accurately within 20 ||  ||
 * Accurately adds and subtracts to/within 10 with automaticity ||  ||
 * Understands that quantities on both sides of an equal sign must balance ||  ||
 * *Solves for unknown numbers in addition and subtraction sentences within 20 ||  ||

** Number and Operations (Base Ten) **

 * **Assessment Indicator** || **Term(s)** ||
 * Counts to and reads numbers to 120 ||  ||
 * Mentally counts forward/backward from any number using multiples of ten ||  ||
 * Demonstrates an understanding of place value with regrouping of tens and ones to 100 ||  ||
 * Understands place value (tens and ones) within 100 ||  ||
 * Compares two-digit numbers using symbols (<, >, =) ||  ||

** Measurement and Data **

 * **Assessment Indicator** || **Term(s)** ||
 * Orders objects by length using non-standard linear lengths ||  ||
 * Tells and writes time to the hour and half hour ||  ||
 * Interprets and represents data on a graph ||  ||
 * *Identifies and compares coin values ||  ||

** Geometry **
"fourths," and "quarters" to describe ||  ||  **Standards of Mathematical Practice**  =iTunes Apps= Math Tappers - []
 * **Assessment Indicator** || **Term(s)** ||
 * Uses attributes to draw and define geometric shapes ||  ||
 * Partitions circles and rectangles into two and four equal parts using the words "halves,"
 * 1) **__Make sense of problems and persevere in solving them__** - In first grade, students begin to look for meaning in problems and identify ways to solve them. They engage in discussions about tools and strategies, use concrete objects or pictures to help them conceptualize, and check their thinking by asking, "Does this make sense?" First grade students are willing to try other approaches as well.
 * 2) **__Reason abstractly and quantitatively__** - First grade students recognize that a number represents a specific quantity and that a specific symbol is associated with it. They create representations and attend to the meanings of quantities when solving problems.
 * 3) **Construct viable arguments and critique the reasoning of others** - First graders use concrete objects to construct arguments and reference them when expressing their reasoning. They explain their own thinking and decide if others' thinking makes sense. First graders may ask questions such as, "How did you get that?" and will respond to requests to explain their thinking.
 * 4) **Model with mathematics** - In early mathematics, children explore various ways to represent problems (e.g., numbers, words, pictures, objects, actions, charting or listing, equations, etc.) They begin to connect and explain the various connections between these representations.
 * 5) **__Use appropriate tools strategically__** - When solving problems in first grade, students begin to consider available tools and make choices about which will be most helpful. "Tools" include estimation, two-color counters, rulers, etc.
 * 6) **__Attend to precision__** - As young children begin to develop communication skills, they attempt to use math vocabulary in their discussions with others and when they explain their own reasoning.
 * 7) **Look for and make use of structure** - First graders begin to recognize patterns and structure in numbers. For example, if I know 12+3=15, I also know 3+12=15. When adding 4+6+4, I can group 4+6 into a 10 to make the addition easier.
 * 8) **Look for and express regularity in repeated reasoning** - In first grade, children add and subtract ten and multiples of ten. They notice a pattern, and use it to gain a better understanding of place value. Answers are "checked" by asking themselves, "Does this make sense?"