Grade 1 Math GSE Standards

Personal financial literacy

Data analysis

Geometry and measurement

Algebraic reasoning

Mathematical process standards

The student uses mathematical processes to acquire and demonstrate mathematical understanding

apply mathematics to problems arising in everyday life, society, and the workplace

use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

create and use representations to organize, record, and communicate mathematical ideas

analyze mathematical relationships to connect and communicate mathematical ideas

display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value

Number and operations

recognize instantly the quantity of structured arrangements

use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones

use objects, pictures, and expanded and standard forms to represent numbers up to 120

generate a number that is greater than or less than a given whole number up to 120

use place value to compare whole numbers up to 120 using comparative language

order whole numbers up to 120 using place value and open number lines

represent the comparison of two numbers to 100 using the symbols >, <, or =

The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems

use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99

use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3

compose 10 with two or more addends with and without concrete objects

apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences

generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20

The student applies mathematical process standards to identify coins, their values, and the relationships among them in order to recognize the need for monetary transactions

identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them

write a number with the cent symbol to describe the value of a coin

use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes

The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships

recite numbers forward and backward from any given number between 1 and 120

skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set

use relationships to determine the number that is 10 more and 10 less than a given number up to 120

represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)

determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation

apply properties of operations to add and subtract two or three numbers

The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties

classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language

distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape

create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons

identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language

identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language

compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible

partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words

identify examples and non-examples of halves and fourths

The student applies mathematical process standards to select and use units to describe length and time

use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement;

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

measure the same object/distance with units of two different lengths and describe how and why the measurements differ

describe a length to the nearest whole unit using a number and a unit

tell time to the hour and half hour using analog and digital clocks

The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems

collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts

use data to create picture and bar-type graphs

draw conclusions and generate and answer questions using information from picture and bar-type graphs

The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security

define money earned as income

identify income as a means of obtaining goods and services, oftentimes making choices between wants and needs

distinguish between spending and saving

consider charitable giving