GRADE 1 - MATH COMPETENCY STATEMENTS / PERFORMANCE INDICATORS

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1 Common Core State Standards Alignment Codes Everyday Math Strands & Goals Alignment Codes OA; Operations and Algebraic Thinking NBT; Number and Operations in Base Ten MD; Measurement and Data G; Geometry OC; Operations and Computation PFA; Patterns, Functions, and Algebra NN; Number and Numeration MRF; Measurement and Reference Frames DC; Data and Chance G; Geometry Underlined Items have been created for E level expectations and do not necessarily align with EDM or CCSS. Items in Bold are items directly from the CCSS In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes. (1) Students develop 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 to develop meaning for the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these operations. Students understand connections between counting and addition and subtraction (e.g., adding two is the same as counting on two). They use properties of addition to add whole numbers and to create and use increasingly sophisticated strategies based on these properties (e.g., making tens ) to solve addition and subtraction problems within 20. By comparing a variety of solution strategies, children build their understanding of the relationship between addition and subtraction. (2) Students develop, discuss, and use efficient, accurate, and generalizable methods to add within 100 and subtract multiples of 10. They compare whole numbers (at least to 100) to develop understanding of and solve problems involving their relative sizes. They think of whole numbers between 10 and 100 in terms of tens and ones (especially recognizing the numbers 11 to 19 as composed of a ten and some ones). Through activities that build number sense, they understand the order of the counting numbers and their relative magnitudes. (3) Students develop an understanding of the meaning and processes of measurement, including underlying concepts such as iterating (the mental activity of building up the length of an object with equal-sized units) and the transitivity principle for indirect measurement. 1 (4) Students compose and decompose plane or solid figures (e.g., put two triangles together to make a quadrilateral) and build understanding of part-whole relationships as well as the properties of the original and composite shapes. As they combine shapes, they recognize them from different perspectives and orientations, describe their geometric attributes, and determine how they are alike and different, to develop the background for measurement and for initial understanding of properties such as congruence and symmetry. 1Students should apply the principle of transitivity of measurement to make indirect comparisons, but they need not use this technical term. Revised July 2014 Page 1

2 Competency 1: Operations and Algebraic Thinking - Students will demonstrate the ability to compute accurately, make reasonable estimates, understand meanings of operations and use algebraic notation to represent and analyze patterns and relationships. 1.OA (End of Year) Exceeds C1PI1a. Students will be able to represent and solve problems involving addition and subtraction. 1.OA.1 C1PI1b. 1.OA.2 C1PI2a. Students will understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.3 C1PI2b. 1.OA.4 C1PI3. Students will be able to add and subtract within OA.5 1.OA.6 C1PI4a. Students will work with addition and subtraction equations. 1.OA.7 I can use addition and subtraction above 20 to solve word problems that involve objects, drawings, and equations with a symbol for the unknown number to represent the problem. I can solve word problems that call for addition of 3 whole numbers whose sum is above 20 (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). I can explain my use of the associative property when solving addition sentences, demonstrating my understanding of sensible compositions. For example, = 10+4 = 14 (I made a 10 with 3 and 7 before adding 4) OR = 7+7 = 14 (I made a double out of 3 and 4 before adding 7). I can apply the understanding of subtraction as an unknown-addend problem. I can add and subtract beyond 20. I can create my own number sentences, demonstrating the meaning of the equal sign, involving addition and subtraction. I can use addition and subtraction within 20 to solve word problems that involve objects, drawings, and equations with a symbol for the unknown number to represent the problem. I can solve word problems that call for addition of 3 whole numbers whose sum is less than or equal to 20 (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). I can understand and apply the commutative and associative properties of addition to add. For example, if 8+3=11 is known, then 3+8=11 is also known =2+10=12. I can understand subtraction as an unknown-addend problem. For example, 10-8 (what number makes 10 when added to 8?) I can add and subtract within 20, using strategies such as counting on; making ten; decomposing a number leading to a 10; using fact families; and creating equivalent but easier or known sums (e.g., 6+7=6+6+1) I can understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 6=6, 7=8-1, 5+2=2+5 Inaccurate and/or inconsistent demonstration of the C-level expectation. C1PI4b. 1.OA.8 I can create my own unknown addition or subtraction equation relating three whole numbers and remove one number for a peer to solve. I can determine the unknown whole number in an addition or subtraction equation relating 3 whole numbers. (8+ =11, 5= -3, 6+6= ) Revised July 2014 Page 2

3 Competency 2: Number and Numeration in Base Ten/Fractions - Students will demonstrate the ability to understand the meanings, uses, and representation of numbers as well as equivalent names of numbers. 2.NN (End of Year) Exceeds C2PI1. Students will know the number names and the count sequence. C2PI2a. Students will extend the counting sequence. 1.NBT.1 C2PI2b. 1.NBT.1 C2PI3a. Students will understand place value. 1.NBT.2 C2PI3b. 1.NBT.3 C2PI4a. Students will use place value understanding and properties to add and subtract (using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction). 1.NBT.4 I can count on by 2s and 5s beyond 120. I can count above 120, starting at any number less than 500 by 1s and 10s. I can read, write and represent a number of objects above 120 with a written numeral. I can understand that a 3 digit number represents amounts of hundreds, tens and ones. I can compare two 3 digit numbers using symbols >,=,<. I can add within 100 using strategies. I can count on by 2s up to 120 and 5s up to 120. I can count back by 1s and 10s without tools from 120. I can count to 120, starting at any number less than 120 by 1s and 10s. I can read, write and represent a number of objects up to 120 with a written numeral. I can understand that a 2 digit number represents amounts of tens and ones. 10 can be thought of as a bundle of 10 ones called a ten. The numbers from 11 to 19 are composed of a ten and ones. The numbers 10, 20, 30, 40, 50, 60, 70, 80, and 90 refer to tens and 0 ones. I can compare two 2 digit numbers based on meanings of the tens and ones digits and record the results of comparisons using symbols >,=,<. I can add within 100 including adding a 2 digit number and a 1 digit number, and a 2 digit number and a multiple of 10 using concrete models, number grids, manipulatives, drawings and be able to relate it to a written model and explain the reasoning used. I can demonstrate understanding that in adding 2-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Inaccurate and/or inconsistent demonstration of the C-level expectation. Revised July 2014 Page 3

4 Exceeds C2PI4b. 1.NBT.6 C2PI4c. 1.NBT.5 I can subtract within 100 using strategies. I can mentally add and subtract 10 or 100 to a given number I can subtract multiples of 10 in the range of from multiples of 10 in the range (positive or zero differences), using concrete models or drawings and be able to relate it to the written model. Given a two-digit number, I can mentally find 10 more or 10 less than the number without having to count. Competency 3: Measurement Students will demonstrate the ability to understand the systems and processes of measurement; use appropriate techniques, tools, units and formulas in making measurements. 3.M (End of Year) C3PI1a. Students will be able to measure lengths indirectly and identify its length units. 1.MD.1 C3PI1b. 1.MD.2 C3PI2. Students will be able to tell and write time. 1.MD.3 C3PI3. Students will be able to identify coins and their value. Exceeds I can measure an object using a standard tool (e.g., ruler, yardstick, tape measure) to the nearest whole number. I can measure an object using a nonstandard unit (e.g., foot, hand, digit, cubit) laying end to end with no gaps/overlaps and express it in a whole and a part. I can tell and write time using analog and digital clocks to the quarter hour. I can identify the collective value of mixed sets of coins (P, N, D). I can order and compare 3 objects by length. I can compare the lengths of 2 objects indirectly by using a third object. I can measure an object using a nonstandard unit (e.g., foot, hand, digit, cubit) laying end to end with no gaps/overlaps and express it in a whole number. I can tell and write time in hours and ½ hours using analog and digital clocks. I can identify coins and their values (P, N, D). I can identify the value of sets of like coins. Inaccurate and/or inconsistent demonstration of the C- level expectation. Revised July 2014 Page 4

5 Competency 4: Data - Students will demonstrate the ability to represent and analyze data. 4.D (End of Year) C4PI1. Students will be able to represent and interpret data. 1.MD.4 Exceeds Given a data set, I can create a graph with up to three categories. I can organize, represent, and interpret data in a chart, line plot, tally chart, or graph with up to three categories. I can ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Inaccurate and/or inconsistent demonstration of the C-level. expectation. Competency 5: Geometry - Students will demonstrate the ability to investigate characteristics and properties of two and/or three dimensional geometric shapes and apply transformations and symmetry in geometric situations. 5.G (End of Year) C5PI1a. Students will be able to reason with shapes and their attributes. 1.G.1 C5PI1b. 1.G.2 C5PI1c. 1.G.3 Exceeds I can create groupings of shapes based on their defining and/or non-defining attributes. Given a composite shape, I can decompose it into 2 or more initial shapes for 2D and 3D shapes. I can apply the concepts of equal shares (e.g. halves, fourths, quarters) to collections of items. I can differentiate between defining (triangles are 3 sided) versus non-defining attributes (e.g. color, size, orientation). I can build and draw shapes to possess defining attributes. I can construct 2 (e.g. rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or 3 dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape and compose new shapes from the initial composite shape. I can partition circles and rectangles into 2 and 4 equal shares, describe the shares using halves, fourths, and quarters and use the phrases half of, fourth of, and quarter of. I can describe the whole as two of, or four of the shares. I demonstrate an understanding for these examples that decomposing into more equal shares creates smaller shares. Inaccurate and/or inconsistent demonstration of the C-level expectation. Revised July 2014 Page 5

6 Competency 6: Fact Fluency - Students will demonstrate the ability to quickly and accurately verbalize and compute fact fluency. C6PI1. Students will be able to demonstrate fluency of addition and subtraction within 10 using mental math strategies. Exceeds I can demonstrate fluency of addition and subtraction within 10 using mental math strategies. I inconsistently demonstrate fluency of addition and subtraction within 10 using mental math strategies. Revised July 2014 Page 6