 # Using the State Curriculum: Mathematics, Grade 1  ## State Curriculum Toolkit

Tools aligned to State Curriculum indicators and/or objectives.

• Clarification of Indicator and/or Objective
Explanation and/or examples of indicator and/or objective
• Prerequisite Skills
Concepts students should understand before further instruction
• Lesson Seeds
Ideas/seeds for an objective-aligned activity
• Higher Order
Thinking Skills

Examples of questions at various levels of cognitive demand
• Sample Assessments
Items and annotated student responses as appropriate
 Algebra Geometry Measurement Statistics Probability Number Processes

## Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic

Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology.

### Topic

A. Knowledge of Number and Place Value

#### Indicator

##### Objectives
1. Use concrete materials to compose and decompose quantities up to 20
2. Identify multiple representations for a number, such as: 12, 6 + 6, dozen
3. Demonstrate instant recognition of quantities in patterned sets
4. Use the numbers of 5 and 10 as anchors in relationship to other numbers
5. Read, write, and represent whole numbers up to 100 and beyond using models, symbols, and words
6. Express whole numbers up to 99 using expanded form
7. Identify the place value of a digit in a whole number up to 99
8. Compare and order whole numbers up to 99 using terms such as: greater than, less than, equal to
9. Estimate quantities up to 50 and use the term "about"
10. Count to 100
11. Count forward and backward starting with numbers other than one
12. Use ordinal numbers to indicate position: first through tenth

#### Indicator

• 2. Apply knowledge of fractions
##### Objectives
1. Read, write, and represent fractions as parts of a single region using symbols and models with denominators of 2 or 4
2. Read, write, and represent halves as parts of a set using pictures and models

#### Indicator

• 3. Apply knowledge of money
##### Objectives
1. Determine the value of a given set of mixed currency up to \$1
2. Demonstrate monetary value using real or play coins
3. Compare the value of 2 sets of same currency up to \$1.00

### Topic

C. Number Computation

#### Indicator

• 1. Analyze number relations and compute
##### Objectives
1. Develop strategies for addition and subtraction basic facts such as: counting on, counting back, making ten, doubles, and doubles plus one
2. Solve a given word problem based on addition or subtraction situation
3. Identify the concept of inverse operation to addition and subtraction

Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.

June 2004 