Grade 1 Mathematics 2013/2014

Elementary Mathematics Grade 1 Mathematics 2013/2014

Student: ______Math Class: ______

This update shares the progress your student has made in math this year. Data has been collected in a variety of ways including classroom work, observation, independent tasks, and assessments.

Student Operations and Algebraic Thinking Performance T M Use addition and subtraction within 20 to solve word problems. (1.OA.1) E Solve word problems that call for addition of three whole numbers whose sum is less T M than or equal to 20. (1.OA.2) E Use properties of operations to add and subtract. For example, 7 + 4 = 11 and 4 + 7 T M = 11. (1.OA.3) E Understand subtraction as an unknown-addend problem. For example, 10 – 8 can be T M thought of as E 8 + ? = 10. (1.OA.4) T M Relate counting on or back to addition and subtraction. (1.OA.5) E Add and subtract within 20 and fluently within 10. Use strategies to add and subtract. T M (1.OA.6) E Understand the meaning of the equal sign and determine if equations are true. For T M example, 3 + 4 = 7, E 6 = 6, and 8 – 5 = 3. (1.OA.7) T M Find the missing number in an addition or subtraction equation. (1.OA.8) E Student Number and Operations in Base Ten Performance T M Count to 120 starting at any number. Read and write numbers. (1.NBT.1) E Understand that the two-digits in a two-digit number represent tens and ones. T M (1.NBT.2) E Compare two-digit numbers using models and meanings of tens and ones. T M Symbols <, >, = are not used in quarter 1. (1.NBT.3) E T M Add within 100. Two-digit plus one-digit and two-digit plus a multiple of 10. (1.NBT.4) E T M Given a two-digit number, mentally find 10 more or less. (1.NBT.5) E

(over) T (Working toward meeting GRADE 1 standard) • M (Meets GRADE 1 standard) • E (Exceeds GRADE 1 standard) Elementary Mathematics Office • Howard County Public School System Visit http://smart.hcpss.wikispaces.net for more information about mathematics instruction. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based T M on place value, properties of operations, and/or the relationship between addition and E subtraction; relate the strategy to a written method and explain the reasoning used. (1.NBT.6) Student Measurement and Data Performance T M Order three objects by length. (1.MD.1) E T M Tell the length of an object with a whole number of units. (1.MD.2) E T M Tell and write time in hours and half-hours. (1.MD.3) E T M Organize, represent, and interpret data with three categories. (1.MD.4) E Student Geometry Performance T M Distinguish between defining and non-defining attributes. (1.G.1) E T M Compose two or three-dimensional shapes to create a composite shape. (1.G.2) E T M Partition circles and rectangles into two and four equal shares. (1.G.3) E