First Grade
Math Standards Pacing Chart
4th Nine Weeks
Number, Number Sense, and Operations 

I can read and write numerals 1100.  
I can count to 100, backwards from 100 and forward and backwards starting at any number between 1 and 100.  
I can use place value concepts to represent whole numbers using numerals, words, expanded notation and physical models with ones and tens.  
Example: 
Recognize the first digit of a two digit number as the most important to indicate size of the number 
I can recognize that fractions are equal size parts of a whole and/or of a set of objects.  
I can show and explain addition as combining sets and counting on.  
Example: 
Explaining that adding two whole numbers makes a larger whole number 
I can show and subtraction as takeaway and comparison.  
Example: 
Explaining that subtraction of whole numbers makes an answer smaller than the original number 
I can show and explain multiplication as repeated addition  
I can show and explain division as sharing equally.  
I can demonstrate that equal means "the same as."  
I can use strategies for basic addition facts such as: doubles plus or minus one, make ten, and using tens frames.  
I can use strategies for basic subtraction facts such as: all but one, using tens frame, and missing addends.  
Patterns, Functions, and Algebra  
I
can solve open sentences by replacing numbers with words or letters; e.g., 4 + 5 = 5 + 4 R + B = B + R 

I can tell and model a problem situation using words, objects, number phrase, or sentence.  
Data Analysis and Probability  
I can describe the likelihood of something happening as: possible/impossible, likely/less likely, when using spinners or number cubes.  
Mathematical Processes  
I can use different ways to understand a problem such as: talking about it, using pictures or blocks, finding a pattern.  
I can use my own words to talk about the question or problem and what I need to do to solve the problem.  
I can come up with different ways to solve the same problem.  
I know when my predictions, estimates, or answers make sense.  
I can tell others how I solved a problem.  
I can describe a problem and solution using invented and common symbols and language.  
I can recognize common math words and relate my everyday language to math.  
I can communicate my thinking in math using both everyday and math language. 
Page updated
April 12, 2006