First Grade
Math Standards Pacing Chart
4th Nine Weeks

Number, Number Sense, and Operations

                I can read and write numerals 1-100.
                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 take-away 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