Grade 1 - Performance Indicators

Process Strands

Grade 1 - Performance Indicators

Number Sense & Operations

1.PS.1 Explore, examine, and make observations about a social problem or mathematical situation

1.N.9 Count backwards from 20 by 1’s

1.PS.2 Interpret information correctly, identify the problem, and generate possible solutions

1.N.10 Draw pictures or other informal symbols to represent a spoken number up to 20

1.PS.3 Act out or model with manipulatives activities involving mathematical content from literature and/or story telling

1.N.11Identify that spacing of the same number of objects does not affect the quantity (conservation)

1.PS.4 Formulate problems and solutions from everyday situations (e.g., counting the number of children in the class or using the calendar to teach counting)

1.N.12 Arrange objects in size order (increasing and decreasing)

1.PS.5   Use informal counting strategies to find solutions

1.N.13 Write numbers to 100

1.PS.6   Experience teacher-directed questioning process to understand problems

1.N.14 Read the number words one, two, three…ten

1.PS.7   Compare and discuss ideas for solving a problem with teacher and/or students to justify their thinking

1.N.15 Explore and use place value

1.PS.8   Use manipulatives (e.g., tiles, blocks) to model the action in problems

1.N.16 Compare and order whole numbers up to 100

1.PS.9   Use drawings/pictures to model the action in problems

1.N.17 Develop an initial understanding of the base ten system:

 10 ones = 1 ten  

 10 tens = 1 hundred

1.PS.10 Explain to others how a problem was solved, giving strategies and justifications

1.N.18 Use a variety of strategies to compose and decompose one-digit numbers

Number Sense & Operation

1.N.19 Understand the commutative property of addition

1.N.1 Count the items in a collection and know the last counting word tells how many items are in the collection (1 to 100)

1.N.20 Name the number before and the number after a given number, and name the number(s) between two given numbers up to 100 (with and without the use of a number line or a hundreds chart)

1.N.2    Count out (produce) a collection of a specified size (10 to 100 items), using groups of ten

1.N.21 Use before, after, or between to order numbers to 100 (with or without the use of a number line)

1.N.3    Quickly see and label with a number, collections of 1 to 10

1.N.22 Use the words higher, lower, greater, and less to compare two numbers

1.N.4 Count by 1’s to 100

1.N.23 Use and understand verbal ordinal terms, first to twentieth

1.N.5  Skip count by 10’s to 100

1.N.24 Develop and use strategies to solve addition and subtraction word problems

1.N.6 Skip count by 5’s to 50

1.N.25 Represent addition and subtraction word problems and their solutions as number sentences

1.N.7 Skip count by 2’s to 20

1.N.26 Create problem situations that represent a given number sentence

1.N.8 Verbally count from a number other than one by 1’s

1.N.27 Use a variety of strategies to solve addition and subtraction problems with one- and two-digit numbers without regrouping

Number Sense & Operations

Probability & Statistics

1.N.28 Demonstrate fluency and apply addition and subtraction facts to and including 10

1.M.1   Recognize length as an attribute that can be measured

1.N.29 Understand that different parts can be added to get the same whole  

1.M.2   Use non-standard units (including finger lengths, paper clips, students’ feet and paces) to measure both vertical and horizontal lengths

1.N.30 Estimate the number in a collection to 50 and then compare by counting the actual items in the collection

1.M.3  Informally explore the standard unit of measure, inch

Algebra

1.M.4  Know vocabulary

and recognize coins (penny,

 nickel, dime, quarter)

1.A.1    Determine and discuss patterns in arithmetic (what comes next in a repeating pattern, using numbers or objects)

1.M.5  Recognize the cent

 notation as ¢

Geometry

1.M.6  Use different combinations of coins to make money amounts up to 25 cents

1.G.1 Match shapes and parts of shapes to justify congruency

1.M.7  Recognize specific times (morning, noon, afternoon, evening)

1.G.2  Recognize, name, describe, create, sort, and compare two-dimensional and three-dimensional shapes

1.M.8  Tell time to the hour, using both digital and analog clocks      

1.G.3  Experiment with slides, flips, and turns of two-dimensional shapes

1.M.9   Know the days of the week and months of the year in sequence

1.G.4  Identify symmetry in two-dimensional shapes

1.M.10 Classify months and connect to seasons and other events    

1.G.5  Recognize geometric shapes and structures in the environment

1.M.11Select and use non-standard units to estimate measurements

Probability & Statistics

1.S.1    Pose questions about themselves and their surrounding

1.S.2    Collect and record data related to a question

1.S.3    Display data in simple pictographs for quantities up to 20 with units of one

1.S.4    Display data in bar graphs using concrete objects with intervals of one

1.S.5    Use Venn diagrams to sort and describe data

1.S.6    Interpret data in terms of the words: most, least, greater than, less than, or equal to

1.S.7    Answer simple questions related to data displayed in pictographs (e.g., category with most, how many more in a category compared to another, how many all together in two categories)

1.S.8    Discuss conclusions and make predictions in terms of the words likely and unlikely

1.S.9    Construct a question that can be answered by using information from a graph