First-Grade Power Standards

Math

1. M(N&O)–1–1 Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 100 using place value, by
1. applying the concepts of equivalency in composing or decomposing numbers;
2. in expanded notation using models, explanations, or other representations;
3. positive fractional numbers (benchmark fractions: a/2, a/3, or a/4, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area models where the denominator is equal to the number of parts in the whole using models, explanations, or other representations
4. Place value ones, tens, hundreds

2. M(N&O)–1–2 Demonstrates understanding of the relative magnitude of numbers from 0 to 100 by

a. ordering whole numbers;

b. comparing whole numbers to each other or to benchmark whole numbers (5, 10, 25, 50, 75, 100);

c. demonstrating an understanding of the relation of inequality when comparing whole numbers by using “1 more”, “1 less”, “5 more”, “5 less”, “10 more”, “10 less”;

d. connecting number words (from 0 to 20) and numerals (from 0 to 100) to the quantities and positions that they represent using investigations, models, representations, or number lines.

e. Rote count 1 – 100

3. M(N&O)–1–3 Demonstrates conceptual understanding of mathematical operations involving addition and subtraction of whole numbers (from 0 to 30) by solving problems involving
1. joining actions,
2. separating actions,
3. part-part whole relationships,
4. comparison situations; and addition of multiple one-digit whole numbers.

i. (See Appendix A for definitions.)

4. M(N&O)–1–5 Demonstrates understanding of monetary value by
1. knowing the names and values for coins (penny, nickel, dime, and quarter);
2. adding collections of like coins together to a sum no greater than $1.00.

5. M(G&M)–1–1 Uses properties, attributes, composition, or decomposition to sort or classify polygons (triangles, squares, rectangles, rhombi, trapezoids, and hexagons) or objects by
1. a combination of two non-measurable or measurable attributes;
2. recognizes, names, builds, and draws polygons and circles in the environment.

6. M(G&M)–1–6 Demonstrates conceptual understanding of the length/height of a two-dimensional object using non-standard units (e.g. comparing objects to trains of small cubes, using iterations of a small unit to measure an object).

7. M(G&M)–1–7 Demonstrates conceptual understanding of measurable attributes using comparative language to describe and compare attributes of objects
1. (length [longer, shorter], height [taller, shorter], weight [heavier, lighter], temperature [warmer, cooler], capacity [more, less]);
2. compares objects visually, with direct comparison, and using non-standard units.

8. M(G&M)–1–8 Determines elapsed and accrued time as it relates to
1. calendar patterns (days of the week, months of the year),
2. the sequence of events in a day;
3. recognizes an hour and “on the ½ hour”.

9. M(F&A)–1–1 Identifies and extends to specific cases a variety of patterns (repeating and growing [numeric and non-numeric]) represented in models, tables, or sequences by
1. extending the pattern to the next one, two, or three elements,
2. finding a missing element (e.g., 2, 4, 6, ___, 10),
3. translating repeating patterns across formats (e.g., an abb pattern can be represented as snap, clap, clap; or red, yellow, yellow; or 1,2,2).

10. M(DSP)–1–1 Interprets a given representation created by the class (models, tally charts, pictographs with one-to-one correspondence, and tables)

a. to answer questions related to the data, or

b. to analyze the data to formulate conclusions using words, diagrams,

c. or verbal/scribed responses to express answers.

(IMPORTANT: Analyzes data consistent with concepts and skills in M(DSP)–1–2.) – more/less, equal