
First Grade Mathematics Scope and Sequence
First Quarter
Cluster 1: Using Numbers to Explore our Mathematical Community

 Students will count to 150, starting at any number less than 150.
 Students will unitize by making a ten from a collection of ten ones.
 Students will model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
 Students will demonstrate that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens, with 0 ones.
 Students will read and write numerals, and represent a number of objects with a written numeral, to 100.
 Students will organize, represent, and interpret data with up to three categories.
 Ask and answer questions about the total number of data points.
 Ask and answer questions about how many in each category.
 Ask and answer questions about how many more or less are in one category than in another.
Cluster 2: Building a Conceptual Understanding of Addition and Subtraction

 Students will represent and solve addition and subtraction word problems, within 20, with unknowns, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem, when solving:
 Add to/Take fromChange Unknown
 Put together/Take ApartAddend Unknown
 CompareDifference Unknown
 Students will apply the commutative and associative properties as strategies for solving addition .
 Students will add and subtract, within 20, using strategies such as:
 Counting on
 Making ten
 Decomposing a number leading to a ten
 Using the relationship between addition and subtraction
 Using a number line
 Creating equivalent but simpler or known sums
 Students will apply understanding of the equal sign to determine if equations involving addition and subtraction are true.
 Students will demonstrate fluency with addition and subtraction within 10.
 Students will represent and solve addition and subtraction word problems, within 20, with unknowns, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem, when solving:
Second Quarter
Cluster 3: Understanding Equality and Place Value to Compare Numbers

 Students will count to 150, starting at any number less than 150.
 Students will unitize by making a ten from a collection of ten ones.
 Students will compare two twodigit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
 Students will model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
 Students will organize, represent, and interpret data with up to three categories.
 Ask and answer questions about the total number of data points.
 Ask and answer questions about how many in each category.
 Ask and answer questions about how many more or less are in one category than in another.
 Students will represent and solve addition and subtraction word problems, within 20, with unknowns, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem, when solving:
 Add to/Take fromChange Unknown
 Put together/Take ApartAddend Unknown
 CompareDifference Unknown
Cluster 4: Understanding Measurement as a Context to Compare Numbers

 Students will order three objects by length; compare the lengths of two objects indirectly by using a third object.
 Students will measure lengths with nonstandard units.
 Express the length of an object as a whole number of nonstandard length units.
 Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps.
 Students will compare two twodigit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
 Students will represent and solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, by using objects, drawings, and equations with a symbol for the unknown number.
 Students will apply understanding of the equal sign to determine if equations involving addition and subtraction are true.
 Students will determine the unknown whole number in an addition or subtraction equation involving three whole numbers.
Third Quarter
Cluster 5: Operating with Place Value

 Students will count to 150, starting at any number less than 150.
 Students will understand that the two digits of a twodigit number represent amounts of tens and ones.
 Unitize by making a ten from a collection of ten ones.
 Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
 Demonstrate that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens, with 0 ones.
 Using concrete models or drawings, students will use strategies based on place value, properties of operations, and explain the reasoning used, add, within 100, in the following situations:
 A twodigit number and a onedigit number
 A twodigit number and a multiple of 10
 Given a twodigit number, students will mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
 Students will subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090, explaining the reasoning, using:
 Concrete models and drawings
 Number lines • Strategies based on place value
 Properties of operations
 The relationship between addition and subtraction
 Students will represent and solve addition and subtraction word problems, within 20, with unknowns, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem, when solving:
 Add to/Take fromChange Unknown
 Put together/Take ApartAddend Unknown
 CompareDifference Unknown
 Students will apply the commutative and associative properties as strategies for solving addition problems.
 Students will apply understanding of the equal sign to determine if equations involving addition and subtraction are true .
Cluster 6: Distinguishing and Composing Shapes

 Students will distinguish between defining and nondefining attributes and create shapes with defining attributes by:
 Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles.
 Building cubes, rectangular prisms, cones, spheres, and cylinders.
 Students will create composite shapes by:
 Making a twodimensional composite shape using rectangles, squares, trapezoids, triangles, and halfcircles naming the components of the new shape.
 Making a threedimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape.
 Students will distinguish between defining and nondefining attributes and create shapes with defining attributes by:
Fourth Quarter
Cluster 7: Partitioning and Telling Time to the Hour and Half Hour

 Students will tell and write time in hours and halfhours using analog and digital clocks.
 Students will partition circles and rectangles into two and four equal shares.
 Describe the shares as halves and fourths, as half of and fourth of.
 Describe the whole as two of, or four of the shares.
 Explain that decomposing into more equal shares creates smaller shares.
Cluster 8: Developing Flexibility with Numbers

 Students will represent and solve addition and subtraction word problems, within 20, with unknowns, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem, when solving:
 Add to/Take fromChange Unknown
 Put together/Take ApartAddend Unknown
 CompareDifference Unknown
 Students will represent and solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, by using objects, drawings, and equations with a symbol for the unknown number.
 Students will apply the commutative and associative properties as strategies for solving addition problems.
 Students will solve an unknownaddend problem, within 20, by using addition strategies and/or changing it to a subtraction problem.
 Students will add and subtract, within 20, using strategies such as:
 Counting on
 Making ten
 Decomposing a number leading to a ten
 Using the relationship between addition and subtraction
 Using a number line
 Creating equivalent but simpler or known sums
 Students will demonstrate fluency with addition and subtraction within 10.
 Students will identify quarters, dimes, and nickels and relate their values to pennies.
 Students will represent and solve addition and subtraction word problems, within 20, with unknowns, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem, when solving:

Last Modified on February 26, 2024