• 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 from-Change Unknown
        •  Put together/Take Apart-Addend Unknown
        •  Compare-Difference 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. 

    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 two-digit 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 from-Change Unknown
        •  Put together/Take Apart-Addend Unknown
        •  Compare-Difference 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 non-standard units.
        •  Express the length of an object as a whole number of non-standard 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 two-digit 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 two-digit 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 two-digit number and a one-digit number
        •  A two-digit number and a multiple of 10 
      • Given a two-digit 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 10-90 from multiples of 10 in the range 10-90, 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 from-Change Unknown
        • Put together/Take Apart-Addend Unknown
        • Compare-Difference 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 non-defining 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 two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape.
        • Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. 

    Fourth Quarter

    Cluster 7: Partitioning and Telling Time to the Hour and Half Hour

      • Students will tell and write time in hours and half-hours 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 from-Change Unknown
        • Put together/Take Apart-Addend Unknown
        • Compare-Difference 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 unknown-addend 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. 

     

Last Modified on February 26, 2024