DIOCESE OF PHOENIX First Grade Math Curriculum
STANDARD 1 – NUMBER SENSE – Students develop number sense and use numbers and number relationship to acquire basic facts, to solve a wide variety of real-world problems, and to determine the reasonableness of results.
STANDARD 2 – DATA ANALYSIS AND PROBABILITY – Students use data collections and analysis, statistics and probability to make valid inferences, decisions, and arguments and to solve a variety of realworld problems.
STANDARD 3 –PATTERNS, ALGEBRA, AND FUNCTIONS – Students use algebraic methods to explore, model and describe patterns, relationships, and functions involving numbers, shapes, data, and graphs within a variety of real-world problem solving situations.
STANDARD 4 – GEOMETRY – Students use geometric methods, properties, and relationships as a means to recognize, draw, describe, connect, and analyze shapes and representations in the physical world.
STANDARD 5 – MEASUREMENT AND DISCRETE MATHEMATICS – Students make and use direct and indirect measurements, metric and U.S. customary, to describe and compare the real world and to prepare for the student of discrete functions, fractals and chaos which have evolved out of the age of technology.
STANDARD 6 – MATHEMATICAL STRUCTURE/LOGIC – Students use both inductive and deductive reasoning as they make conjectures and test the validity of arguments.
Level designation
1. Introduction of skill
2. Work towards Mastery
3. Mastery (consistent evidence of mastered use of skill)
4. Maintain mastery
* in Level box denotes skill that is introduced at this grade level
State Standard Outcomes – Students will Exit Level
1M-F1 Represent and use numbers in equivalent forms through the use of physical models, drawings, word names and symbols (e.g., using concrete materials and fraction equivalents to represent and compare halves, thirds, fourths, eighths and tenths)
PO1 Make a model to represent a given whole number (ones, tens) 3*
PO2 Identify a whole number represented by a model with a word name and symbol (ones, tens) 3*
Estimate number of objects in a set 2*
State ordinals through 10th and show positions 3*
PO4 Make a model to represent a given fraction (e.g., geometric model – shading a picture, set model–part of an egg carton) (halves, thirds and fourths) 1*
PO5 Identify the fraction represented by a model with a word name and symbol (halves, thirds and
fourths) 1*
PO6 Identify a given model that is divided into equal fractional parts (half, third and fourth) 2*
Grade 1 – Page 1
Elementary Mathematics, Rev. 06/2002 –- UPDATED 05/2005
1M-F2 Relate counting, grouping and place-value concepts to whole numbers (e.g., reading and
writing the number represented when objects are grouped by thousands, hundreds, tens
and ones)
PO1 Read whole numbers up to one hundred 3*
PO2 Write whole numbers up to one hundred 3
PO3 Order whole numbers (e.g., smallest to largest, largest to smallest) up to one hundred 3*
PO4 Construct a model to represent place value concepts (ones, tens) 3*
Name digits in ones and tens place 3
Round numbers to nearest 10 1
PO5 Write whole numbers in expanded notation (e.g., 21 = 20 + 1) 1
PO6 Read aloud a whole number with correct place value words (e.g., a student will read 521 as
“five hundred twenty-one”) 2*
PO7 State coin values using manipulatives 4
Count money to $1.00 using coins 3*
1M-F3 Understand the meaning for and application of the operations of addition, subtraction,
multiplication and division
PO1 Demonstrate with models to show the process used in addition (joins things together,
increases) 3
PO2 Demonstrate with models to show the process used in subtraction (takes away, compares, finds the difference, decreases) 3
PO6 Select appropriate operations to solve word problems (+,-) 2*
PO7 Solve word problems using the appropriate operations (+,-) 2*
PO8 Apply mathematical operations in everyday situations (+,-) 2
1M-F4 Demonstrate proficiency with the operations of addition and subtraction of whole numbers
Recognize symbols (+, -, =) 3*
Write equations 3*
PO1 Demonstrate proficiency with basic facts up to 10 3*
PO2 Add and subtract 2 two-digit whole numbers with no regrouping 1*
PO3 Solve problems using a variety of mental computations and estimation 2
1M-F7 Select and use appropriate techniques to facilitate computation (e.g., mental, estimation, paper-and-pencil, calculator and computer methods) while solving problems and determining the reasonableness of results
PO1 Select a computational technique to solve a problem 1*
PO2 Solve a problem using the appropriate computational techniques 1*
2M-F1 Collect and analyze data using the concepts of largest, smallest, most often, least often and middle
PO1 Collect and record data from surveys (e.g., favorite color or food, height, ages) or experiments 2*
PO2 Organize (e.g., sorting, sequencing, tallying) information from surveys or experiments 2*
PO3 Identify largest, smallest, most often recorded (i.e., mode), least often and middle (i.e., median) using sorted data 1*
2M-F2 Construct, read and interpret displays of data to make valid decisions, inferences and predictions
PO4 Write a title representing the main idea of a graph 2*
PO5 Locate points on a line graph (grid) using ordered pairs 1*
PO6 Draw conclusions (e.g., valid decisions, conjectures and predictions) from graphed data 2*
PO8 Solve problems using graphs, charts and tables (e.g., students have to decide what flavors of ice cream to order when given a bar graph of preferred flavors of ice cream) 2*
3M-F1 Create, describe and extend a variety of patterns using shapes, events, designs and numbers
Note: Types of patterns: manipulatives, symbols, words, numbers and pictures
Classify objects according to color, shape, size and length 3
PO1 Create a pattern using a model (e.g., symbolically: numbers or letters; visually: shapes, designs, numbers or pictures; auditorially: clapping, singing or listening; and kinesthetically: dancing, movement or tactile) 3
PO2 Communicate orally or in written form the repetition of objects in a pattern 3*
PO3 Communicate orally or in written form a given pattern occurring in a sequence of numbers
(e.g., counting by 10’s, 5’s, 3’s, 2’s, odd, even, forward and backward) 2*
PO4 Extend patterns using a model 3
PO5 Extend a given pattern occurring in a sequence of numbers 2*
3M-F2 Formulate generalizations about patterns (e.g., color, shape, size, direction, orientation) to make predictions
PO1 Make predictions based on a given pattern 2*
3M-F4 Represent and describe mathematical relationships such as order, grouping, etc. (e.g., given a string of numbers, describe the pattern, define the relationship between the numbers and determine the next number in line)
PO1 Identify the pattern in skip counting 2*
PO2 Determine the next number in a skip counting pattern 2
3M-F5 Recognize the symbols of equality and inequality
PO1 Use the symbols <, >, = to compare whole numbers 2*
3M-F6 Find missing elements in number sentences
4M-F1 Relate geometric concepts to number and measurement ideas (e.g., dividing a rectangle into parts to represent multiplication)
- two-dimensional shapes: square, rectangle, triangle, circle
- three-dimensional figures: sphere, cube, rectangular prism (cube), cone, pyramid
- attributes: size; shape; the number of sides, corners and faces
PO1 Identify two-dimensional shapes by name and attribute 2*
PO2 Draw two-dimensional shapes 3
PO3 Identify three-dimensional figures by name and/or attribute 1
PO4 Compare attributes of two-dimensional shapes 2
PO4 Measure a given characteristic of an object using standard units of measure 1*
PO5 Identify hour and minute hands on a clock 3
Tell time to the nearest hour and half-hour on digital and traditional (analog) clocks 3
Determine dates on a calendar 3
Identify days and months in order 3
5M-F3 Make estimates of measurement
PO1 Estimate a measurement 2
6M-F1 Recognize that numbers are used for different purposes in the world and a variety of mathematical notations represent these situations
PO1 Formulate mathematical problems from everyday situations 2*
6M-F2 Draw inductive and deductive conclusions about mathematics
PO1 Extend a pattern using inductive reasoning (e.g., “What is the next number after 2, 4, 6, 8?”) 2*
6M-F3 Distinguish between relevant and irrelevant information
PO1 Select the information necessary to solve a given problem 1
