Grade One Math

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Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Grade One Math
Scope and Sequence

Students will follow the Everyday Mathematics Project Program. Everyday Mathematics offers children a broad background in mathematics. The approaches used in this program may differ from those you learned as a child. 

Following are some program highlights of Everyday Mathematics:
  • Partner and small-group activities that promote cooperative learning, discussion, and communicating mathematically;
  • Explorations of patterns in numbers and extensions of mathematical concepts;
  • A hands-on approach often using physical and pictorial models to represent mathematical concepts;
  • A problem-solving approach that uses everyday situations;
  • Concepts and skills introduced and reviewed throughout the school year, not only promoting retention but allowing for a variety of exposures;
  • Opportunities for home involvement;
  • Frequent practice using games. 
K-4 Everyday Mathematics emphasizes the following contents:
  • Numeration and Order: saying, reading, and writing numbers; place value of whole numbers.
  • Operations: number facts; fact families and simple addition and subtraction problems.
  • Data and Chance: collecting, organizing, and interpreting data using tables, charts and graphs.
  • Geometry and Spatial Sense: exploring 2 and 3-dimensional shapes and classifying polygons.
  • Measures and Measurement: using tools to measure length, weight, capacity, and volume; exchanging money amounts; using money as a tool for place value and decimal concepts.
  • ·Reference Frames: activities involving clocks, calendars, thermometers, and number lines.
  • Patterns, Functions and Sequences: functions, relations, attributes, patterns, and sequences.
  • Algebra and Uses of Variables: missing numbers; properties of operations; “What’s My Rule?” puzzles.

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT

SUBJECT AREA: MATHEMATICS GRADE: 1


Content Standard
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. NUMBER:  Students use numbers in everyday and mathematical contexts to quantify or describe phenomena, develop concepts of operations with different types of numbers, use the structure and properties of numbers with operations to solve problems, and perform mathematical computations.  Students develop number sense related to magnitude, estimation, and the effects of mathematical operations on different types of numbers.  It is expected that students use numbers flexibly, using forms of numbers that best match a situation. Students compute efficiently and accurately. Estimation should always be used when computing with numbers or solving problems.
WHOLE NUMBER

 

 

 

 

A.1. Students understand and use number notation and place value to 1000 in numerals.

a. Read and write numbers to 1000 using numerals.

Number and Numeration Goal 3
 
Read, write and model with manipulatives whole numbers up to 1000; identify places in such numbers and the values of the digits in those places.
 
Units 1, 2, 3, 5, 8
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays
 

b. Recognize the place values of numbers (hundreds, tens and ones).

Number and Numeration Goal 3
 
Read, write and model with manipulatives whole numbers up to 1000; identify places in such numbers and the values of the digits in those places.
 
Units 1, 2, 3, 5, 8
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays 
 

c. Compare and order one-digit, two-digit, three-digit numbers.

Number and Numeration Goal 7
 
Compare and order whole numbers up to 1000.
 
Units 1, 2, 3, 4, 5, 6
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays 
A.2. Students understand and use procedures to add and subtract whole numbers with one and two digits.

a. Use and explain multiple strategies for computation.

Operations and Computation Goal 2
 
Use manipulatives, number grids, tally marks, mental arithmetic and calculators to solve problems involving the addition and subtraction of one digit whole numbers with one- or two- digit whole numbers; calculate and compare the values of combinations of coins.
 
Units 1, 2, 3, 4, 5, 6, 8, 9, 10
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays
 

b. Use an operation appropriate to a given situation.

Operations and
Computation Goal 4
 
Identify change-to-more, change-to-less, comparisons, and parts-and-total situations.
 
Units 5, 8, 10
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays
RATIONAL NUMBER

 

 
 

 

A.3. Students recognize unit fractions including 1/2, 1/4, and 1/3.

 

Number and Numeration Goal 4
 
Use manipulatives and drawings to model halves, thirds, and fourths of equal parts of a region or a collection; describe the model.
 
Units 8, 9
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays 
REAL NUMBERS

 

 
 

 

No performance indicator. Although no performance indicators are stated, students are expected to use only rational numbers at this level.
 

 
 

 

B. DATA: Students make measurements and collect, display, evaluate, analyze and compute with data to describe or model phenomena and to make decisions based on data. Students compute statistics to summarize data sets and use concepts of probability to make predictions and describe the uncertainty inherent in data collection and measurement. It is expected that when working with measurements students:

  • understand that most measurements are approximations and that taking repeated  measurements reveals this variability;  
  •  understand that a number without a unit is not a measurement, and that an appropriate unit must always be attached to a number to provide a measurement;  
  •  understand that the precision and accuracy of a measurement depends on selecting the appropriate tools and units; and use estimation comparing measures to benchmarks appropriate to the type of measure and units.
MEASUREMENT AND APPROXIMATION
 
 
 
 
B.1. Students understand and use units of time, temperature, and money.
a. Apply and use sequences of hours in a day, days in a week, and months in a year.
Measurement and Reference Frames Goal 4
 
Use a calendar to identify days, weeks, months and dates.
 
Unit 2, 4
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays
 
b. Tell time to the hour and half hour.
Measurement and Reference Frames Goal 4
 
Tell and show time to the nearest half and quarter hour on an analog clock.
 
Unit 2, 4
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays
 
c. Identify and give the value of different coins.
Measurement and Reference Frames Goal 2
 
Know and compare the value of pennies, nickels, dimes, quarters and dollar bills; make exchanges between coins.
 
Units 2, 3, 8
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays
 
d. Find the total value of collections of coins up to $1.00.
Measurement and Reference Frames Goal 2
 
Know and compare the value of pennies, nickels, dimes, quarters and dollar bills; make exchanges between coins.
 
Units 2, 3, 8
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics 
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays
 
Read temperature on thermometers with scales marked with one degree intervals.
 
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays
DATA ANALYSIS
 
 
 
 
B.2. Students read, construct, and interpret picture graphs.
 
Data and Chance Goal 1
 
Collect and organize data to create tally charts, tables, bar graphs and line plots.
 
Units 1, 6
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays
PROBABILITY
 
 
 
 
No performance indicator. Although no performance indicators are stated, students are expected to have experiences with probability in grade one, but it is not expected that the knowledge will be secure.
 
 
 
 
C. GEOMETRY: Students use measurement and observation to describe objects based on their sizes and shapes; model or construct two-dimensional and three-dimensional objects; solve problems involving geometric properties; compute areas and volumes based on object properties and dimensions; and perform transformations on geometric figures. When making or calculating measures, students use estimation to check the reasonableness of results.
GEOMETRIC FIGURES
 
 
 
 
C.1. Students recognize, classify, and create geometric figures in two and three dimensions.
a. Identify shapes in the physical environment.
 
Geometry Goal 1
 
Identify and describe plane and solid figures including circles, triangles, squares, rectangles, spheres, cylinders, rectangular prisms, pyramids, cones, and cubes.
 
Unit 1, 6, 7
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays
 
b. Classify figures as circles, triangles, and quadrilaterals by focusing on their properties.
Geometry Goal 1
 
Identify and describe plane and solid figures including circles, triangles, squares, rectangles, spheres, cylinders, rectangular prisms, pyramids, cones, and cubes.
 
Unit 1, 6, 7
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays
 
c. Create shapes by using objects to combine and decompose other shapes.
Geometry Goal 2
 
Identify shapes having line symmetry; complete line-symmetric shapes or designs.
 
Unit 7
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays 
GEOMETRIC MEASUREMENT
 
 
 
 
C.2. Students understand how to measure length and capacity and use appropriate units.
a. Measure length and capacity by direct and indirect comparison.
Measurement and Reference Frames Goal 1
 
Use non-standard tools and techniques to estimate and compare weight and length; measure length with standard measuring tools.
 
Unit 4
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays 
 
b. Measure the length and capacity of objects using non-standard units.
Measurement and Reference Frames Goal 1
 
Use non-standard tools and techniques to estimate and compare weight and length; measure length with standard measuring tools.
 
Unit 4
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  •  
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays 
 
c. Measure the length of objects to whole inches and centimeters.
Measurement and Reference Frames Goal 1
 
Use non-standard tools and techniques to estimate and compare weight and length; measure length with standard measuring tools.
 
Unit 4
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  •  
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays
TRANSFORMATIONS
 
 
 
 
No performance indicators. Although no performance indicators are stated, students are expected to have experiences with symmetry, transformations, and congruence in grade one, but it is not expected that the knowledge will be secure.
 
 
 
 
D.  ALGEBRA: Students use symbols to represent or model quantities, patterns and relationships and use symbolic manipulation to evaluate expressions and solve equations.  Students solve problems using symbols, tables, graphs and verbal rules choosing the most effective representation and converting among representations.
SYMBOLS AND EXPRESSIONS  
 
 
 
 
D.1. Students understand how to represent quantities as simple expressions using addition and subtraction.
a. Show that any quantity can be represented by multiple equivalent expressions where each represents the quantity of ten.
Number and Numeration Goal 6
 
Use manipulatives, drawings, tally marks and numerical expressions involving addition and subtraction of one- and two- digit numbers to give equivalent names for whole numbers up to 100.
 
Units 1, 2, 5
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays
 
b. Know that addition is commutative and apply this understanding in computation and problem-solving.
Patterns, Functions, and Algebra Goal 3
 
Apply the commutative property of addition and the additive identity to basic addition problems.
 
Units 5, 6
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays 
 
c. Know that addition and subtraction are inverse operations and apply this understanding in computation and problem-solving.
Operations and Computation Goal 1
 
Demonstrate proficiency with +/- 0, +/- 1, doubles and sum-equals-ten addition and subtraction facts such as 6+4=10 and 10-6=4
 
Units 1, 4, 6
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics 
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays
EQUATIONS AND INEQUALITIES
 
 
  •  
  •  
D.2. Students understand that the equal sign means, "is the same as."
a. Identify true and false number sentences.
Patterns, Functions, and Algebra Goal 1
 
Extend, describe, and create numeric, visual, and concrete patterns; solving problems involving function machines, "What's my Rule?" tables, and Frames-and -Arrows diagrams.
 
Units 1, 3, 5, 6, 7, 9
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays
 
b. Describe what makes number sentences true or false and apply this knowledge.
Patterns, Functions, and Algebra Goal 2
 
Read, write and explain expressions and number sentences using the symbols +, - and = and the symbols > and < with cues; and solve equations involving addition and subtraction.
 
Units 2, 3, 5, 6, 7, 8, 9
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays
 
c. Find solutions for unknowns in simple open number sentences such as 12 = 4 + [ ].
Patterns, Functions, and Algebra Goal 2
 
Read, write and explain expressions and number sentences using the symbols +, - and = and the symbols > and < with cues; and solve equations involving addition and subtraction.
 
Units 2, 3, 5, 6, 7, 8, 9
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays
FUNCTIONS AND RELATIONS
 
 
 
 
D.3. Students understand how to create, identify, describe, and extend patterns given a pattern or a rule.
a. Describe, extend, and create repeating patterns.
Patterns, Functions, and Algebra Goal 1
 
Extend, describe, and create numeric, visual, and concrete patterns; solving problems involving function machines, "What's my Rule?" tables, and Frames-and -Arrows diagrams.
 
Units 1, 3, 5, 6, 7, 9
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  •  
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays
 
 b. Describe, extend and create growing patterns.
Patterns, Functions, and Algebra Goal 1
 
Extend, describe, and create numeric, visual, and concrete patterns; solving problems involving function machines, "What's my Rule?" tables, and Frames-and -Arrows diagrams.
 
Units 1, 3, 5, 6, 7, 9
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email commnication
  • community performances/displays

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.