First Grade
In Grade 1, instructional time will focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units and (4) reasoning about attributes of and composing and decomposing geometric shapes.
While the content learning goals describe the mathematics students should be able to understand and do, the first eight learning goals (The Standards for Mathematical Practice) describe how students should engage with these mathematical concepts and skills as they grow in mathematical maturity and expertise. Teachers will connect the mathematical practices to mathematical content in all mathematics instruction. These learning goals merit the most time, resources, innovation, and focus necessary to qualitatively improve the instruction, assessment, and student achievement in mathematics.
While the content learning goals describe the mathematics students should be able to understand and do, the first eight learning goals (The Standards for Mathematical Practice) describe how students should engage with these mathematical concepts and skills as they grow in mathematical maturity and expertise. Teachers will connect the mathematical practices to mathematical content in all mathematics instruction. These learning goals merit the most time, resources, innovation, and focus necessary to qualitatively improve the instruction, assessment, and student achievement in mathematics.
- Students will be able to make sense of problems and persevere in solving them.
- Students will be able to reason abstractly and quantitatively.
- Students will be able to construct viable arguments and critique the reasoning of others.
- Students will be able to model with mathematics.
- Students will be able to use appropriate tools strategically.
- Students will be able to attend to precision.
- Students will be able to look for and make use of structure.
- Students will be able to look for and express regularity in repeated reasoning.
- Students will be able to represent and solve problems involving addition and subtraction.
- Students will understand and apply properties of operations and the relationship between addition and subtraction.
- Students will be able to add and subtract within 20.
- Students will be able to work with addition and subtraction equations.
- Students will be able to extend the counting sequence.
- Students will understand place value.
- Students will be able to use place value understanding and properties of operations to add and subtract.New Panel
- Students will be able to measure lengths indirectly and by iterating length units.
- Students will be able to work with time and money.
- Students will be able to reason with shapes and their attributes.
- Students will be able to represent and interpret data.
Students will be able to make sense of problems and persevere in solving them.
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High Priority Standards |
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Learning Goal |
Proficiency Scale Innovating: Student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing proficiency by performing processes such as:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by:
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Learning Targets
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Learning Design
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Students will be able to reason abstractly and quantitatively.
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High Priority Standards |
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Learning Goal Students will be able to reason abstractly and quantitatively. |
Proficiency Scale Innovating: Student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing proficiency by performing a process such as translating situations into symbols to solve problems. Beginning: Student demonstrates a limited understanding or skill with the learning goal by reasoning with models or pictorial representations to solve problems. |
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Learning Targets
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Learning Design
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Students will be able to construct viable arguments and critique the reasoning of others.
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High Priority Standards |
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Learning Goal Students will be able to construct viable arguments and critique the reasoning of others. |
Proficiency Scale Innovating: Student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing proficiency by performing processes such as:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by:
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Learning Targets
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Learning Design
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Students will be able to model with mathematics.
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High Priority Standards |
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Learning Goal Students will be able to model with mathematics. |
Proficiency Scale Innovating: Student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing proficiency by performing processes such as:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by using models to represent a problem with teacher support. |
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Learning Targets
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Learning Design
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Students will be able to use appropriate tools strategically.
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High Priority Standards |
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Learning Goal Students will be able to use appropriate tools strategically. |
Proficiency Scale Innovating: Student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by combining various tools to explore and solve a problem as well as justifying his/her tool selection and problem solution. Approaching: Student demonstrates they are nearing proficiency by performing processes such as selecting from a variety of provided tools the ones that can be used to solve a problem and explaining his/her reasoning for the selection. Beginning: Student demonstrates a limited understanding or skill with the learning goal by using the appropriate tool, when provided, to find a solution. |
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Learning Targets
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Learning Design
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Students will be able to attend to precision.
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High Priority Standards |
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Learning Goal Students will be able to attend to precision. |
Proficiency Scale Innovating: Student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by using appropriate symbols, vocabulary, and labeling to communicate effectively and exchange ideas. Approaching: Student demonstrates they are nearing proficiency by performing a process such as incorporating appropriate vocabulary and symbols in most mathematical communications. Beginning: Student demonstrates a limited understanding or skill with the learning goal by communicating his/her reasoning and solution to others, with support. |
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Learning Targets
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Learning Design
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Students will be able to look for and make use of structure.
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High Priority Standards |
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Learning Goal Students will be able to look for and make use of structure. |
Proficiency Scale Innovating: Student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing proficiency by performing processes such as:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by composing and decomposing shapes and numbers. |
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Learning Targets
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Learning Design
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Students will be able to look for and express regularity in repeated reasoning.
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High Priority Standards |
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Learning Goal Students will be able to look for and express regularity in repeated reasoning. |
Proficiency Scale Innovating: Student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by noticing patterns, making generalizations and predicting patterns. Approaching: Student demonstrates they are nearing proficiency by performing processes such as finding and explaining patterns. Beginning: Student demonstrates a limited understanding or skill with the learning goal by connecting prior knowledge to new situations and noticing patterns with prompting from a teacher or peer. |
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Learning Targets
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Learning Design
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Students will be able to represent and solve problems involving addition and subtraction.
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High Priority Standards 1.RA.A.1 Use addition and subtraction within 20 to solve problems. 1.RA.A.2 Solve problems that call for addition of three whole numbers whose sum is within 20. |
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Learning Goal Students will be able to represent and solve problems involving addition and subtraction. |
Proficiency Scale Innovating: Student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by representing and solving problem involving addition and subtraction with help. |
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Learning Targets
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Learning Design Illustrative Mathematics Units 1 - 5, & 8 |
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Students will understand and apply properties of operations and the relationship between addition and subtraction.
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High Priority Standards 1.RA.B.5 Use properties as strategies to add and subtract. 1.RA.B.6 Demonstrate that subtraction can be solved as an unknown addend problem. |
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Learning Goal Students will understand and apply properties of operations and the relationship between addition and subtraction. |
Proficiency Scale Innovating: Student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by applying properties of operations as strategies to add and subtract (for example, commutative, associative*). Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by applying properties as strategies to add and subtract with help. |
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Learning Targets
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Learning Design Illustrative Mathematics Units 1-5 & 8 |
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*Students do not need to use formal terms for these properties however, the teacher should use the correct mathematical vocabulary in class.
Students will be able to add and subtract within 20.
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High Priority Standards 1.RA.C.7 Add and subtract within 20. 1.RA.C.8 Demonstrate fluency with addition and subtraction within 10. |
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Learning Goal |
Proficiency Scale Innovating: Student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by adding and subtracting within 10 using strategies with help. |
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Learning Targets
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Learning Design Illustrative Mathematics Units 1 - 5, & 8 MobyMax Fact Fluency or Amplify Fact Fluency |
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Students will be able to work with addition and subtraction equations.
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High Priority Standards |
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Learning Goal Students will be able to work with addition and subtraction equations. |
Proficiency Scale Innovating: Student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by solving addition and subtraction problems with help. |
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Learning Targets
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Learning Design Illustrative Mathematics Units 1 - 5, & 8 |
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Students will be able to extend the counting sequence.
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High Priority Standards 1.NS.A.1 Count to 120, starting at any number less than 120. 1.NS.A.2 Read and write numerals and represent a number of objects with a written numeral. 1.NS.A.3 Count backward from a given number between 20 and 1. 1.NS.A.4 Count by 5s to 100 starting at any multiple of five. |
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Learning Goal Students will be able to extend the counting sequence. |
Proficiency Scale Innovating: Student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by counting to 120 with help. |
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Learning Targets
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Learning Design Illustrative Mathematics Units 2 - 6, & 8 |
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Students will understand place value.
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High Priority Standards 1.NBT.A.1 Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. 1.NBT.A.2 Understand two-digit numbers are composed of ten(s) and one(s). 1.NBT.A.3 Compare two two-digit numbers using the symbols >, = or |
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Learning Goal Students will understand place value. |
Proficiency Scale Innovating: Student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by describing a two-digit number in tens and ones with help. |
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Learning Targets
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Learning Design Illustrative Mathematics Units 3 & 4 |
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Students will be able to use place value understanding and properties of operations to add and subtract.New Panel
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High Priority Standards 1.NBT.B.6 Calculate 10 more or 10 less than a given number mentally without having to count. 1.NBT.B.7 Add or subtract a multiple of 10 from another two-digit number, and justify the solution. |
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Learning Goal Students will be able to use place value understanding and properties of operations to add and subtract. |
Proficiency Scale Innovating: Student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by
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Learning Targets
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Learning Design Illustrative Mathematics Units 1 - 5, & 8 |
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Students will be able to measure lengths indirectly and by iterating length units.
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High Priority Standards 1.GM.B.5 Order three or more objects by length. 1.GM.B.6 Compare the lengths of two objects indirectly by using a third object. 1.GM.B.7 Demonstrate the ability to measure length or distance using objects. |
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Learning Goal Students will be able to measure lengths indirectly and by iterating length units. |
Proficiency Scale Innovating: Student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by measuring the length of an object as a whole number of length units. Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by ordering three objects by length. |
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Learning Targets
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Learning Design Illustrative Mathematics Unit 6 |
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Students will be able to work with time and money.
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High Priority Standards 1.GM.C.8 Tell and write time in hours and half-hours using analog and digital clocks. 1.GM.C.9 Know the value of a penny, nickel, dime and quarter. |
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Learning Goal Students will be able to work with time and money. |
Proficiency Scale Innovating: Student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by telling time to the nearest hour with help. |
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Learning Targets
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Learning Design Illustrative Mathematics Unit 7 |
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Students will be able to reason with shapes and their attributes.
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High Priority Standards 1.GM.A.3 Recognize two- and three-dimensional shapes from different perspectives and orientations. |
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Learning Goal Students will be able to reason with shapes and their attributes. |
Proficiency Scale Innovating: Student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by:
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Learning Targets
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Learning Design Illustrative Mathematics Unit 7 |
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Students will be able to represent and interpret data.
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High Priority Standards 1.DS.A.1 Collect, organize and represent data with up to three categories. 1.DS.A.2 Draw conclusions from object graphs, picture graphs, T-charts and tallies. |
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Learning Goal Students will be able to represent and interpret data. |
Proficiency Scale Innovating: Student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by representing and interpreting data with up to three categories using picture graphs, T-charts, and tallies. Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by:
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Learning Targets
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Learning Design Illustrative Mathematics Unit 1 |
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