Parent Notes Standard Code Standard What does this standard mean? What can I do at home? Resources Operations and Algebraic Thinking Grade 1 Standard 1 (1.OA.1) Use addition and subtraction within 20 to word problems involving situations of adding to, taking from, putting together Students are able to solve word problems using numbers and symbols to model the problem. Ask your child to take apart and put together items to show adding and subtracting. For example, if you have 20 blocks and you take away 6, the equation is 20-6=14. ! Operations and Algebraic Thinking Grade 1 Standard 2 (1.OA.2) word problems that call for addition of three whole numbers whose sum is less than 20, e.g. by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Students can take three different numbers and add them together (as opposed to only two numbers added together) Ask your child to use blocks or coins to show how they can add three numbers together, and what the equation would look like. For example, 5+3+2=10 Operations and Algebraic Thinking Grade 1 Standard 3 (1.OA.3) Apply properties of operations as strategies to add and subtract. For example, if 8+3=11 is the 3+8=11 is also known. This is the commutative property of addition For example, if you want to add 2+6+4=2+10=12, this is the associative property of addition. Ask your child to switch the order of numbers around in an addition problem and find the same answer. Also, show them that finding numbers that add up to 10 makes addition easier. Operations and Algebraic Understand subtraction as an For example, subtract 10-8 by finding the number that 10 Ask your to show you that to answer the problem 10-8, they
Parent Notes Standard Code Standard What does this standard mean? What can I do at home? Resources Number and Operations in Base Ten 1 Standard 1 (1.NBT.1) to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral This particular standard expands on students’ previous knowledge of counting skills. Students should recognize, read, and write numerals within 120 as well as count on in a variety of sequencing patterns starting anywhere in that range. Students should represent a given number of objects with a numeral within the 120 range. Ask your to count forward from 1 to 120 and to match numbers with objects. Number and Operations in Base Ten Grade 1 Standard 2 (1.NBT.2) Understand that two digits of a two-digit number represent amounts of tens and ones. 10s can be thought of as bundles of ten a “ten”. Numbers from 11 to 19 are composed of a ten and one, two, three…nine ones. The numbers 10,20,30…90 refer to one, two, three…nine tens (and 0 ones) Ask your child to represent a number as tens and ones. For example, the number 75 is 7 tens and 5 ones. Number and Operations in Base Ten 1 Standard 3 (1.NBT.3) Compare two numbers based on meanings of the tens and ones The symbol < means less than. The symbol > means greater than . (the open part of the symbol is on the side of the larger number). Ask your child to compare different numbers using the <,>, and = sign. For example, which symbol would be used to digit
Digits, recording the comparisons with the symbols, <,>,= So 5<6 6<7 9>8 compare 20 to 30? 20<30 or 30>20 are both correct answers. Number and Operations in Base Ten Grade 1 Standard 4 (1.NBT.4) Add within 100, including adding a number and a one digit number, and adding a two number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Although this standard focuses on addition, showing students that addition and subtraction are closely related will help them "see" the reasoning in what they are doing. Once students have demonstrated a firm understanding of the place value of two-digit numbers, they are ready to add a number and a one-digit number, and two two-digit numbers (one of which is a multiple of ten (which avoids the process or regrouping) . Further, students understand that in addition digits in the ones place are added; digits in the tens place are added; and sometimes composing a ten is necessary. Further, students understand that in addition and subtraction, digits in the ones place are added and subtracted; and, digits in the tens place are added and Ask your child to add two digit numbers and one digit numbers. Help them to see the place value of the numbers – ones or tens, that they add together the ones and tens get added to tens. Sometimes it is necessary to convert ones to a ten and ones when adding numbers.
Measurement and Data Grade 1 Standard 4 (1.MD.4) Organize, represent, and interpret data with up to three categories, ask and answer questions about the total number of data points, how many in each category, and how many more or less than in one category than in another. This standard focuses on the student’s ability to read and interpret sets of data that they have collected and displayed in an organized and categorical manner (i.e., bar or a pictograph, table, list of numbers), and that the data being “read” is data collected by the students themselves, and then put into a graphic representation themselves. Such a skill also incorporates a student’s ability to collect data, generalize information, count data sets on a graph, and perform simple computation operations that will yield a greater variety of information about the data. Ask your child to organize data (information) by helping them to make a graph of the data. For example, how many different color blocks they have, the number of dogs and cats, or what the weather is like each day for a week.
Geometry Grade 1 Standard 3 (1.G.3) Partition circles and rectangles into tow and four shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of or four of shapes. Understand for these examples that decomposing into more equal shares creates smaller shares. Students will recognize the "part-whole" relationship in representations of basic fractions such as 1⁄2 and 1⁄4 and be able to match the spoken, written, concrete, and pictorial representations of whole numbers, one- half, and one-fourth. Hexagons (and other easily partitioned shapes) provide a wonderful opportunity to introduce such fractional concepts. Mastery of this skill later prepares them for more sophisticated explorations with fractions. Ask your to partition circles and rectangles into 2, 3 or 4 equal sizes. Help them to understand that if an item is partitioned into two equal sections they are called halves; 3 equal sections are called thirds, four equal sections are called fourths. Two halves make a whole, three thirds make a whole, and four fourths make a whole. Allow them to see that you can have half of one item and half of another different item and they may not be the same size.