Correlation Between the California Content Standards and the eTAP Lessons

Grade 1 Mathematics
 

Number Sense | Algebra and Functions | Measurement and Geometry | Statistics, Data Analysis, and Probability | Mathematical Reasoning

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California Content Standards eTAP Lessons
Pre-Test
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Post-Test

Outside Link
Number Sense
1.0 Students understand and use numbers up to 100:
1.1 Count, read, and write whole numbers to 100. Count, Read and Write 1-100
http://aaamath.com/cntk5a-countupn.html
1.2 Compare and order whole numbers to 100 by using the symbols for less than, equal to, or greater than (<, =, >). Compare Numbers (1-1,000)
http://www.aaamath.com/cmp33-ordernum5.html
1.3 Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions (to 20) (e.g., 8 may be represented as 4 + 4, 5 + 3, 2 + 2 + 2 + 2, 10 -2, 11 -3). Equivalent Forms of the Same Number
http://aaamath.com/g18a-add.html
1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4). Count and Group objects in Ones and Tens
http://aaamath.com/cnt25g1-countby10.html
1.5 Identify and know the value of coins and show different combinations of coins that equal the same value. Coins and their Values
http://aaamath.com/g3-211-add-dimes-nickels-pennies.html

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems:

2.1 Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory. Addition Facts and Subtraction Facts
http://www.aplusmath.com/Flashcards/subtraction.html
2.2 Use the inverse relationship between addition and subtraction to solve problems. Inverse Relationship in Addition and Subtraction
http://www.aaamath.com/add34a-inverseadd.html
2.3 Identify one more than, one less than, 10 more than, and 10 less than a given number. Addition Facts and Subtraction Facts
The Meaning of Addition and Subtraction
http://www.primarygames.com/takeaway/start.htm
2.4 Count by 2s, 5s, and 10s to 100. Counting by 2s, 5s, 10s
http://www.enchantedlearning.com/math/counting/skipcounting/
2.5 Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference). The Meaning of Addition and Subtraction
http://www.mathplayground.com/wpindex.html
2.6 Solve addition and subtraction problems with one-and two-digit numbers (e.g., 5 + 58 = __). Addition Facts and Subtraction Facts 
 Inverse Relationship
 Counting by 2s, 5s, 10s 
 The Meaning of Addition and Subtraction
http://www.mathplayground.com/wpindex.html
2.7 Find the sum of three one-digit numbers. Addition Facts and Subtraction Facts 
 Inverse Relationship
 Counting by 2s, 5s, 10s 
 The Meaning of Addition and Subtraction
http://www.dositey.com/addsub/add3dig.htm

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3.0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones, tens,
and hundreds places:

3.1 Make reasonable estimates when comparing larger or smaller numbers.
 

 

 

 

Algebra and Functions (top)
1.0 Students use number sentences with operational symbols and expressions to solve problems:

1.1 Write and solve number sentences from problem situations that express relationships involving addition and subtraction. Solve Number Sentences with Addition and Subtraction
http://www.kidport.com/GradeK/Math/NumberSense/MathK_BasicAdd.htm
1.2 Understand the meaning of the symbols +, -, =. Addition Facts and Subtraction Facts 
 Inverse Relationship
 Counting by 2s, 5s, 10s 
 The Meaning of Addition and Subtraction
http://en.wikipedia.org/wiki/Table_of_mathematical_symbols
1.3 Create problem situations that might lead to given number sentences involving addition and subtraction. Create Problem Situations using Addition and Subtraction
http://www.syvum.com/cgi/online/serve.cgi/kwps2/ksmat2b.sal

 

 

 

 

 

 

 

 

 

 

Measurement and Geometry(top)
1.0 Students use direct comparison and nonstandard units to describe the measurements of objects:

1.1 Compare the length, weight, and volume of two or more objects by using direct comparison or a nonstandard unit. Compare Length, Weight, Volume of Two or More Objects
http://www.aaamath.com/B/g8_69_x2.htm
1.2 Tell time to the nearest half hour and relate time to events (e.g., before/after, shorter/longer). Tell Time to the Nearest Hour
http://www.dositey.com/math/time.htm

 

 

 

 

 

2.0 Students identify common geometric figures, classify them by common attributes, and describe their relative position or
their location in space:

2.1 Identify, describe, and compare triangles, rectangles, squares, and circles, including the faces of three-dimensional objects. Triangles, Rectangles, Squares, Circles
http://www.harcourtschool.com/activity/buzz/buzz.html
2.2 Classify familiar plane and solid objects by common attributes, such as color, position, shape, size, roundness, or number of corners, and explain which attributes are being used for classification. Classify Plane and Solid Geometric Shapes
http://www.aplusmath.com/cgi-bin/Flashcards/geoflash
2.3 Give and follow directions about location. Math Monsters: Mapping
2.4 Arrange and describe objects in space by proximity, position, and direction (e.g., near, far, below, above, up, down, behind, in front of, next to, left or right of).

 

 

 

 

 

 

 

 

Statistics, Data Analysis, and Probability (top)
1.0 Students organize, represent, and compare data by category on simple graphs and charts:

1.1 Sort objects and data by common attributes and describe the categories. Sort Objects and Data by Common Attributes
http://nlvm.usu.edu/en/nav/topic_t_3.html
1.2 Represent and compare data (e.g., largest, smallest, most often, least often) by using pictures, bar graphs, tally charts, and picture graphs. Represent and Compare Data
http://nces.ed.gov/nceskids/graphing/

 

 

 

 

 

 

2.0 Students sort objects and create and describe patterns by numbers, shapes, sizes, rhythms, or colors:

2.1 Describe, extend, and explain ways to get to a next element in simple repeating patterns (e.g., rhythmic, numeric, color, and shape). The Next Element in Simple Repeating Patterns
http://www.primarygames.com/patterns/start.htm

 

 

 

Mathematical Reasoning(top)
1.0 Students make decisions about how to set up a problem:

1.1 Determine the approach, materials, and strategies to be used. http://www.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=954b69f0-6eb8-424c-a83f-c34d771e1de0
1.2 Use tools, such as manipulatives or sketches, to model problems. http://www.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=3198bfa1-0705-4769-8ce6-4cc4445bc4b0

 

 

 

 

2.0 Students solve problems and justify their reasoning:

2.1 Explain the reasoning used and justify the procedures selected.  
2.2 Make precise calculations and check the validity of the results from the context of the problem.  

 

 

 

 

3.0 Students note connections between one problem and another.