Grade 1 Mathematics

Pre-Test

Post-Test

Outside Link

Number Sense
1.0 Students understand the relationship between numbers, quantities, and place value in whole numbers up to 1,000:

1.1

Count, read, and write whole numbers to 1,000 and identify the place value for each digit.

Count, Read, and Write Whole Numbers 100 -1,000

http://www.321know.com/plc12ex2.htm

1.2

Use words, models, and expanded forms (e.g., 45 = 4 tens + 5) to represent numbers (to 1,000).

Represent Numbers (1-1,000) in Different Forms

http://www.mathleague.com/help/wholenumbers/w
holenumbers.htm#expandedform

1.3

Order and compare whole numbers to 1,000 by using the symbols <, =, >.

Compare Numbers (1-1,000)

http://www.aaamath.com/cmp22-compare-num.html

2.0 Students estimate, calculate, and solve problems involving addition and subtraction of two-and three-digit numbers:

2.1	Understand and use the inverse relationship between addition and subtraction (e.g., an opposite number sentence for 8 + 6 = 14 is 14 - 6 = 8) to solve problems and check solutions.	Inverse Relationship in Addition and Subtraction
		http://www.aaamath.com/pro34a-inverseadd.html
2.2	Find the sum or difference of two whole numbers up to three digits long.	Find the Sum or Difference of Two Whole Numbers
		http://www.math.com/students/practice/arithmeticpractice.htm
2.3	Use mental arithmetic to find the sum or difference of two two-digit numbers.	Use Mental Arithmetic to Find Sums and Differences
		http://www.aaamath.com/add27c-addmm.html

3.0 Students model and solve simple problems involving multiplication and division:

3.1	Use repeated addition, arrays, and counting by multiples to do multiplication.	Repeated Addition, Arrays, and Counting
		http://www.aaamath.com/mul39-mult-by-add.html
3.2	Use repeated subtraction, equal sharing, and forming equal groups with remainders to do division.	Repeated Subtraction
		http://sierra.nmsu.edu/morandi/coursematerials/Division.html
3.3	Know the multiplication tables of 2s, 5s, and 10s (to "times 10") and commit them to memory.	Multiplication Tables (2s, 5s, 10s)
		http://math2.org/math/general/multiplytable.htm

4.0 Students understand that fractions and decimals may refer to parts of a set and parts of a whole:

4.1	Recognize, name, and compare unit fractions from 1/12 to 1/2.	Recognize, Name, and Compare Unit Fractions from 1/12 to 1/2
		http://aaamath.com/fra16-fractions.html
4.2	Recognize fractions of a whole and parts of a group (e.g., one-fourth of a pie, two-thirds of 15 balls).	Recognize Fractions of a Whole and Parts of a Group
		http://nlvm.usu.edu/en/nav/frames_asid_102_g_2_t_1.html
4.3	Know that when all fractional parts are included, such as four-fourths, the result is equal to the whole and to one.	Fractional Parts
		http://amby.com/educate/math/2-3_part.html

5.0 Students model and solve problems by representing, adding, and subtracting amounts of money:

5.1	Solve problems using combinations of coins and bills.	Problems Using Combination of Coins and Bills
		http://www.little-g.com/shockwave/cents.html
5.2	Know and use the decimal notation and the dollar and cent symbols for money.	Decimal Notation and the Dollars and Cent Symbols
		http://www.little-g.com/shockwave/cents.html

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

Algebra and Functions (top)
1.0 Students model, represent, and interpret number relationships to create and solve problems involving addition and subtraction:

1.1	Use the commutative and associative rules to simplify mental calculations and to check results.	Commutative and Associative Rules
		http://www.oswego.org/mtestprep/math8/b/associative_addition.cfm
1.2	Relate problem situations to number sentences involving addition and subtraction.	Problem Situations and Number Sentences
		http://home.freeuk.net/elloughton13/scramble1.htm
1.3	Solve addition and subtraction problems by using data from simple charts, picture graphs, and number sentences.	Addition and Subtraction Problems Using Simple Charts
		http://www.kidzone.ws/math/valentine/gr3-magicsub.html

Measurement and Geometry (top)
1.0 Students understand that measurement is accomplished by identifying a unit of measure, iterating (repeating)
that unit, and comparing it to the item to be measured:

1.1	Measure the length of objects by iterating (repeating) a nonstandard or standard unit.	Measuring Length
		http://aaamath.com/mea69-metric-meter.html
1.2	Use different units to measure the same object and predict whether the measure will be greater or smaller when a different unit is used.	Different Units to Measure the Same Object
		http://www.convert-me.com/en/convert/length
1.3	Measure the length of an object to the nearest inch and/ or centimeter.	Measuring to the Nearest Inch or Centimeter
1.4	Tell time to the nearest quarter hour and know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year).	Measuring Time
		http://doe.sd.gov/octa/ddn4learning/themeunits/math/time.htm
1.5	Determine the duration of intervals of time in hours (e.g., 11:00 a.m. to 4:00 p.m.).	Tell Time to the Nearest Hour
		http://doe.sd.gov/octa/ddn4learning/themeunits/math/time.htm

2.0 Students identify and describe the attributes of common figures in the plane and of common objects in space:

2.1	Describe and classify plane and solid geometric shapes (e.g., circle, triangle, square, rectangle, sphere, pyramid, cube, rectangular prism) according to the number and shape of faces, edges, and vertices	Classify Plane and Solid Geometric Shapes
2.1		http://www.enchantedlearning.com/math/geometry/shapes/
2.2	Put shapes together and take them apart to form other shapes (e.g., two congruent right triangles can be arranged to form a rectangle).	Put Shapes Together and Take Them Apart

Statistics, Data Analysis, and Probability (top)
1.0 Students collect numerical data and record, organize, display, and interpret the data on bar graphs and other representations:

1.1	Record numerical data in systematic ways, keeping track of what has been counted.	Record Numerical Data in Systematic Ways
		http://math.rice.edu/~lanius/Algebra/rightleft.html
1.2	Represent the same data set in more than one way (e.g., bar graphs and charts with tallies).	Represent and Compare Data
		http://nces.ed.gov/nceskids/graphing/
1.3	Identify features of data sets (range and mode).	Identify Features of Data Set
		http://www.purplemath.com/modules/meanmode.htm
1.4	Ask and answer simple questions related to data representations.	Identify Features of Data Set
		http://www.purplemath.com/modules/meanmode.htm

2.0 Students demonstrate an understanding of patterns and how patterns grow and describe them in general ways:

2.1	Recognize, describe, and extend patterns and determine a next term in linear patterns (e.g., 4, 8, 12 ...; the number of ears on one horse, two horses, three horses, four horses).	The Next Element in Simple Repeating Patterns
		http://www.primarygames.com/patterns/start.htm
2.2	Solve problems involving simple number patterns.	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.	Charts, Graphs, and Diagrams
		http://nces.ed.gov/nceskids/graphing/
1.2	Use tools, such as manipulatives or sketches, to model problems.	Charts, Graphs, and Diagrams
		http://nces.ed.gov/nceskids/graphing/

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