Number Operations and Data 

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M1N1 Students will estimate, model, compare, order, and represent whole numbers up to 100.
a. Represent numbers less than 100 using a variety of models, diagrams, and number sentences. Represent numbers larger than 10 in terms of tens and ones using counters and pictures.
b. Correctly count and represent the number of objects in a set using numerals.
c. Compare small sets using the terms greater than, less than, and equal to (<, >, =).
d. Understand the magnitude and order of numbers up to 100 by making ordered sequences and representing them on a number line.
e. Exchange equivalent quantities of coins by making fair trades involving combinations of pennies, nickels, dimes, and quarters, and count out a combination needed to purchase items less than a dollar.
f. Identify bills ($1, $5, $10, $20) by name and value and exchange equivalent quantities by making fair trades involving combinations of bills and count out a combination of bills needed to purchase items less than twenty dollars.
M1N2 Understand place value notation for the numbers between 1 and 100. (Discussions may allude to 3-digit numbers to assist in understanding place value.)
a. Determine which multiple of ten a given number is nearest (rounding) using tools such as a sequential number line or hundreds chart to assist in estimating.
b. Represent collections of less than 30 objects with 2-digit numbers and understand the meaning of place value. (Make sure that students, when given a number like 27, initially describe it as 2 tens and 7 ones, and only later use standard language, twenty-seven, when talking about the number.)
M1N3 Students will add and subtract numbers less than 100 as well as understand and use the inverse relationship between addition and subtraction.
a. Identify one more than, one less than, 10 more than, and 10 less than a given number.
b. Skip-count by 2’s, 5’s, and 10’s forward and backwards – to and from numbers up to 100.
c. Compose/decompose numbers up to 10 —“break numbers apart” (e.g., 8 can be represented as 4 + 4, 3 + 5, 5 + 2 + 1, or 10-2). Decompose numbers between 11 and 19 as one ten and the appropriate number of ones.
d. Understand a variety of situations to which subtraction may apply: taking away from a set, comparing two sets, and determining how many more or how many less.
e. Understand addition and subtraction number combinations using strategies such as counting on, counting back, doubles, and making tens.
f. Know the single-digit addition facts to 18 and corresponding subtraction facts with understanding and fluency. (Use strategies such as relating to facts already known, applying the commutative property, and grouping facts into families.)
g. Apply addition and subtraction to 2-digit numbers without regrouping (e.g., 15 + 4, 80 - 60, 56 + 10, 100 - 30, 58 + 5).
h. Solve and create word problems involving addition and subtraction to 100 without regrouping. Use words, pictures, and concrete models to interpret story problems and reflect the combining of sets as addition and taking away or comparing elements of sets as subtraction.
M1N4 Students will count collections of up to 100 objects by dividing them into equal parts and represent the results using words, pictures, or diagrams.
a. Use informal strategies to share objects equally between two to five people.
b. Build number patterns, including concepts of even and odd, using various concrete representations. (Examples of concrete representations include a hundreds chart, ten-grid frame, place-value chart, number line, counters, or other objects.)
c. Identify, label, and relate fractions (halves, fourths) as equal parts of a whole using pictures and models.
M1D1 Students will create simple tables and graphs, and interpret them.
a. Interpret tally marks, picture graphs, and bar graphs.
b. Organize and record data using objects, pictures, tally marks, and picture graphs.
M1P1 Students will solve problems that arise in mathematics and in other contexts.
a. Solve non-routine word problems using the strategy make a picture or diagram and continue to develop the strategy act out or use objects learned in kindergarten.
b. Solve single step routine word problems related to all appropriate first grade math standards.
c. Determine the operation(s) needed to solve a problem.
d. Determine the most efficient way to solve a problem (mentally, paper/pencil, or calculator).
M1P2 Students will investigate, develop, and evaluate mathematical arguments.
M1P3 Students will use the language of mathematics to express ideas precisely.
M1P4 Students will understand how mathematical ideas interconnect and build on one another and will apply mathematics in other content areas.
M1P5 Students will create and use pictures, manipulatives, models, and symbols to organize, record, and communicate mathematical ideas.