MA1 Standards

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Colorado Model Content Standards: Math Level 1

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1.1 Demonstrate meanings for whole numbers, commonly-used fractions and decimals (for example, 1/3, ¾, 0.5, 0.7), and representing equivalent forms of the same number through sue of physical models, drawings, calculators, and computers.

1.1a Using objects and pictures, represent whole numbers from 0 to 100 in a variety of ways

1.1b Using objects, demonstrate the meaning off equal, less than, and greater than with whole numbers from 0 to 100 ES

1.1c Using concrete materials, demonstrate the meaning of halves, thirds, and fourths of sets and wholes ES

1.1d Demonstrate the value of nickels, dimes, quarters, and dollars in terms of pennies ( for example, 25 pennies = 1 quarter ES

1.2. Read and write whole numbers and know place-value concepts and numeration through their relationships to counting, ordering, and grouping.

1.2a Read and write numerals from 0 to 50 in meaningful contexts ES

1.2d and 1.2e Order and write numbers according to place value (for example, given 9 ones and 2 tens, the student can write the number 29; given the number 29, the student can show 2 tens and 9 ones)

1.3 Use numbers to count, to measure, to label, and to indicate location.

1.3a Count to 20 (50) by 2’s ES

1.3b Count from 1 to 100 (50) by 1’s 5’s, and 10’s

1.3c Starting with any whole number less than 100, count forward to 100

1.3d Use ordinal positions for first through twelfth

1.3f Sequence selected whole numbers from 0 to 100

1.4 Develop, test, and explain conjecture about properties of whole numbers, and commonly-used fractions and decimals (for example, 1/3, ¾, 0.5, 0.75).

1.4a Know (recognize) the commutative property of whole numbers

1.4b Verify the addition and subtraction properties of zero with whole numbers

2.1 Reproduce, extend, create, and describe patterns and sequences using a variety of materials.

2.1a Create, repeat, and extend patterns using concrete materials ( for example, use pattern blocks, colors, words, numbers, shapes) ES

2.3 Recognize when a pattern exists and use that information to solve a problem.

2.3a Continue a pattern and verbally describe the pattern

3.1 Construct, read, and interpret displays of data including tables, charts, pictographs, and bar graphs.

3.1b Display and explain data from a bar graph or a pictograph

3.2 Interpret data using concepts of largest, smallest, most often, and middle

3.2a Using a bar graph or pictograph, read and interpret data using such words as “more” and “fewer,” or “most,” “same,” and “fewest”

4.1 MA 01 4.1 Recognize shapes and their relationships (for example, symmetry, and congruence) using a variety of materials. ES

4.1a Recognize two-dimensional congruent figures in different positions

4.1b Create simple designs using concrete materials such as tangrams and pattern blocks

4.1c Identify geometric shapes in the environment

4.1d Identify shapes and how they relate to each other (two triangles can make a square)

4.2 Identify, describe, draw, compare, classify, and build physical models of geometric figures.

4.2a Recognize and identify various geometric figures (triangle, square, circle, rectangle, oval, and diamond) (Kindergarten #4.2a)

4.2b Use manipulatives (straws or string loops) to build circles, triangles, squares, ovals, and diamonds (Kindergarten #4.2b)

4.2a Describe the number of sides in triangles and in quadrilaterals such as squares and rectangles

4.2b Draw triangles, squares, rectangles, and circles

4.3 Relate geometric ideas to measurement and number sense

4.3a Measure the lengths of the sides of triangles, squares, and rectangles to the nearest inch and centimeter

4.4 Solve problems using geometric relationships and spatial reasoning.

4.4b Manipulate pattern blocks to form a variety of geometric shapes

5.1 Know, use, describe, and estimate measures of length perimeter, capacity, weight, time, and temperature. ES

5.1a Tell time to the nearest hour and half-hour, using an analog and digital clock ES

5.1h Tell the number of minutes in an hour, days in a week, pennies in a nickel dime, quarter, and dollar

5.1i Find the total of a group of coins (pennies, nickels, dimes) given in a picture up to $1.00

6.3 Demonstrate understanding of and proficiency with basic addition, subtraction, multiplication, and division facts without the use of a calculator.

6.3a Demonstrate understanding of basic addition sums to 20 and subtraction differences of 10 ES

6.5 Select and use appropriate methods for computing with whole numbers in problem-solving situations from among mental arithmetic, estimation, paper-pencil, calculator, computer methods.

6.5a Given a real-world problem-solving situation, use the correct operation (addition or subtraction with concrete materials) and appropriate method to solve the problem ES

Use an illustration to solve an addition story problem read aloud by the teacher

Interpret short word problems and pictures of objects, and add the appropriate whole numbers

Use an illustration to solve a subtraction story problem read aloud by the teacher

Justify the use of a specific operation in solving a given problem