Web Resources Supporting the Maryland Voluntary State Curriculum

Mathematics - Grade 1

Algebra | Geometry | Measurement | Statistics | Probability | Number | Process

ALGEBRA

Standard 1.0 Knowledge of Algebra, Patterns, and Functions
Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships.
Topic
A. Patterns and Functions
Indicator
1.Identify, describe, extend, and create numeric patterns
Objectives

a.Represent and analyze numeric patterns using skip counting by multiples of 2 and 10 starting with any whole number, and using manipulatives and the 100 chart

b. Represent and analyze numeric patterns using skip counting backward by 10s starting with a multiple of 10, and using manipulatives

Indicator
2. Identify, copy, describe, create, and extend non-numeric patterns

Objectives

a. Represent and analyze growing patterns kinesthetically such as: clap/snap, clap/snap/snap, clap/snap/snap/snap, ...

b. Represent and analyze repeating patterns using no more than 3 different objects in the core of the pattern

c. Transfer a repeating pattern from one medium to a different medium using no more than 3 different objects in the core of the pattern

d. Identify patterns in real life situations

 

  • Interactive Mathmatics: An incredible library of virtual manipulatives related to NCTM Algebra standards.
  • AAA Math : Good explanition of concepts and opportunity for self correcting practice.

 

 

 

 

  • Virtual Goose: Match the pattern the goose is pointing toward. An interactive game featuring Arthur.

 

 

 

 

 

  • Problem Pictures is about bringing mathematics to life with photograhs. Stiking photographs are combined with original quesitons and problems to challenge students at all levels.
Topic
B. Expressions, Equations, and Inequalities

Indicator
1. Write and identify expressions

Objective

a. Represent numeric quantities using concrete and pictorial representations and operational symbols (+, -) with whole numbers to 20

Indicator
2. Identify, write, and solve equations and inequalities

Objectives

a. Represent relationships using the terms greater than, less than, and equal to for quantities up to 100

b. Find the missing number (unknown) in a number sentence using operational symbols (+, -) with whole numbers to 20 using pictures and manipulatives

 

 

  • AAA Math : Good explanition of concepts and opportunity for self correcting practice.
  • Wizzkids: Choose to review concepts then take the test. Eye popping graphics and sounds make this a very engaging program.

 

 

 

 

 

  • The Greedy Dog,an engaging lesson plan including a whole class activity and an introduction to graphs.

 

  • The Secret Message: Thinkport's student activity center with a power point for instruction and other printable resources to find the missing number in a sequence. Excellent teacher resource section
Topic
C. Numeric and Graphic Representations of Relationships

Indicator
1. Locate points on a number line

Objective

a. Identify and represent whole numbers up to 50 on a number line using manipulatives and symbols

GEOMETRY

Standard 2.0 Knowledge of Geometry
Students will apply the properties of one-, two-, or three-dimensional geometric figures to describe, reason, or solve problems about shape, size, position, or motion of objects.
Topic
A. Plane Geometric Figures

Indicator
1.Recognize and apply the properties/attributes of plane geometric figures

Objectives

a. Identify, name, and compare triangles, circles, squares, rectangles, and rhombi by their attributes

b. Create models of triangles, circles, squares, and rectangles with varied materials

c. Combine and subdivide squares and triangles
Topic
B. Solid Geometric Figures

Indicator
1.Recognize and use the attributes of solid geometric figures

Objectives

a. Identify and compare cubes, spheres, cylinders, pyramids, cones, and rectangular prisms
Topic
C. Representation of Geometric Figures

Indicator
1. Represent plane geometric figures

Objective

a. Sketch triangles, circles, squares, rectangles, and rhombi

Geometry through Art: A wonderful assortment of lesson ideas, facilitation suggestions, lists of materials needed, and handouts for you to photocopy. The artist, Mr. Shapiro, focuses on the student as investigator, learning through doing, and using perception to stimulate the motivation for more developed concepts and language..
Topic
D. Congruence

Indicator
1. Identify congruent figures

Objective

a. Match congruent figures

  
Topic
E. Transformations

Indicator
1.Recognize a transformation

Objectives

a. Use the direction, location, and position words right and left

b. Apply spatial reasoning in activities such as: pattern block

c. Identify and demonstrate slides and flips using manipulatives

Indicator
2. Analyze geometric figures and pictures

Objective

a. Demonstrate symmetry in basic shapes and pictures by paper folding and drawing a line of symmetry

 

  • A Flash Film from the Association of Teachers of Mathematics (ATM) to demonstrate how tangrams can make different figures.

 

 

 

  • Tangrams: Research Model developed by Baltimore County Public Schools. (Visual//Tactile learners)

MEASUREMENT

Standard 3.0 Knowledge of Measurement
Students will identify attributes, units, or systems of measurements or apply a variety of techniques, formulas, tools or technology for determining measurements.
Topic
A. Measurement Units
Indicator
1.Read measurement units

Objectives

a. Read a calendar to identify days of the week and months of the year
b. Tell time in intervals of hours and half-hours using an analog clock

c. Compare the same time on analog and digital clocks

d. Read a thermometer to tell temperature to the nearest 10° F

e. Compare and order objects by weight in pounds using a spring scale and a bathroom scale
Topic
B. Measurement Tools
Indicator
1. Measure in customary units

Objectives

a. Measure length of objects and pictures of objects to the nearest inch using a ruler
b. Identify and compare units of capacity using cups and gallons
c. Compare and order objects by weight in pounds using a spring scale and a bathroom scale

d. Describe the attributes of length, weight, and capacity
  • Count on Us: Engaging games designed to teach basic volume, length, and time along with other number concepts.

STATISTICS

Standard 4.0 Knowledge of Statistics
Students will collect, organize, display, analyze, or interpret data to make decisions or predictions.
Topic
A. Data Displays
Indicator
1.Collect, organize, and display data

Objectives

a. Collect data by conducting surveys
b. Collect data on tally charts
c. Organize and display data to make picture graphs

d. Organize and display data to make single bar graphs
Topic
B. Data Analysis
Indicator
1. Analyze data

Objectives

a. Interpret data contained in tables

b. Interpret data contained in picture graphs using a variety of categories with 1:1 intervals

c. Interpret data contained in single bar graphs
Bar Graph Sorter: This applet allows the user to explore simple bargraphs through sorting shapes by color or shape into the graph.

PROBABILITY

Standard 5.0 Knowledge of Probability
Students will use experimental methods or theoretical reasoning to determine probabilities to make predictions or solve problems about events whose outcomes involve random variation.

Topic
A. Sample Space

Indicator
1. Identify possible outcomes

Objective

a. Recognize that a real life situation may have more than one outcome such as a coin having heads or tails

NUMBER

Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic
Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology.
Topic
A. Knowledge of Number and Place Value
Indicator
1. Apply knowledge of whole numbers and place value

Objectives

a. Use concrete materials to compose and decompose quantities up to 20

b. Identify multiple representations for a number, such as: 12, 6 + 6, dozen

c. Demonstrate instant recognition of quantities in patterned sets

d. Use the numbers of 5 and 10 as anchors in relationship to other numbers

e. Read, write, and represent whole numbers up to 100 and beyond using models, symbols, and words

f. Express whole numbers up to 99 using expanded form

g. Identify the place value of a digit in a whole number up to 99

h. Compare and order whole numbers up to 99 using terms such as: greater than, less than, equal to

i. Estimate quantities up to 50 and use the term "about"

j. Count to 100

k. Count forward and backward starting with numbers other than one

l. Use ordinal numbers to indicate position: first through tenth

Indicator
2. Apply knowledge of fractions

Objective

a. Read, write, and represent fractions as parts of a single region using symbols and models with denominators of 2 or 4

b. Read, write, and represent halves as parts of a set using pictures and models

Indicator
3. Apply knowledge of money

Objectives

a. Determine the value of a given set of mixed currency up to $1

b. Demonstrate monetary value using real or play coins

c. Compare the value of 2 sets of same currency up to $1.00

 

 

 

 

 

 

 

 

 

 

 

 

 

Topic
C. Number Computation

Indicator
1. Analyze number relations and compute

Objectives

a. Develop strategies for addition and subtraction basic facts such as: counting on, counting back, making ten, doubles, and doubles plus one

b. Solve a given word problem based on addition or subtraction situation

c. Identify the concept of inverse operation to addition and subtraction

  • Electronic Abacus: Use this abacus to count, sort, and build simple computations.
  • Little Animals ActivityCenter:
    Solve first grade level addition and subtraction problems by clicking on the ladybug with the right answer
  • .AAA Math : Good explanition of concepts and opportunity for self correcting practice.

PROCESS

Standard 7.0 Process of Mathematics
Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings.
Topic
A. Problem Solving
Indicator
1. Apply a variety of concepts, processes, and skills to solve problems

Objectives

a. Identify the question in the problem
b. Decide if enough information is present to solve the problem
c. Make a plan to solve a problem
d. Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
e. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
f. Identify alternative ways to solve a problem
g. Show that a problem might have multiple solutions or no solution
h. Extend the solution of a problem to a new problem situation
  
Topic
B. Reasoning
Indicator
1. Justify ideas or solutions with mathematical concepts or proofs

Objectives

a. Use inductive or deductive reasoning

b. Make or test generalizations
c. Support or refute mathematical statements or solutions
d. Use methods of proof, i.e., direct, indirect, paragraph, or contradiction
  
Topic
C. Communications
Indicator
1. Present mathematical ideas using words, symbols, visual displays, or technology

Objectives

a. Use multiple representations to express concepts or solutions
b. Express mathematical ideas orally
c. Explain mathematically ideas in written form
d. Express solutions using concrete materials
e. Express solutions using pictorial, tabular, graphical, or algebraic methods
f. Explain solutions in written form
g. Ask questions about mathematical ideas or problems
h. Give or use feedback to revise mathematical thinking
  
Topic
D. Connections
Indicator
1. Relate or apply mathematics within the discipline, to other disciplines, and to life

Objectives

a. Identify mathematical concepts in relationship to other mathematical concepts

b. Identify mathematical concepts in relationship to other disciplines

c. Identify mathematical concepts in relationship to life

d. Use the relationship among mathematical concepts to learn other mathematical concepts
  • Problem Pictures is about bringing mathematics to life with photograhs. Stiking photographs are combined with original quesitons and problems to challenge students at all levels.
  • Geometry through Art: A wonderful assortment of lesson ideas, facilitation suggestions, lists of materials needed, and handouts for you to photocopy. The artist, Mr. Shapiro, focuses on the student as investigator, learning through doing, and using perception to stimulate the motivation for more developed concepts and language..