Our First Grade Math Program...
Students actively engage in mathematical reasoning to solve complex problems. The first grade program moves from concrete (use of manipulatives) to the pictorial , and then to the abstract. This ensures students have a true understanding of concepts and do not just rely on memorization. They represent, explain, and justify their thinking using mathematical tools. First grade provides meaningful, repeated practice of basic facts and skills through the use of activities and games to build a strong number sense. Group work allows significant time for students to think about the problems and to model, explain, draw, and write. Students work as a whole class, individually, in pairs, and in small groups. Parents are encouraged to partner with us and support their child to learn basic math facts.
MATH BENCHMARKS:
All students are expected to demonstrate ‘on grade’ skills by the end of the year, but many will develop skills beyond this. These advanced skills are often shown in parenthesis in the benchmarks below.
By the end of first grade, the student should be able to…
-represent and solve problems involving addition and subtraction within 20 (100)
-use addition and subtraction within 20 (100) to solve word problems
-add and subtract within 20, demonstrating fluency for addition and subtraction within 10
-use doubles facts automatically to 10(20)
-solve addition problems using mental math to 10 (20, 100)
-know factors of numbers to 10 (20)
-determine the unknown whole number in an addition or subtraction equation
-extend counting; can count to 120, starting at any number less than 120.
-understand place value to 2 digits (3 digits)
-use place value understanding and properties of operations to add and subtract within 100
-knows when to compose a 10 (trade)
-reason with shapes and their attributes
-compose and decompose 2 and 3 dimensional shapes ( 2 triangles make a square)
-draw 2 dimensional shapes
-describe geometric properties and attributes ie. Congruency and symmetry
-partition squares and circles in to 2 or 4 equal parts
By the end of first grade, the student should be exposed to the following math practices…
-making sense of problems and persevering in solving them
-reasoning abstractly and quantitatively
-constructing viable arguments
-critiquing the reasoning of others
-modeling with mathematics
-using appropriate tools strategically
-attending to precision
-looking for and making use of structure
-looking for and expressing regularity in repeated reasoning, operations and algebraic thinking
MATH BENCHMARKS:
All students are expected to demonstrate ‘on grade’ skills by the end of the year, but many will develop skills beyond this. These advanced skills are often shown in parenthesis in the benchmarks below.
By the end of first grade, the student should be able to…
-represent and solve problems involving addition and subtraction within 20 (100)
-use addition and subtraction within 20 (100) to solve word problems
-add and subtract within 20, demonstrating fluency for addition and subtraction within 10
-use doubles facts automatically to 10(20)
-solve addition problems using mental math to 10 (20, 100)
-know factors of numbers to 10 (20)
-determine the unknown whole number in an addition or subtraction equation
-extend counting; can count to 120, starting at any number less than 120.
-understand place value to 2 digits (3 digits)
-use place value understanding and properties of operations to add and subtract within 100
-knows when to compose a 10 (trade)
-reason with shapes and their attributes
-compose and decompose 2 and 3 dimensional shapes ( 2 triangles make a square)
-draw 2 dimensional shapes
-describe geometric properties and attributes ie. Congruency and symmetry
-partition squares and circles in to 2 or 4 equal parts
By the end of first grade, the student should be exposed to the following math practices…
-making sense of problems and persevering in solving them
-reasoning abstractly and quantitatively
-constructing viable arguments
-critiquing the reasoning of others
-modeling with mathematics
-using appropriate tools strategically
-attending to precision
-looking for and making use of structure
-looking for and expressing regularity in repeated reasoning, operations and algebraic thinking