## 1st Grade Power Standards (refer to background knowledge for Kindergarten skills)

1.1.1.2, 1.1.1.5-1.1.1.6

- Read, write and represent whole numbers up to 120. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks
- Compare and order whole numbers up to 100.
- Use words to describe the relative size of numbers.

__Background Knowledge:__

- read and write numbers 0-31;
- represent numbers 0-31 using numerals, objects, pictures and drawings;
- compare and order numbers 0-20 with and without objects;
- understand one-to-one correspondence and apply it when counting objects.

__Mastery Expectations:__

- read, write and represent numbers up to 120;
- represent numbers up to 120 using place value models of tens and ones;
- compare and order numbers up to 100;
- describe the relative magnitude of a number using words such as equal to, not equal to, more than, less than, fewer than, etc.

1.1.2.1, 1.1.2.2-1.1.2.3

- Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations.
- Compose and decompose numbers up to 12 with an emphasis on making ten.
- Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s.

__Background Knowledge:__

- Accurately count a collection of objects and represent the count with a numeral
- Compose and decompose numbers up to ten with pictures and objects
- Count forward and backward to at least 20
- Find sums and differences of numbers between 0 and 10 using pictures and objects.

__Mastery Expectations:__

- solve addition and subtraction problems using a variety of thinking strategies
- solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations
- use number lines and empty number lines to represent their thinking when combining/separating numbers in addition and subtraction
- explain how they solved adding to, part-part-whole, taking away from, and comparing problems
- combine and partition numbers to 12 without counting by ones. For example, recognize that 6 is 5 and 1, 3 and 3, 4 and 2, etc.
- composing and decomposing is continued to all numbers to 12

- use doubles and doubles plus 1 to find ways to break numbers apart and put them together. For example 7 can be seen as double 3 plus one or 4 and 3.

- skip count by 2s, 5s and 10s
- recognize the relationship between skip counting and addition and subtraction

1.2.1.1-1.2.2.1

- Create simple patterns using objects, pictures, numbers and rules. Identify possible rules to complete or extend patterns. Patterns may be repeating, growing or shrinking. Calculators can be used to create and explore patterns.
- Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences.

__Background Knowledge:__

- Recognize simple repeating patterns in everyday situations and throughout the curriculum.
- Identify repeating patterns, growing and shrinking patterns.
- Create, complete and extend simple repeating, and growing/shrinking patterns
- Represent a repeating pattern in more than one way.
- Describe patterns both verbally and pictorially.
- solve addition and subtraction problems to 10 using counters and other visible materials such as fingers and 10-frames.

Mastery

__Expectations:__

- Describe and name repeating patterns
- Create repeating patterns using objects, pictures, and numbers.
- Create simple growing and shrinking patterns using objects, pictures, and numbers.
- Complete and extend repeating and growing/shrinking patterns
- Identifying pattern "rules".
- Represent counting patterns on a number line or hundreds chart.
- model the above types of equations using manipulatives and number lines.
- create equations to match story problems.

1.3.2.2-1.3.2.3

- Tell time to the hour and half-hour.
- Identify pennies, nickels and dimes; find the value of a group of these coins, up to one dollar.

__Background Knowledge:__

- Can think of time in terms of duration of an event; for example, which ball bounces longer.

- Can make comparisons of events that last different lengths of time. They can compare duration of events in their lives like brushing teeth, eating dinner, or playing during recess.
- Count by ones to 120.
- Count by fives to at least 100.
- Count by tens to at least 100.
- Students may have real-life experiences with coins.

__Mastery Expectations:__

- Tell time to the hour and half-hour.
- Use the expressions "o'clock" and "half past."
- Identify pennies, nickels, and dimes.
- Know the value of a penny, a nickel and a dime.
- Count groups of pennies.
- Count groups of nickels.
- Count groups of dimes.
- Count a group of pennies, nickels and dimes up to a dollar.
- Use the cents symbol-¢.