Connecticut State Standards for Mathematics: Grade 1

CT.1. Algebraic Reasoning: Patterns and Functions: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.

1.1. Understand and describe patterns and functional relationships.

1.1.1. Sort, classify and order numbers and objects by one and two attributes including size, shape, color, texture, orientation, position and use, and explain the reason or rule used.

1.1.2. Recognize, extend and create one- attribute and two-attribute patterns, e.g., size and shape, counting, e.g., by 5 or 10, and number patterns, e.g., n + 2. Describe the pattern and the rule used to make it.

1.1.3. Replicate a pattern using a different representation, e.g., from color to shape.

1.1.4. Develop and test generalizations based on observations of patterns and relationships.

1.2. Represent and analyze quantitative relationships in a variety of ways.

1.2.5. Model real-life situations that represent the result of counting, combining and separation of sets of objects (addition and subtraction of whole numbers) with objects, pictures, symbols and open sentences.

1.3. Use operations, properties and algebraic symbols to determine equivalence and solve problems.

1.3.6. Demonstrate understanding of equivalence or balance with objects, models, diagrams, operations or numbers, e.g., using a balance scale, or an arm balance showing the same amount on both sides.

CT.2. Numerical and Proportional Reasoning: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.

2.1. Understand that a variety of numerical representations can be used to describe quantitative relationships.

2.1.1. Represent and identify whole numbers up to 100 as groups of tens and ones using models and number lines.

2.1.2. Compare and order quantities of up to 100 objects, including naming a number that is one or ten more or less than a given number.

2.1.3. Describe and estimate quantities using benchmark amounts such as zero, 10 and 100.

2.1.4. Identify ordinal numbers up to 10th with an ordered set of objects, e.g., point to the fifth crayon lined up on the table.

2.1.5. Use a variety of models and familiar objects to compare two parts of a whole object and describe the parts as being closer to very little, one half or one whole.

2.1.6. Use a variety of models and familiar objects to:

2.1.6.1. Make a whole of equal size parts of familiar objects.

2.1.6.2. Show and identify equal size pieces of a whole as halves, thirds or fourths

2.1.6.3. Identify pieces of a whole as not being halves, thirds or fourths.

2.1.7. Determine half of a whole set of up to 20 objects.

2.1.8. Describe ratios in terms of the patterns that develop in the relationships between quantities, e.g., if one cat has four legs, then two cats have eight legs.

2.2. Use numbers and their properties to compute flexibly and fluently and to reasonably estimate measures and quantities.

2.2.9. Count by rote to at least 100.

2.2.10. Count on from a given amount, orally and with models, and count back from 10.

2.2.11. Count and group at least 100 objects by tens.

2.2.12. Identify, read and write numerals to 100.

2.2.13. Create problems and write one- and two-digit number sentences that reflect contextual situations and real world experiences. Solve the problems using a variety of methods including models, pictures, pencil and paper, estimation and mental computation, and describe the reasoning or strategies used. For example: Tell a story or draw a picture for a problem that can be solved using the number sentence 10 + 6 = 16.

2.2.14. Solve contextual problems using all addition sums to 18 and subtraction differences from 10 with flexibility and fluency.

2.2.15. Estimate the amount of objects in a set using zero, 10 and 100 as benchmarks and then determine if the estimate was reasonable.

2.2.16. Identify and name pennies, nickels, dimes and quarters.

2.2.17. Identify pennies, nickels, dimes and quarters.

2.2.18. Determine and compare sets of pennies and dimes valued up to $1.00; trade sets of pennies for dimes and vice versa. For example: Jose has three dimes and eight pennies. Andrea has two dimes and 17 pennies. If they do not have the same amount of money, who has more or less? How much more or less?

CT.3. Geometry and Measurement: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.

3.1. Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.

3.1.1. Identify and describe familiar two- dimensional shapes and three-dimensional solids in the environment and contextual situations.

3.1.2. Copy two- and three-dimensional designs from visual memory.

3.1.3. Compare and sort familiar shapes and solids and designs found in the environment and contextual situations

3.1.4. Construct shapes and solids using a variety of materials and create two-dimensional shapes and designs with a line of symmetry.

3.2. Use spatial reasoning, location and geometric relationships to solve problems.

3.2.5. Describe location, direction and position of objects or parts of objects, using terms such as left, right and opposite.

3.3. Develop and apply units, systems, formulas and appropriate tools to estimate and measure.

3.3.6. Know the days of the week in order and locate dates, days, weeks and months on a calendar. Use the information to solve problems involving the planning and sequencing of events.

3.3.7. Solve problems involving telling time to the nearest hour using digital and analog clocks. Estimate and compare the length of time needed to complete a task using comparative language such as longer, shorter, more or less.

3.3.8. Use nonstandard units or physical referents to estimate answers to measurement problems involving length, area, weight, temperature, volume and capacity, and then justify the reasonableness of the answers. Suggested materials include Unifix or locking cubes, paperclips, Popsicle sticks, square tiles, water and sand.

3.3.9. Use nonstandard units, references or direct comparison of objects (appearance), to order objects by length, area and capacity.

3.3.10. Explore using standard units of measure (inch and centimeter) to communicate measurement in a universal manner.

CT.4. Working with Data: Probability and Statistics: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.

4.1. Collect, organize and display data using appropriate statistical and graphical methods.

4.1.1. Pose questions that can be used to guide data collection, organization and representation.

4.1.2. Collect and systematically organize and represent the data that answers the questions using lists, charts and tables, tallies, glyphs (coded pictures), picture graphs and bar graphs.

4.2. Analyze data sets to form hypotheses and make predictions.

4.2.3. Describe data that have been organized and make comparisons using terms such as largest, smallest, most often or least often.

4.3. Understand and apply basic concepts of probability.

4.3.4. Describe and explain the likelihood of the occurrence of various events in the student's world using terms such as possible, impossible, likely, unlikely or certain.

4.3.5. Engage in simple probability activities and games including the use of number cubes and spinners; record, graph and describe the results of the activities and games.