Nebraska State Standards for Mathematics: Grade 1

NE.MA 1.1. Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 1.1.1. Number System: Students will demonstrate, represent, and show relationships among whole numbers within the base-ten number system.

MA 1.1.1.a. Count, read, and write numbers 0 - 100

MA 1.1.1.b. Count by multiples of 2 up to 50

MA 1.1.1.c. Count by multiples of 5 up to 100

MA 1.1.1.d. Count by multiples of 10 up to 100

MA 1.1.1.e. Sequence objects using ordinal numbers (first through tenth)

MA 1.1.1.f. Count backwards from 10 - 0

MA 1.1.1.g. Connect number words to the quantities they represent 0 - 20

MA 1.1.1.h. Demonstrate and identify multiple equivalent representations for numbers 1 - 100 (e.g., 23 is 2 tens and 3 ones; 23 is 1 ten and 13 ones; 23 is 23 ones)

MA 1.1.1.i. Compare and order whole numbers 0 - 100

MA 1.1.1.j. Demonstrate relative position of whole numbers 0 - 100 (e.g., 52 is between 50 and 60; 83 is greater than 77)

MA 1.1.2. Operations: Students will demonstrate the meaning of addition and subtraction with whole numbers.

MA 1.1.2.a. Use objects, drawings, words, and symbols to explain addition as a joining action

MA 1.1.2.b. Use objects, drawings, words, and symbols to explain addition as parts of a whole

MA 1.1.2.c. Use objects, drawings, words, and symbols to explain subtraction as a separation action

MA 1.1.2.d. Use drawings, words, and symbols to explain subtraction as finding part of a whole

MA 1.1.2.e. Use objects, drawings, words, and symbols to explain subtraction as a comparison (e.g., Nancy has 8 hair ribbons. Jane has 5 hair ribbons. How many more hair ribbons does Nancy have than Jane?)

MA 1.1.3. Computation: Students will compute fluently and accurately using appropriate strategies and tools.

MA 1.1.3.a. Fluently add whole number sums up to 10

MA 1.1.3.b. Fluently subtract whole number differences from 10

MA 1.1.3.c. Add and subtract two-digit numbers without regrouping

MA 1.1.3.d. Use a variety of methods and tools to compute sums and differences (e.g., models, mental computation, paper-pencil)

MA 1.1.4. Estimation: Mastery not expected at this level.

NE.MA 1.2. Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 1.2.1. Characteristics: Students will identify characteristics of two-dimensional geometric shapes.

MA 1.2.1.a. Compare two-dimensional shapes (e.g., square, circle, rectangle, triangle)

MA 1.2.1.b. Describe attributes of two-dimensional shapes (e.g., square, circle, rectangle, triangle)

MA 1.2.2. Coordinate Geometry: Students will identify locations on a number line.

MA 1.2.2.a. Identify the position of a whole number on a horizontal number line

MA 1.2.3. Transformations: Students will identify a line of symmetry.

MA 1.2.3.a. Identify one line of symmetry in two-dimensional shapes (e.g., circle, square, rectangle, triangle)

MA 1.2.4. Spatial Modeling: Students will communicate relative positions in space and create two-dimensional shapes.

MA 1.2.4.a. Demonstrate positional words (e.g., left/right)

MA 1.2.4.b. Sketch two-dimensional shapes (e.g., square, circle, rectangle, triangle)

MA 1.2.5. Measurement: Students will measure using standard units, time, and money.

MA 1.2.5.a. Count like coins to $1.00

MA 1.2.5.b. Identify time to the half hour

MA 1.2.5.c. Identify past, present, and future as orientation in time

MA 1.2.5.d. Select an appropriate tool for the attribute being measured (e.g., clock, calendar, thermometer, scale, ruler)

MA 1.2.5.e. Measure length using inches

MA 1.2.5.f. Compare and order objects according to length

NE.MA 1.3. Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 1.3.1. Relationships: Students will identify and describe relationships.

MA 1.3.1.a. Sort or order objects by their attributes (e.g., color, shape, size, number) then identify the classifying attribute

MA 1.3.1.b. Create multiple rules for sorting beyond color, shape, and size

MA 1.3.1.c. Identify, describe, and extend patterns (e.g., patterns with a repeating core)

MA 1.3.1.d. Use <, =, > to compare quantities

MA 1.3.2. Modeling in Context: Students will use objects and pictures as models to represent mathematical situations.

MA 1.3.2.a. Model situations that involve the addition and subtraction of whole numbers 0 - 20, using objects and pictures

MA 1.3.2.b. Describe and model qualitative change (e.g., a student growing taller)

MA 1.3.3. Procedures: Students will use concrete, verbal, and visual representations to solve number sentences.

MA 1.3.3.a. Write number sentences to represent fact families

MA 1.3.3.b. Use concrete, pictorial, and verbal representations of the commutative property of addition

NE.MA 1.4. Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 1.4.1. Display and Analysis: Students will sort, classify, organize, describe, and compare data.

MA 1.4.1.a. Sort and classify objects by more than one attribute

MA 1.4.1.b. Organize data by using concrete objects

MA 1.4.1.c. Represent data by using tally marks

MA 1.4.1.d. Compare and interpret information from displayed data (e.g., more, less, fewer)

MA 1.4.2. Predictions and Inferences: Mastery not expected at this level.

MA 1.4.3. Probability: Mastery not expected at this level.