# Arkansas State Standards for Mathematics: Grade 1

Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.

AR.NO.1. Number and Operations: Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems

NO.1.1.1. Whole Numbers: Use efficient strategies to count a given set of objects in groups of 10 up to 100

NO.1.1.2. Whole Numbers: Represent a whole number less than 15 in all possible ways using composition and decomposition

NO.1.1.3. Whole Numbers: Connect various physical models and representations to the quantities they represent using number names, numerals and number words to 20 with and without appropriate technology

NO.1.1.4. Whole Numbers: Represent numbers to 20 in various forms

NO.1.1.5. Whole Numbers: Use multiple models to develop understandings of place value including tens and ones

NO.1.1.6. Whole Numbers: Recognize the number or quantity of sets up to 10 without counting, regardless of arrangement

NO.1.1.7. Whole Numbers: Estimate the results of whole number addition and subtraction problems and judge the reasonableness

NO.1.1.8. Whole Numbers: Determine relative position using ordinal numbers (first through twelfth)

NO.1.1.9. Whole Numbers: Compare 2 numbers, with less than 12 in each set, using objects and pictures with and without appropriate technology

NO.1.1.10. Whole Numbers: Compare 2 numbers, less than 100 using mathematical language of greater than, equal to (same amount as), less than

NO.1.1.11. Rational Numbers: Communicate the relative position of any number less than 20 (18 is less than 20 and greater than 12)

NO.1.1.12. Rational Numbers: Represent commonly used fractions using words and physical models for halves, thirds and fourths

AR.NO.2. Number and Operations: Properties of Number Operations: Students shall understand meanings of operations and how they relate to one another

NO.2.1.1. Number Theory: Count on (forward) and back (backward) using physical models or a number line starting at any whole number up to fifty

NO.2.1.2. Number Theory: Develop an understanding of the commutative (turn around facts) and identity (+0) properties of addition using objects

NO.2.1.3. Number Theory: Apply number theory: Determine if a 1- digit number is odd or even; use the terms sum and difference in appropriate context; use conventional symbols (+, -,=) to represent the operations of addition and subtraction

NO.2.1.4. Whole Number Operations: Use physical, pictorial and symbolic models to demonstrate various meanings of addition and subtraction

NO.2.1.5. Whole Number Operations: Identify and use relationships between addition and subtraction to solve problems in contextual situations involving whole numbers

NO.2.1.6. Whole Number Operations: Model and represent division as sharing equally in contextual situations

AR.NO.3. Number and Operations: Numerical Operations and Estimation: Students shall compute fluently and make reasonable estimates

NO.3.1.1. Computational Fluency-Addition and Subtraction: Develop strategies for basic addition facts: Counting all; counting on; one more, two more doubles; doubles plus one or minus one; make ten; using ten frames; Identity Property (adding zero)

NO.3.1.2. Computational Fluency-Addition and Subtraction: Develop strategies for basic subtraction facts; relating to addition; one less, two less; all but one; using ten frames of the the answers

NO.3.1.3. Application of Computation: Solve problems by using a variety of methods and tools (e.g., objects, mental computations, paper and pencil and with and without appropriate technology)

AR.A.4. Algebra: Patterns, Relations and Functions: Students shall recognize, describe and develop patterns, relations and functions

A.4.1.1. Sort and Classify: Sort and classify objects by one or two attributes in more than one way

A.4.1.2. Recognize, describe and develop patterns: Identify and describe patterns in the environment

A.4.1.3. Recognize, describe and develop patterns: Use patterns to count forward and backward when given a number less than or equal to 50

A.4.1.4. Recognize, describe and develop patterns: Identify, describe and extend skip-counting patterns by 2s

A.4.1.5. Recognize, describe and develop patterns: Identify a number that is one more or one less than any whole number less than 100

A.4.1.6. Recognize, describe and develop patterns: Recognize, extend, and create simple repeating and growing patterns using a wide variety of materials and describe them using words, pictures or symbols

AR.A.5. Algebra: Algebraic Representations: Students shall represent and analyze mathematical situations and structures using algebraic symbols

A.5.1.1. Expressions, Equations and Inequalities: Select and/or write number sentences to find the unknown in problem- solving contexts involving single-digit addition and subtraction using appropriate labels

A.5.1.2. Expressions, Equations and Inequalities: Recognize that ''='' indicates a relationship in which the quantities on each side of an equation are equal

A.5.1.3. Expressions, Equations and Inequalities: Recognize that symbols such as a box, triangle and diamond in an addition or subtraction equation, represent a missing value that will make the statement true

AR.A.6. Algebra: Algebraic Models: Students shall develop and apply mathematical models to represent and understand quantitative relationships

A.6.1.1. Algebraic Models and Relationships: Explore the use of a chart or table to organize information and to understand relationships

AR.A.7. Algebra: Analysis of Change: Students shall analyze change in various contexts

A.7.1.1. Analyze Change: Interpret qualitative change

AR.G.8. Geometry: Geometric Properties: Students shall analyze characteristics and properties of 2 and 3 dimensional geometric shapes and develop mathematical arguments about geometric relationships

G.8.1.1. Characteristics and Properties- Three Dimensional: Compare 3-D solids (sphere, cube, rectangular prism, cone, and cylinder) by investigating their physical characteristics

G.8.1.2. Characteristics and Properties- Three Dimensional: Investigate the presence of three dimensional objects in the environment

G.8.1.3. Characteristics and Properties- Three Dimensional: Compare and make geometric figures (triangle, rectangle [including square] and circle) by investigating their physical characteristics independent of position or size

AR.G.9. Geometry: Transformation of Shapes: Students shall apply transformations and the use of symmetry to analyze mathematical situations

G.9.1.1. Symmetry and Transformations: Identify a line or lines of symmetry in two - dimensional figures and justify by folding

G.9.1.2. Symmetry and Transformations: Manipulate two-dimensional figures through slides, flips and turns

AR.G.10. Geometry: Coordinate Geometry: Students shall specify locations and describe spatial relationships using coordinate geometry and other representational systems

G.10.1.1. Coordinate Geometry: Extend the use of location words to include distance (near, far, close to) and direction (left and right)

AR.G.11. Geometry: Visualization and Geometric Models: Students shall use visualization, spatial reasoning and geometric modeling

G.11.1.1. Spatial Visualization and Models: Replicate a simple two-dimensional figure from a briefly displayed example or from a description

G.11.1.2. Spatial Visualization and Models: Recognize that new figures can be created by combining and subdividing models of existing figures

AR.M.12. Measurement: Physical Attributes: Students shall use attributes of measurement to describe and compare mathematical and real-world objects

M.12.1.1. Time: Calendar: Recognize the number of days in a week and the number of days in a month using a calendar

M.12.1.2. Time: Calendar: Orally sequence the months of the year

M.12.1.3. Time: Clock: Recognize that an hour is longer than a minute and a minute is longer than a second

M.12.1.4. Money: Recognize and identify attributes of penny, nickel, dime, quarter and dollar bill

M.12.1.5. Money: State the values of a penny, nickel, dime, and quarter and dollar bill

M.12.1.6. Money: Compare the value of coins (pennies, nickels, dimes and quarters)

M.12.1.7. Temperature: Distinguish between hot and cold temperatures on a thermometer

M.12.1.8. Tools and Attributes: Recognize attributes of measurement (length, weight, capacity and mass) and identify appropriate tools used to measure each attribute

AR.M.13. Measurement: Systems of Measurement: Students shall identify and use units, systems and processes of measurement

M.13.1.1. Calendar: Use a calendar to determine elapsed time involving a time period of one week

M.13.1.2. Clock: Tell time to the half-hour

M.13.1.3. Elapsed Time: Determine elapsed time (to the hour) in contextual situations

M.13.1.4. Money: Determine the value of a small collection of coins (with a total value up to one dollar) using 1 or 2 different types of coins, including pennies, nickels, dimes and quarters

M.13.1.5. Money: Represent and write the value of money using the cent sign

M.13.1.6. Money: Show different combination of coins that have the same value

M.13.1.7. Applications: Select the appropriate non-standard measurement tools for length, capacity and mass

M.13.1.8. Applications: Estimate and measure length, capacity/volume and mass with nonstandard units

M.13.1.9. Perimeter: Surround a figure with objects and tell how many it takes to go around

M.13.1.10. Area: Cover a figure with squares and tell how many it takes

AR.DAP.14. Data Analysis and Probability: Data Representation: Students shall formulate questions that can be addressed with data and collect, organize and display relevant data to answer them

DAP.14.1.1. Collect, Organize and display data: Identify the purpose for data collection and collect, organize and display physical objects for describing the results

AR.DAP.15. Data Analysis and Probability: Data Analysis: Students shall select and use appropriate statistical methods to analyze data

DAP.15.1.1. Data Analysis: Analyze and interpret concrete and pictorial graphs (i.e. bar graphs, pictographs, Venn diagrams, T-chart)

DAP.15.1.2. Data Analysis: Make a true statement about the data displayed on a graph or chart (i.e. 5 people ride the bus)

AR.DAP.16. Data Analysis and Probability: Inferences and Predictions: Students shall develop and evaluate inferences and predictions that are based on data

DAP.16.1.1. Inferences and Predictions: Explore making simple predictions for a given set of data

AR.DAP.17. Data Analysis and Probability: Probability: Students shall understand and apply basic concepts of probability

DAP.17.1.1. Probability: Describe the probability of an event as being more, less, or equally likely to occur