Indiana State Standards for Mathematics: Grade 1

IN.1.1. Number Sense

1.1.1. Count, read, write, order, rename and compare whole numbers to at least 100.

1.1.2. Name the number that is one more than or one less than any number to at least 100.

1.1.3. Match the ordinal numbers first, second, third, etc. with an ordered set to at least 10 items.

1.1.4. Show equivalent forms of whole numbers to at least 100 as groups of tens and ones.

1.1.5. Solve problems involving addition and subtraction by modeling addition of numbers to at least 100 (putting together, increasing) and by modeling the inverse operation of subtraction (taking away, comparing, finding the difference) using objects.

1.1.6. Demonstrate fluency with addition facts and the corresponding subtraction facts for totals to at least 20.

1.1.7. Pose a question and collect and represent data using pictures or picture graphs to answer the question posed.

IN.1.2. Computation

1.2.1. Write and solve equations involving addition.

1.2.2. Create, extend, and give a rule for number patterns using addition.

1.2.3. Solve problems using the identity principle for addition and subtraction.

IN.1.3. Algebra and Functions

1.3.1. Identify, describe, compare, sort and draw triangles, rectangles, squares and circles in terms of their attributes (position, shape, size and number of vertices). Use simple plane shapes to compose a given shape.

1.3.2. Estimate and measure the length of an object to the nearest inch and centimeter.

1.3.3. Give the value of a collection of pennies, nickels and dimes up to $1.00.

IN.PS. Process Standards

PS.1. Problem Solving

PS.1.1. Build new mathematical knowledge through problem solving.

PS.1.2. Solve problems that arise in mathematics and in other contexts.

PS.1.3. Apply and adapt a variety of appropriate strategies to solve problems.

PS.1.4. Monitor and reflect on the process of mathematical problem solving.

PS.2. Reasoning and Proof

PS.2.1. Recognize reasoning and proof as fundamental aspects of mathematics.

PS.2.2. Make and investigate mathematical conjectures.

PS.2.3. Develop and evaluate mathematical arguments and proofs.

PS.2.4. Select and use various types of reasoning and methods of proof.

PS.3. Communication

PS.3.1. Organize and consolidate their mathematical thinking through communication.

PS.3.2. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.

PS.3.3. Analyze and evaluate the mathematical thinking and strategies of others.

PS.3.4. Use the language of mathematics to express mathematical ideas precisely.

PS.4. Connections

PS.4.1. Recognize and use connections among mathematical ideas.

PS.4.2. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

PS.4.3. Recognize and apply mathematics in contexts outside of mathematics.

PS.5. Representation

PS.5.1. Create and use representations to organize, record, and communicate mathematical ideas.

PS.5.2. Select, apply, and translate among mathematical representations to solve problems.

PS.5.3. Use representations to model and interpret physical, social, and mathematical phenomena.

PS.6. Estimation and Mental Computation

PS.6.1. Know and apply appropriate methods for estimating the results of computations.

PS.6.2. Round numbers to a specified place value.

PS.6.3. Use estimation to decide whether answers are reasonable.

PS.6.4. Decide when estimation is an appropriate strategy for solving a problem.

PS.6.5. Determine appropriate accuracy and precision of measurements in problem situations.

PS.6.6. Use properties of numbers and operations to perform mental computation.

PS.6.7. Recognize when the numbers involved in a computation allow for a mental computation strategy.

PS.7. Technology

PS.7.1. Technology should be used as a tool in mathematics education to support and extend the mathematics curriculum.

PS.7.2. Technology can contribute to concept development, simulation, representation, communication, and problem solving.

PS.7.3. The challenge is to ensure that technology supports-but is not a substitute for- the development of skills with basic operations, quantitative reasoning, and problem-solving skills.

PS.7.3.a. Elementary students should learn how to perform thoroughly the basic arithmetic operations independent of the use of a calculator.

PS.7.3.b. The focus must be on learning mathematics, using technology as a tool rather than as an end in itself.