Louisiana State Standards for Mathematics: Grade 1

LA.N. Number and Number Relations: In problem-solving investigations, students demonstrate an understanding of the real number system and communicate the relationships within that system using a variety of techniques and tools.

N-1-E. Constructing number meaning and demonstrating that a number can be expressed in many different forms (e.g., standard notation, number words, number lines, geometrical representation, fractions, and decimals).

N-1-E-GLE 1. Count to 100 by 1s, 5s, 10s, and 25s (N-1-E) (N-3-E) (N-4-E)

N-1-E-GLE 2. Read and write numerals to 100 (N-1-E)

N-1-E-GLE 3. Write number words for 0 to 19 (N-1-E) (N-3-E)

N-1-E-GLE 4. Use ordinal numbers through 31st as they relate to the calendar (N-1-E)

N-1-E-GLE 5. Model and read place value in word, standard, and expanded form for numbers through 99 (N-1-E)

N-1-E-GLE 6. Use region models and sets of objects to demonstrate understanding of the concept of halves (N-1-E)

N-1-E-GLE 7. Identify quarters, half-dollars, and their values (N-1-E) (N-2-E) (M-1-E)

N-2-E. Demonstrating number sense and estimation skills, giving particular attention to common equivalent reference points (i.e., 1/4 = 25% = .25; 2 = 50% = .5; $1 = 100%, etc.).

N-2-E-GLE 7. Identify quarters, half-dollars, and their values (N-1-E) (N-2-E) (M-1-E)

N-2-E-GLE 8. Find the value of a set of coins up to $1.00, using one denomination of coin (N-2-E) (N-6-E) (M-1-E) (M-5-E)

N-2-E-GLE 9. Apply estimation strategies to estimate the size of groups up to 20 (N-2-E) (N-8-E)

N-3-E. Reading, writing, representing, comparing, ordering, and using whole numbers in a variety of forms (e.g., standard notation, number line, and geometrical representation.

N-3-E-GLE 1. Count to 100 by 1s, 5s, 10s, and 25s (N-1-E) (N-3-E) (N-4-E)

N-3-E-GLE 3. Write number words for 0 to 19 (N-1-E) (N-3-E)

N-3-E-GLE 10. Using a number line or chart, locate, compare, and order whole numbers less than 100 and identify the numbers coming before/after a given number and between 2 given numbers (N-3-E) (A-1-E)

N-3-E-GLE 11. From a given number between 1 and 100, count forward and backward (N-3-E)

N-4-E. Demonstrating a conceptual understanding of the meaning of the basic arithmetic operations (add, subtract, multiply, and divide) and their relationships to each other.

N-4-E-GLE 1. Count to 100 by 1s, 5s, 10s, and 25s (N-1-E) (N-3-E) (N-4-E)

N-4-E-GLE 12. Know the basic facts for addition and subtraction [0s, 1s, counting on and back 2s, doubles, doubles +/- 1, then 10s facts, and related turn-around (commutative) pairs] and use them to solve real-life problems (N-4-E) (N-6-E) (N-8-E)

N-4-E-GLE 13. Recognize and apply addition and subtraction as inverse operations (N-4-E)

N-4-E-GLE 14. Add and subtract 2-digit numbers using manipulatives (N-4-E) (N-7-E)

N-4-E-GLE 15. Recognize real-life situations as addition or subtraction problems (N-5-E) (N-4-E)

N-5-E. Selecting appropriate operation(s) (add, subtract, multiply, and divide) for a given situation.

N-5-E-GLE 15. Recognize real-life situations as addition or subtraction problems (N-5-E) (N-4-E)

N-6-E. Applying a knowledge of basic math facts and arithmetic operations to real-life situations.

N-6-E-GLE 8. Find the value of a set of coins up to $1.00, using one denomination of coin (N-2-E) (N-6-E) (M-1-E) (M-5-E)

N-6-E-GLE 12. Know the basic facts for addition and subtraction [0s, 1s, counting on and back 2s, doubles, doubles +/- 1, then 10s facts, and related turn-around (commutative) pairs] and use them to solve real-life problems (N-4-E) (N-6-E) (N-8-E)

N-7-E. Constructing, using, and explaining procedures to compute and estimate with whole numbers (e.g., mental math strategies).

N-7-E-GLE 14. Add and subtract 2-digit numbers using manipulatives (N-4-E) (N-7-E)

N-7-E-GLE 16. Given a number and number line/hundreds chart, identify the nearest ten (N-7-E)

N-7-E-GLE 18. Use objects, pictures, and number sentences to represent real-life problem situations involving addition and subtraction (A-1-E) (A-3-E) (N-7-E)

N-7-E-GLE 19. Use objects, pictures, and verbal information to solve for missing numbers (A-2-E) (N-7-E)

N-8-E. Selecting and using appropriate computational methods and tools for given situations involving whole numbers (e.g., estimation, mental arithmetic, calculator, or paper and pencil).

N-8-E-GLE 9. Apply estimation strategies to estimate the size of groups up to 20 (N-2-E) (N-8-E)

N-8-E-GLE 12. Know the basic facts for addition and subtraction [0s, 1s, counting on and back 2s, doubles, doubles +/- 1, then 10s facts, and related turn-around (commutative) pairs] and use them to solve real-life problems (N-4-E) (N-6-E) (N-8-E)

N-9-E. Demonstrating the connection of number and number relations to the other strands and to real-life situations.

LA.A. Algebra: In problem-solving investigations students demonstrate an understanding of concepts and processes that allow them to analyze, represent, and describe relationships among variable quantities and to apply algebraic methods to real-world situations.

A-1-E. Demonstrating a conceptual understanding of variables, expressions, equations, and inequalities (e.g., use letters or boxes to represent values; understand =, not equal to, <, and > symbols).

A-1-E-GLE 10. Using a number line or chart, locate, compare, and order whole numbers less than 100 and identify the numbers coming before/after a given number and between 2 given numbers (N-3-E) (A-1-E)

A-1-E-GLE 17. Use the equal sign (=) to express the relationship of equality (A-1-E)

A-1-E-GLE 18. Use objects, pictures, and number sentences to represent real-life problem situations involving addition and subtraction (A-1-E) (A-3-E) (N-7-E)

A-2-E. Modeling and developing strategies for solving equations and inequalities.

A-2-E-GLE 19. Use objects, pictures, and verbal information to solve for missing numbers (A-2-E) (N-7-E)

A-3-E. Recognizing the connection of algebra to the other strands and to real-life situations (e.g., number sentences or formulas to represent real-world problems).

A-3-E-GLE 18. Use objects, pictures, and number sentences to represent real-life problem situations involving addition and subtraction (A-1-E) (A-3-E) (N-7-E)

LA.M. Measurement: In problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-life applications of measurement.

M-1-E. Applying (measure or solve measurement problem) the concepts of length (inches, feet, yards, miles, millimeters, centimeters, decimeters, meters, kilometers), area, volume, capacity (cups, liquid pints and quarts, gallons, milliliters, liters), weight (ounces, pounds, tons, grams, kilograms), mass, time (seconds, minutes, hours, days, weeks, months, years), money, and temperature (Celsius and Fahrenheit) to real-world experiences.

M-1-E-GLE 20. Measure length to the nearest inch and centimeter using appropriate tools (M-1-E) (M-2-E)

M-1-E-GLE 21. Tell time to the hour and half-hour, and identify date, day, week, month, and year on a calendar (M-1-E) (M-2-E) (M-5-E)

M-1-E-GLE 24. Measure capacity using cups (M-2-E) (M-3-E) (M-1-E)

M-2-E. Selecting and using appropriate standard and non-standard units of measure (e.g., paper clips and Cuisenaire rods) and tools for measuring length, area, capacity, weight/mass, and time for a given situation by considering the purpose and precision required for the task.

M-2-E-GLE 20. Measure length to the nearest inch and centimeter using appropriate tools (M-1-E) (M-2-E)

M-2-E-GLE 21. Tell time to the hour and half-hour, and identify date, day, week, month, and year on a calendar (M-1-E) (M-2-E) (M-5-E)

M-2-E-GLE 22. Select appropriate non-standard units for linear measurement situations (e.g., sticks, blocks, paper clips) (M-2-E)

M-2-E-GLE 23. Compare the measure of objects to benchmarks (e.g., the width of a child's thumb is about a centimeter, the weight of a loaf of bread is about a pound, and the mass of a textbook is about a kilogram) (M-2-E)

M-2-E-GLE 24. Measure capacity using cups (M-2-E) (M-3-E) (M-1-E)

M-2-E-GLE 25. Identify the thermometer as a tool for measuring temperature (M-2-E)

M-3-E. Using estimation skills to describe, order, and compare measures of length, capacity, weight/mass, time, and temperature.

M-3-E-GLE 24. Measure capacity using cups (M-2-E) (M-3-E) (M-1-E)

M-4-E. Converting from one unit of measurement to another within the same system (customary and metric); comparisons between systems should be based on intuitive reference points, not formal computations (e.g., a meter is a little longer than a yard).

M-5-E. Demonstrating the connection of measurement to the other strands and to real-life situations.

M-5-E-GLE 21. Tell time to the hour and half-hour, and identify date, day, week, month, and year on a calendar (M-1-E) (M-2-E) (M-5-E)

LA.G. Geometry: In problem-solving investigations, students demonstrate an understanding of geometric concepts and applications involving one-, two-, and three-dimensional geometry, and justify their findings.

G-1-E. Determining the relationships among shapes.

G-1-E-GLE 26. Compare, contrast, name, and describe attributes (e.g., corner, side, straight, curved, number of sides) of shapes using concrete models [circle, rectangle (including square), rhombus, triangle] (G-1-E) (G-2-E) (G-4-E)

G-1-E-GLE 29. Visualize, predict, and create new shapes by cutting apart and combining existing 2- and 3-dimensional shapes (G-3-E) (G-1-E)

G-2-E. Identifying, describing, comparing, constructing, and classifying two-dimensional and three-dimensional geometric shapes using a variety of materials.

G-2-E-GLE 26. Compare, contrast, name, and describe attributes (e.g., corner, side, straight, curved, number of sides) of shapes using concrete models [circle, rectangle (including square), rhombus, triangle] (G-1-E) (G-2-E) (G-4-E)

G-2-E-GLE 27. Connect the informal language used for 3-dimensional shapes to their proper mathematical name (e.g., a ball is a sphere, a box is a rectangular prism, a can is a cylinder) (G-2-E)

G-2-E-GLE 28. Determine if a shape has a line of symmetry by folding (G-2-E)

G-2-E-GLE 30. Identify congruent shapes (i.e., same size and shape) in a variety of positions and orientations (G-3-E) (G-2-E)

G-3-E. Making predictions regarding combinations, subdivisions, and transformations (slides, flips, turns) of simple plane geometric shapes.

G-3-E-GLE 29. Visualize, predict, and create new shapes by cutting apart and combining existing 2- and 3-dimensional shapes (G-3-E) (G-1-E)

G-3-E-GLE 30. Identify congruent shapes (i.e., same size and shape) in a variety of positions and orientations (G-3-E) (G-2-E)

G-4-E. Drawing, constructing models, and comparing geometric shapes, with special attention to developing spatial sense.

G-4-E-GLE 26. Compare, contrast, name, and describe attributes (e.g., corner, side, straight, curved, number of sides) of shapes using concrete models [circle, rectangle (including square), rhombus, triangle] (G-1-E) (G-2-E) (G-4-E)

G-5-E. Identifying and drawing lines and angles and describing their relationships to each other and to the real world.

G-5-E-GLE 31. Draw line segments (G-5-E)

G-6-E. Demonstrating the connection of geometry to the other strands and to real-life situations.

LA.D. Data Analysis, Probability, and Discrete Math: In problem-solving investigations, students discover trends, formulate conjectures regarding cause-and-effect relationships, and demonstrate critical thinking skills in order to make informed decisions.

D-1-E. Collecting, organizing, and describing data based on real-life situations;

D-1-E-GLE 32. Given a set of data, construct and read information from bar graphs and charts (D-1-E) (D-2-E)

D-1-E-GLE 33. Determine whether an object satisfies a simple logical classification rule (e.g., belongs and does not belong) (D-1-E)

D-2-E. Constructing, reading, and interpreting data in charts, graphs, tables, etc;

D-2-E-GLE 32. Given a set of data, construct and read information from bar graphs and charts (D-1-E) (D-2-E)

D-3-E. Formulating and solving problems that involve the use of data;

D-4-E. Exploring, formulating, and solving sequence-of-pattern problems involving selection and arrangement of objects/numerals;

D-5-E. Predicting outcomes based on probability (e.g., make predictions of same chance, more likely, or less likely; determine fair and unfair games);

D-5-E-GLE 34. Appropriately use basic probability vocabulary (e.g., more likely to happen/less likely to happen, always/never, same as) (D-5-E)

D-6-E. Demonstrating the connection of data analysis, probability, and discrete math to other strands and real-life situations.

LA.P. Patterns, Relations, and Functions: In problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions that represent and explain real-world situations.

P-1-E. Recognizing, describing, extending, and creating a wide variety of numerical (e.g., skip counting of whole numbers), geometrical, and statistical patterns.

P-1-E-GLE 35. Identify, describe, and explain the patterns in repeating situations (adding the same number, e.g., 2, 5, 8, 11, or skip-counting) (P-1-E)

P-2-E. Representing and describing mathematical relationships using tables, variables, open sentences, and graphs.

P-2-E-GLE 36. Explain patterns created with concrete objects, numbers, shapes, and colors (P-2-E)

P-3-E. Recognizing the use of patterns, relations, and functions in other strands and in real-life situations.