Ohio State Standards for Mathematics: Grade 1

OH.NNSO. Number, Number Sense and Operations: Students demonstrate number sense, including an understanding of number systems and operations and how they relate to one another. Students compute fluently and make reasonable estimates using paper and pencil, technology-supported and mental methods.

NNSO.A. Use place value concepts to represent whole numbers using numerals, words and physical models.

NNSO.B. Recognize, classify, compare and order whole numbers.

NNSO.C. Represent commonly used fractions using words and physical models.

NNSO.D. Determine the value of a collection of coins and dollar bills.

NNSO.E. Make change using coins for values up to one dollar.

NNSO.F. Count, using numerals and ordinal numbers.

NNSO.G. Model, represent and explain addition as combining sets and counting on.

NNSO.H. Model, represent and explain subtraction as comparison, take-away and part-to-whole.

NNSO.I. Model, represent and explain multiplication as repeated addition, rectangular arrays and skip counting.

NNSO.J. Model, represent and explain division as sharing equally, repeated subtraction and rectangular arrays.

NNSO.K. Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions.

NNSO.L. Demonstrate fluency in adding and subtracting multiples of 10, and recognize combinations that make 10.

NNSO.M. Add and subtract two-digit numbers with and without regrouping.

NNSO.1. Grade Level Indicator: Number and Number Systems: Use ordinal numbers to order objects; e.g., first, second, third.

NNSO.2. Grade Level Indicator: Number and Number Systems: Recognize and generate equivalent forms for the same number using physical models, words and number expressions; e.g., concept of ten is described by '10 blocks', full tens frame, numeral 10, 5 + 5, 15 - 5, one less than 11, my brother's age.

NNSO.3. Grade Level Indicator: Number and Number Systems: Read and write the numerals for numbers to 100.

NNSO.4. Grade Level Indicator: Number and Number Systems: Count forward to 100, count backwards from 100, and count forward or backward starting at any number between 1 and 100.

NNSO.5. Grade Level Indicator: Number and Number Systems: Use place value concepts to represent whole numbers using numerals, words, expanded notation and physical models with ones and tens.

NNSO.6. Grade Level Indicator: Number and Number Systems: Identify and state the value of a penny, nickel, dime, quarter and dollar.

NNSO.7. Grade Level Indicator: Number and Number Systems: Determine the value of a small collection of coins (with a total value up to one dollar) using 1 or 2 different type coins, including pennies, nickels, dimes and quarters.

NNSO.8. Grade Level Indicator: Number and Number Systems: Show different combinations of coins that have the same value.

NNSO.9. Grade Level Indicator: Number and Number Systems: Represent commonly used fractions using words and physical models for halves, thirds and fourths, recognizing fractions are represented by equal size parts of a whole and of a set of objects.

NNSO.10. Grade Level Indicator: Meaning of Operations: Model, represent and explain addition as combining sets (part + part = whole) and counting on.

NNSO.11. Grade Level Indicator: Meaning of Operations: Model, represent and explain subtraction as take-away and comparison.

NNSO.12. Grade Level Indicator: Meaning of Operations: Use conventional symbols to represent the operations of addition and subtraction.

NNSO.13. Grade Level Indicator: Meaning of Operations: Model and represent multiplication as repeated addition and rectangular arrays in contextual situations; e.g., four people will be at my party and if I want to give 3 balloons to each person, how many balloons will I need to buy?

NNSO.14. Grade Level Indicator: Meaning of Operations: Model and represent division as sharing equally in contextual situations; e.g., sharing cookies.

NNSO.15. Grade Level Indicator: Meaning of Operations: Demonstrate that equal means 'the same as' using visual representations.

NNSO.16. Grade Level Indicator: Computation and Estimation: Develop strategies for basic addition facts, such as: counting all; counting on; one more, two more; doubles; doubles plus or minus one; make ten; using tens frames; identity property (adding zero).

NNSO.17. Grade Level Indicator: Computation and Estimation: Develop strategies for basic subtraction facts, such as: relating to addition (for example, think of 7 - 3 = ? as '3 plus? equals 7'); one less, two less; all but one (for example, 8 - 7, 5 - 4); using tens frames; missing addends.

OH.M. Measurement: Students estimate and measure to a required degree of accuracy and precision by selecting and using appropriate units, tools and technologies.

M.A. Explain the need for standard units of measure.

M.B. Select appropriate units for length, weight, volume (capacity) and time, using: objects; i.e., non-standard units; U.S. customary units: inch, foot, yard, ounce, pound, cup, quart, gallon, minute, hour, day, week and year; metric units: centimeter, meter, gram and liter.

M.C. Develop common referents for units of measure for length, weight, volume (capacity) and time to make comparisons and estimates.

M.D. Apply measurement techniques to measure length, weight and volume (capacity).

M.E. Recognize that using different units of measurement will yield different numbers for the same measurement.

M.1. Grade Level Indicator: Measurement Units: Recognize and explain the need for fixed units and tools for measuring length and weight; e.g., rulers and balance scales.

M.2. Grade Level Indicator: Measurement Units: Tell time to the hour and half hour on digital and analog (dial) timepieces.

M.3. Grade Level Indicator: Measurement Units: Order a sequence of events with respect to time; e.g., summer, fall, winter and spring; morning, afternoon and night.

M.4. Grade Level Indicator: Use Measurement Techniques and Tools: Estimate and measure weight using non-standard units; e.g., blocks of uniform size.

M.5. Grade Level Indicator: Use Measurement Techniques and Tools: Estimate and measure lengths using non-standard and standard units; i.e., centimeters, inches and feet.

OH.GSS. Geometry and Spatial Sense: Students identify, classify, compare and analyze characteristics, properties and relationships of one-, two- and three-dimensional geometric figures and objects. Students use spatial reasoning, properties of geometric objects, and transformations to analyze mathematical situations and solve problems.

GSS.A. Describe and create plane figures: circle, rectangle, square, triangle, hexagon, trapezoid, parallelogram and rhombus, and identify them in the environment.

GSS.B. Describe solid objects: cube, rectangular prism, sphere, cylinder, cone and pyramid, and identify them in the environment.

GSS.C. Sort and compare two-dimensional figures and three-dimensional objects according to their characteristics and properties.

GSS.D. Identify, explain and model (superposition, copying) the concept of shapes being congruent and similar.

GSS.E. Recognize two- and three-dimensional objects from different positions.

GSS.F. Describe location, using comparative (before, after), directional (above, below), and positional (first, last) words.

GSS.G. Identify and draw figures with line symmetry.

GSS.1. Grade Level Indicator: Characteristics and Properties: Identify, compare, and sort two-dimensional shapes; i.e., square, circle, ellipse, triangle, rectangle, rhombus, trapezoid, parallelogram, pentagon, and hexagon

GSS.2. Grade Level Indicator: Characteristics and Properties: Create new shapes by combining or cutting apart existing shapes.

GSS.3. Grade Level Indicator: Characteristics and Properties: Identify the shapes of the faces of three-dimensional objects.

GSS.4. Grade Level Indicator: Characteristics and Properties: Extend the use of location words to include distance (near, far, close to) and directional words (left, right).

GSS.5. Grade Level Indicator: Spatial Relationships: Copy figures and draw simple two-dimensional shapes from memory.

OH.PFA. Patterns, Functions and Algebra: Students use patterns, relations and functions to model, represent and analyze problem situations that involve variable quantities. Students analyze, model and solve problems using various representations such as tables, graphs and equations.

PFA.A. Sort, classify and order objects by size, number and other properties, and describe the attributes used.

PFA.B. Extend sequences of sounds and shapes or simple number patterns, and create and record similar patterns.

PFA.C. Create and extend patterns, and describe the rule in words.

PFA.D. Model problem situations, using objects, pictures, numbers and other symbols.

PFA.E. Solve open sentences and explain strategies.

PFA.F. Represent an unknown quantity as a variable using a symbol, such as a box, a triangle, or a circle.

PFA.G. Describe and compare qualitative and quantitative changes.

PFA.1. Grade Level Indicator: Use Patterns, Relations and Functions: Sort, classify and order objects by two or more attributes, such as color and shape, and explain how objects were sorted.

PFA.2. Grade Level Indicator: Use Patterns, Relations and Functions: Extend sequences of sounds, shapes or simple number patterns, and create and record similar patterns.

PFA.3. Grade Level Indicator: Use Patterns, Relations and Functions: Describe orally the basic unit or general plan of a repeating or growing pattern.

PFA.4. Grade Level Indicator: Use Algebraic Representations: Solve open sentences by representing an expression in more than one way using the commutative property; e.g., 4 + 5 = 5 + 4 or the number of blue balls plus red balls is the same as the number of red balls plus blue balls (R+B=B+R).

PFA.5. Grade Level Indicator: Use Algebraic Representations: Describe orally and model a problem situation using words, objects or number phrase or sentence.

OH.DAP. Data Analysis and Probability: Students pose questions and collect, organize, represent, interpret and analyze data to answer those questions. Students develop and evaluate inferences, predictions and arguments that are based on data.

DAP.A. Pose questions and gather data about everyday situations and familiar objects.

DAP.B. Sort and classify objects by attributes, and organize data into categories in a simple table or chart.

DAP.C. Represent data using objects, picture graphs and bar graphs.

DAP.D. Describe the probability of chance events as more, less or equally likely to occur.

DAP.1. Grade Level Indicator: Data Collection: Identify multiple categories for sorting data.

DAP.2. Grade Level Indicator: Data Collection: Collect and organize data into charts using tally marks.

DAP.3. Grade Level Indicator: Data Collection: Display data in picture graphs with units of 1 and bar graphs with intervals of 1.

DAP.4. Grade Level Indicator: Data Collection: Read and interpret charts, picture graphs and bar graphs as sources of information to identify main ideas, draw conclusions, and make predictions.

DAP.5. Grade Level Indicator: Data Collection: Construct a question that can be answered by using information from a graph.

DAP.6. Grade Level Indicator: Statistical Methods: Arrange five objects by an attribute, such as size or weight, and identify the ordinal position of each object.

DAP.7. Grade Level Indicator: Statistical Methods: Answer questions about the number of objects represented in a picture graph, bar graph or table graph; e.g., category with most, how many more in a category compared to another, how many altogether in two categories.

DAP.8. Grade Level Indicator: Probability: Describe the likelihood of simple events as possible/impossible and more likely/less likely; e.g., when using spinners or number cubes in classroom activities.

OH.MP. Mathematical Processes: Students use mathematical processes and knowledge to solve problems. Students apply problem-solving and decision-making techniques, and communicate mathematical ideas.

MP.A. Use a variety of strategies to understand problem situations; e.g., discussing with peers, stating problems in own words, modeling problems with diagrams or physical materials, identifying a pattern.

MP.B. Identify and restate in own words the question or problem and the information needed to solve the problem.

MP.C. Generate alternative strategies to solve problems.

MP.D. Evaluate the reasonableness of predictions, estimations and solutions.

MP.E. Explain to others how a problem was solved.

MP.F. Draw pictures and use physical models to represent problem situations and solutions.

MP.G. Use invented and conventional symbols and common language to describe a problem situation and solution.

MP.H. Recognize the mathematical meaning of common words and phrases, and relate everyday language to mathematical language and symbols.

MP.I. Communicate mathematical thinking by using everyday language and appropriate mathematical language.