Oklahoma State Standards for Mathematics: Grade 1

OK.1.1. Algebraic Reasoning: Patterns and Relationships - The student will use a variety of problem-solving approaches to model, describe and extend patterns.

1.1.1. Describe, extend and create patterns using concrete objects (e.g., sort a bag of objects by attributes and orally communicate the pattern for each grouping).

1.1.2. Describe, extend and create patterns with numbers in a variety of situations (e.g., addition charts, skip counting, calendars).

1.1.3. Demonstrate number patterns by counting as many as 100 objects by 1's, 2's, 5's and 10's.

1.1.4. Recognize and apply the commutative and identity properties of addition using models and manipulatives to develop computational skills (e.g., 2 + 4 = 4 + 2, 3 + 0 = 3).

OK.1.2. Number Sense and Operation - The student will read, write and model numbers and number relationships. The student will use models to construct basic addition and subtraction facts with whole numbers.

1.2.1. Number Sense

1.2.1.a. Use concrete models of tens and ones to develop the concept of place value.

1.2.1.b. Compare objects by size and quantity (e.g., more than, less than, equal to).

1.2.1.c. Read and write numerals to 100.

1.2.1.d. Manipulate physical models and recognize graphical representation of fractional parts (e.g., halves, thirds, fourths).

1.2.2. Number Operations

1.2.2.a. Develop and apply the concepts of addition and subtraction.

1.2.2.a.i. Use models to construct addition and subtraction facts with sums up to twenty (e.g., counters, cubes).

1.2.2.a.ii. Perform addition by joining sets of objects and subtraction by separating and by comparing sets of objects.

1.2.2.a.iii. Demonstrate fluency (i.e., memorize and apply) with basic addition facts to make a maximum sum of 10 and the associated subtraction facts (e.g., 7+3=10 and 10-3=7).

1.2.2.b. Write addition and subtraction number sentences for problem-solving situations.

1.2.2.c. Acquire strategies for making computations using tens and ones to solve two-digit addition and subtraction problems without regrouping (e.g., use estimation, number sense to judge reasonableness, counting on, use base-ten blocks).

OK.1.3. Geometry - The student will use geometric properties and relationships to recognize and describe shapes.

1.3.1. Sort and identify congruent shapes.

1.3.2. Identify, name, and describe two-dimensional geometric shapes (including rhombi) and objects in everyday situations (e.g., the face of a round clock is a circle, a desktop is a rectangle).

1.3.3. Identify, name and describe three-dimensional geometric shapes (including cones) and objects in everyday situations (e.g., a can is a cylinder, a basketball is a sphere).

1.3.4. Use language to describe relationships of objects in space (e.g., above, below, behind, between).

OK.1.4. Measurement - The student will develop and use measurement skills in a variety of situations.

1.4.1. Linear Measurement: Measure objects with one-inch tiles and with a standard ruler to the nearest inch.

1.4.2. Time

1.4.2.a. Tell time on digital and analog clocks on the hour and half-hour.

1.4.2.b. Develop the concepts of days, weeks, and months using a calendar.

1.4.3. Money: Identify and name the value of pennies, dimes, nickels, and quarters.

OK.1.5. Data Analysis - The student will demonstrate an understanding of data collection and display.

1.5.1. Data Analysis

1.5.a. Organize, describe, and display data using concrete objects, pictures, or numbers.

1.5.b. Formulate and solve problems that involve collecting and analyzing data common to children's lives (e.g., color of shoes, numbers of pets, favorite foods).

OK.PS1. Problem Solving

PS1.1. Use problem-solving approaches (e.g., act out situations, represent problems with drawings and lists, use concrete, pictorial, graphical, oral, written, and/or algebraic models, understand a problem, devise a plan, carry out the plan, look back).

PS1.2. Formulate problems from everyday and mathematical situations (e.g., how many forks are needed?, how many students are absent?, how can we share/divide these cookies?, how many different ways can we find to compare these fractions?).

PS1.3. Develop, test, and apply strategies to solve a variety of routine and non-routine problems (e.g., look for patterns, make a table, make a problem simpler, process of elimination, trial and error).

PS1.4. Verify and interpret results with respect to the original problem (e.g., students explain verbally why an answer makes sense, explain in a written format why an answer makes sense, verify the validity of each step taken to obtain a final result).

PS1.5. Distinguish between necessary and irrelevant information in solving problems (e.g., play games and discuss ''best'' clues, write riddles with sufficient information, identify unnecessary information in written story problems).

OK.PS2. Communication

PS2.1. Express mathematical ideas coherently and clearly to peers, teachers, and others (e.g., with verbal ideas, models or manipulatives, pictures, or symbols).

PS2.2. Extend mathematical knowledge by considering the thinking and strategies of others (e.g., agree or disagree, rephrase another student's explanation, analyze another student's explanation).

PS2.3. Relate manipulatives, pictures, diagrams, and symbols to mathematical ideas.

PS2.4. Represent, discuss, write, and read mathematical ideas and concepts. Start by relating everyday language to mathematical language and symbols and progress toward the use of appropriate terminology (e.g., ''add more'' becomes ''plus'', ''repeated addition'' becomes ''multiplication'', ''fair share'' becomes ''divide'', ''balance the equation'' becomes ''solve the equation'').

OK.PS3. Reasoning

PS3.1. Explain mathematical situations using patterns and relationships (e.g., identify patterns in situations, represent patterns in a variety of ways, extend patterns to connect with more general cases).

PS3.2. Demonstrate thinking processes using a variety of age-appropriate materials and reasoning processes (e.g., manipulatives, models, known facts, properties and relationships, inductive [specific to general], deductive [general to specific], spatial, proportional, logical reasoning [''and'' ''or'' ''not''] and recursive reasoning).

PS3.3. Make predictions and draw conclusions about mathematical ideas and concepts. Predictions become conjectures and conclusions become more logical as students mature mathematically.

OK.PS4. Connections

PS4.1. Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).

PS4.2. Link concepts to procedures and eventually to symbolic notation (e.g., represent actions like snap, clap, clap with symbols A B B, demonstrate 3x4 with a geometric array, divide a candy bar into 3 equal pieces that represent one piece as 1/3).

PS4.3. Recognize relationships among different topics within mathematics (e.g., the length of an object can be represented by a number, multiplication facts can be modeled with geometric arrays, can be written as .5 and 50%).

PS4.4. Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).

OK.PS5. Representation

PS5.1. Create and use a variety of representations appropriately and with flexibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).

PS5.2. Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).