Washington State Standards for Mathematics: Grade 1

WA.1.1. Core Content: Whole number relationships (Numbers, Operations) Students continue to work with whole numbers to quantify objects. They consider how numbers relate to one another. As they expand the set of numbers they work with, students start to develop critical concepts of ones and tens that introduce them to place value in our base ten number system. An understanding of how ones and tens relate to each other allows students to begin adding and subtracting two-digit numbers, where thinking of ten ones as one ten and vice versa is routine. Some students will be ready to work with numbers larger than those identified in the Expectations and should be given every opportunity to do so.

1.1.A. Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100.

1.1.B. Name the number that is one less or one more than any number given verbally up to 120.

1.1.C. Read aloud numerals from 0 to 1,000.

1.1.D. Order objects or events using ordinal numbers.

1.1.E. Write, compare, and order numbers to 120.

1.1.F. Fluently compose and decompose numbers to 10.

1.1.G. Group numbers into tens and ones in more than one way.

1.1.H. Group and count objects by tens, fives, and twos.

1.1.I. Classify a number as odd or even and demonstrate that it is odd or even.

WA.1.2. Core Content: Addition and subtraction (Operations, Algebra) Students learn how to add and subtract, when to add and subtract, and how addition and subtraction relate to each other. Understanding that addition and subtraction undo each other is an important part of learning to use these operations efficiently and accurately. Students notice patterns involving addition and subtraction, and they work with other types of patterns as they learn to make generalizations about what they observe.

1.2.A. Connect physical and pictorial representations to addition and subtraction equations.

1.2.B. Use the equal sign (=) and the word equals to indicate that two expressions are equivalent.

1.2.C. Represent addition and subtraction on the number line.

1.2.D. Demonstrate the inverse relationship between addition and subtraction by undoing an addition problem with subtraction and vice versa.

1.2.E. Add three or more one-digit numbers using the commutative and associative properties of addition.

1.2.F. Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18.

1.2.G. Quickly recall addition facts and related subtraction facts for sums equal to 10.

1.2.H. Solve and create word problems that match addition or subtraction equations.

1.2.I. Recognize, extend, and create number patterns.

WA.1.3. Core Content: Geometric attributes (Geometry/Measurement) Students expand their knowledge of two- and three-dimensional geometric figures by sorting, comparing, and contrasting them according to their characteristics. They learn important mathematical vocabulary used to name the figures. Students work with composite shapes made out of basic two-dimensional figures as they continue to develop their spatial sense of shapes, objects, and the world around them.

1.3.A. Compare and sort a variety of two- and three-dimensional figures according to their geometric attributes.

1.3.B. Identify and name two-dimensional figures, including those in real-world contexts, regardless of size or orientation.

1.3.C. Combine known shapes to create shapes and divide known shapes into other shapes.

WA.1.4. Core Content: Concepts of measurement (Geometry/Measurement) Students start to learn about measurement by measuring length. They begin to understand what it means to measure something, and they develop their measuring skills using everyday objects. As they focus on length, they come to understand that units of measure must be equal in size and learn that standard-sized units exist. They develop a sense of the approximate size of those standard units (like inches or centimeters) and begin using them to measure different objects. Students learn that when a unit is small, it takes more of the unit to measure an item than it does when the units are larger, and they relate and compare measurements of objects using units of different sizes. Over time they apply these same concepts of linear measurement to other attributes such as weight and capacity. As students practice using measurement tools to measure objects, they reinforce their numerical skills and continue to develop their sense of space and shapes.

1.4.A. Recognize that objects used to measure an attribute (length, weight, capacity) must be consistent in size.

1.4.B. Use a variety of non-standard units to measure length.

1.4.C. Compare lengths using the transitive property.

1.4.D. Use non-standard units to compare objects according to their capacities or weights.

1.4.E. Describe the connection between the size of the measurement unit and the number of units needed to measure something.

1.4.F. Name the days of the week and the months of the year, and use a calendar to determine a day or month.

WA.1.5. Additional Key Content (Data/Statistics/Probability) Students are introduced to early ideas of statistics by collecting and visually representing data. These ideas reinforce their understanding of the Core Content areas related to whole numbers and addition and subtraction as students ask and answer questions about the data. As they move through the grades, students will continue to apply what they learn about data, making mathematics relevant and connecting numbers to applied situations.

1.5.A. Represent data using tallies, tables, picture graphs, and bar-type graphs.

1.5.B. Ask and answer comparison questions about data.

WA.1.6. Core Processes: Reasoning, problem solving, and communication - Students further develop the concept that doing mathematics involves solving problems and discussing what they did to solve them. Problems in first grade emphasize addition, subtraction, and solidifying number concepts, and sometimes include precursors to multiplication. Students continue to develop their mathematical communication skills as they participate in mathematical discussions involving questions like ''How did you get that?''; ''Why did you do that?''; and ''How do you know that?'' Students begin to build their mathematical vocabulary as they use correct mathematical language appropriate to first grade.

1.6.A. Identify the question(s) asked in a problem.

1.6.B. Identify the given information that can be used to solve a problem.

1.6.C. Recognize when additional information is required to solve a problem.

1.6.D. Select from a variety of problem-solving strategies and use one or more strategies to solve a problem.

1.6.E. Answer the question(s) asked in a problem.

1.6.F. Identify the answer(s) to the question(s) in a problem.

1.6.G. Describe how a problem was solved.

1.6.H. Determine whether a solution to a problem is reasonable.