grade 1 indicatorsp1cdn4static.sharpschool.com/userfiles/servers/server_4507209/fil… · 32...

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Grade One: Number and Operations

1.03 Develop fluency with singledigit addition and correspondingdifferences using strategies suchas modeling, composing anddecomposing quantities, usingdoubles, and making tens.

A. Color the circles that equal the elephant.

8

3 + 3 8 - 3 4 + 2 9 - 4

9 4 + 5 9 - 0 6 + 2 7 + 2

9 + 3 8 + 3 6 + 6 7 + 5

6

12

15 9 + 6 8 + 7 5 + 0 7 + 8

18 9 + 9 7 + 9 8 + 8 8 + 0

addsubtract

sumtotal

difference

correctequal

zerodoubles

number sentence

truefalse

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B. Larry Lion eats only true number sentences.Circle the sentences he will eat.

9 + 5 = 17

2 + 5 = 7

3 + 0 = 0

9 + 5 = 14

8 + 7 = 15 6 + 9 = 15

7 + 5 = 12 6 + 5 = 11

4 + 4 = 8

8 + 5 = 13

3 + 8 = 11

1 + 5 = 7

5 + 5 = 10

7 + 7 = 17

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Grade One:

C. Gerry Giraffe looks for true number sentences to collect.Circle the sentences she will collect.

9 - 5 = 4

2 - 1 = 1

3 - 0 = 0

9 - 2 = 6

8 - 7 = 1

4 - 2 = 2

7 - 5 = 3 6 - 5 = 1

4 - 4 = 0

8 - 5 = 3

8 - 3 = 5

7 - 5 = 2

9 - 7 = 27 - 7 = 7

Number and Operations

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D. Bonnie and Betty are writing numbers in different ways.Help them to show each number in two different ways.

12

19

20

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1.04 Create, model, and solveproblems that use addition,subtraction, and fair shares(between two or three).

A. Juanita has a set of sea shells.On Monday she had 12 sea shells.On Tuesday she went to the beach and found 3 more.How many sea shells does she have now?fair shares

equal shares

sumdifference

joincombineseparate

unitedivide

Show your work with pictures, words, or numbers.

Juanita has ________ sea shells now.

left overreminder

fewermore

altogether

set

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B. Laura has these stickers to give to her two brothers.

✿��✿��✿�✿�✿�✿

✿��✿��✿�✿�✿�✿

✿��✿��✿�✿�✿�✿

How many stickers will each boy get?

Each boy will get ____________ stickers.


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C. Bonnie has 14 markers.If Bonnie gives 8 markers to her sister,how many markers will Bonnie have?


Bonnie will have ____________ markers.

D. Mrs. Patch has these stars to give to some students.She wants to give two stars to each student.How many students will get stars?

___________ students will get stars.

★ ★ ★ ★ ★ ★ ★★ ★ ★ ★ ★ ★ ★★ ★ ★ ★

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E. Braxton had some balloons on Sunday.After he gave three balloons to his sister,Braxton had four balloons.How many balloons did Braxton have on Sunday?

F. Maria gave three cookies each to Paul, Karen and Sara.How many cookies did she give these friends?

Braxton had ____________ balloons on Sunday.



Maria gave ____________ cookies to these friends.

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G. Jason took some toy cars to school.Leo gave him four more toy carsand now Jason has ten toy cars.How many toy cars did Jason take to school?


Jason took ____________ toy cars to school.

H. Manuel had some apples to share.He gave six apples to Joe, six apples to Sally andsix apples to Lee.How many apples did he have to share?


Manuel had ________ apples to share.

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I. Koki had 14 balloons on Friday.On Saturday he gave some to his sister.On Sunday two of his balloons broke and

he had one left.How many balloons did he give to his sister?


Koki gave ________ balloons to his sister

J. Sasha had sixteen pennies.His father gave him some more penniesand then he had twenty pennies.How many pennies did his father give him?


Sasha’s father gave him ________ pennies

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Grade One: Measurement

2.01 For given objects:

a) Select an attribute (length,capacity, mass) to measure (usenon-standard units).

propertyattribute

measureweigh

pan balancebalance

scale

longwide

heavylight

talllongshortwide

thickthin

equalbalance

half

fatskinny

compare

mostleast

A. How far is it from the door to the windowsin our classroom?How many steps does it take to walk there?How many minutes does it take to walk there?How many students, hand-in-hand does it take to getthere?

Explain with pictures, words, or numbers how youanswered each question.

B. [Teacher provides students with four or five containers,water, sand, or pellets and a variety of cups or scoops.]

Which container holds the most?

Which container holds the least?

How do you know?Explain with pictures, words, or numbers.

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C. Have students use a pan balance to measure the weightsof different objects in the classroom with containers ofsand or water. Comparisons are also good.Ex. A story book could be balanced with snap cubes orother classroom objects.

D. How many snap cubes long is your desk?

How many paper clips wide is your desk?

How many pencils tall is your desk?

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Grade One:

b) Develop strategies to estimatesize.

Measurement

A. Teacher brings a variety of small branches and twigs toclass. Each student chooses a “yard stick” formeasuring.

Looking at your “yard stick”estimate the following measures.

Now measure with your “yard stick” .

heightlengthwidth

longshort

tallerwidershorter

estimatemeasurepredict

Desk (high)

Desk (wide)

Desk (long)

Classroom(front)

Estimate Measure

B. Show students a “baggie” with ten snap cubes and onewith 25 cubes.Let them examine the bags by sight and touch, makingsure they know the contents.

After the bags have been studied show them two more“baggies” - one with 50 cubes and another with 20cubes.Ask students, “Estimate how many cubes are in eachbag? How do you know that is a good estimate?”

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C. Using, sand, water, corn kernels or any other uniformmaterial have students use a small scoop to fill severaldifferent drinking cups.

Prepare two different containers (jars, cups, boxes) andask students to estimate how many scoops it will take tofill each container.

D. Give each student a piece of string18 inches/45 centimeters long.

Without leaving their desks, students are asked to writethe name of three objects in the classroom that arelonger, three that are shorter and three that are about thesame length as their strings.

When the task is completed allow students to “check”their answers.

E. Give student three empty containers. Ask, “ Which doyou think holds the most? . . . the least? How do youknow?” if possible, have scoops and sand, water, cornkernals, or ghost manure to help students check theirestimates.

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c) Compare, using appropriatelanguage with respect to theattribute selected.

A. Show student a variety of objects with differentweights, colors and textures. Choose two and askstudent to describe the similarities and differencesbetween them.

taller shorter

fatterthickerskinnier thinner

heavierlighter

biggersmaller

smootherbumpierrougher

smoother

softerharder

lighterdarker

brighterdullershinier

B. Teacher prepares paper bags marked A, B, C, D. Placecanned goods or other objects in the bags. Each bagshould have a distinctly different weight. Student picksup and lifts bags as many times as necessary todetermine their sequence from lightest to heaviest.

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Grade One:

2.02 Develop an understanding ofthe concept of time.a) Tell time at the hour and half-hour.

Measurement

hour handminute hand

analog clockdigital clock

half hour

half past

o’clock

30 minutes after30 minutes before30 minutes until30 minutes past

A. Write the time shown on these clocks.

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Grade One:

B. Each box shows two kinds of clocks (analog anddigital). Look at the pairs of clocks.If they both show the same time write S.If they show different times write D.

Measurement

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C. On each clock below draw hands to show the time.

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b) Solve problems involvingapplications of time (clock andcalendar).

A. Hanna is going to visit her aunt on October 15.She will stay with her aunt for one week.When will she return from her visit?

October

Sun. Mon. Tues. Wed. Thurs. Fri. Sat.

1 2

654

3

7 8

11 12 13

21 22 23 24

25 26 27 28 29 30 31

20

14 15 16

1918

17

9 10

Hanna will return on ______________ .

B. Jordan is going to soccer practice in one hour.The clock in his room looks like this:

What time will Jordan go to soccer practice?

Jordan will go to practice at ________________.

beforeafter

laterearlierweek

minutehour

week agoyesterday

todaytomorrownext day

a.m.p.m.

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C. Katie’s brother was born on Tuesday, May 3rd.Two days later will be Katie’s birthday.What is the date of Katie’s birthday?

Katie’s birthday is _______________________.

D. Marie must give a pill to her cat every two hours.She gave the first pill at 11:00 a.m.At what time will she give the next pill?

Marie will give the next pill at __________ o’clock.

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Grade One:

E. Which takes longer:

Tying your shoes or eating lunch?

Walking to the media center or putting on your coat?

The trip from home to school or recess?

Counting to ten or saying the alphabet?

Singing “Happy Birthday” or making popcorn?

Monday to Wednesday or Friday to Monday?

How do you know?

F. About what time is it when

your class eats lunch?

school is over?

you get up for school?

What day is it when

your class has music?

the school week ends?

What month is it when

your birthday is celebrated?

summer holiday ends?

Measurement

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Grade One: Geometry

3.01 Identify, build, draw andname parallelograms, squares,trapezoids, and hexagons. flat

roundcurved

topbottomcornervertexangleside

cubebox

figureshape

equalsamelongerlongestshortershortest

lengthwidthheight

solidlineedge

straight

abovebelow

A. Look at the shapes.Color the squares yellow.Color the triangles red.Color the hexagons blue.

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Grade One: Geometry

B. Draw a large rectangle in the space below.Inside the rectangle, draw a trapezoid.How are these shapes alike?How are these shapes different?

C. Draw a large hexagon in the space below.Inside the hexagon, draw a parallelogram.How are these shapes alike?How are these shapes different?

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Grade One: Geometry

D. Look at the shapes.Color the rectangles yellow.Color the trapezoids green.Color the circles blue.

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Grade One: Geometry

3.02 Identify, build, and namecylinders, cones, and rectangularprisms.

A. Show student a variety of solids (cans, jars, boxes, partyhats, funnels, empty paper rolls, drinking glasses) and askstudents to put them in groups that are alike (share the samephysical characteristics).

After groups are made ask, “How are these shapes alike?”

B. Using blocks, paper, tape, clay and other materials askstudents to make cylinders, cones and prisms.

C. Plan a short walk around the school and ask students toname shapes they see that are cylinders, cones and rectangularprisms.

alikedifferent

cylindercone

rectangular prism

faceedgebase

bottomtop

cornerpointvertexlineside

circlesquare

rectangleparallelogram

D. Circle the word that answers the question.I am a shape with curved sides.I have a flat bottom and a flat top.Soup and soda sometimes come in my shape.

Who am I? circle sphere cylinder.

I am a shape with flat sides.I have a flat bottom and a flat top.Cereal and crackers sometimes come in my shape.

Who am I? cone rectangular prism sphere

I am a shape with smooth sides.I have a round bottom and a pointy top.Sometimes hats come in my shape.

Who am I? cone sphere cylinder.

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Grade One: Geometry

3.03 Compare and contrastgeometric figures.

alikedifferentcompare

sidesverticespointscorners

rectanglehexagon

parallelogramtrapezoid

squaretriangle

tallerlongershorterwiderfatter

thinnerthickerskinnier

symmetryline of symmetry

A. How are these shapes alike?

How are they different?

1.

2.

3.

4.

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Grade One: Geometry

3.04 Solve problems involvingspatial visualization.

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A. Estimate how many shapes like the one above will fit in the grid without overlapping?

gridgraph paper

overlapflipturnslide

intersect

estimatefit

design

insideoutside

image

connect

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Grade One: Geometry

B. Show students a design on the overhead projector.After three seconds, turn off display and ask students todraw what they saw.

1.

2.

3.

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Grade One: Geometry

C. Show students a dot pattern image on the overheadprojector. After three seconds, turn off display and askstudents to tell how many dots they saw.

. .. ..

.... ..

. . ...

. .. . ..

..

..

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Grade One: Geometry

D. How many squares are in this design?

E. How many triangles do you see here?

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Grade One:

A. Mrs. Taylor asked her studentsabout the color of their eyes.This is what she learned.

Data Analysis and Probability

4.01 Collect, organize, describeand display data using line plotsand tallies.

How many students have blue eyes?_______________

How many students have green eyes?______________

How many students are in Mrs. Taylor’s class?

EYE COLORS IN OUR CLASS

Blue //// //// //

Brown //// //// //// //// /

Gray ///

Green ////


There are ___________ students in Mrs. Taylor’s class.

collectorganizedisplayshow

alike

graph paperchart paper

tableset

attributescharacteristics

labelsort

totalaltogether

leastmostmoreless

greatersum

fewerdifference

datatally

line plot

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Grade One: Data Analysis and Probability

B. Mr. Scott asked some students aboutthe number of pets they had.

This is what they reported.

Bill 3 Marta 2Sidney 2 Lee 1Emily 3 Tori 2Willy 1 Juan 2Tommy 0 Tate 1

Make a line plot to show the pets in Mr. Scott’s class.

Our Pets

> 0 1 2 3 4 5

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C. Have students conduct surveys, tally results and makeline plots concerning these topics:1) How many teeth have you lost?2) How many doors in your house?3) How many people live in your house?4) How many crayons are in your desk?5) How many pockets are you wearing?6) How many buttons are you wearing?7) How many cubes can you grab in one hand? in two?8) How many times can you write your name in a minute?9) How many times can you hop on one foot in ___ seconds?

10) How many letters in your first name? last name?

D. Mr. Nolan’s class estimated the numberof beans in this jar. These are their estimates:

18 ////22 ////26 ///30 //43 ////52 ///

Make a line plot using this information.

><18 22 26 30 43 52

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E. Bonnie made a line plot of the ages of the mothers inher class.

AGES OF OUR MOMS

><20 21 22 23 24 25 30 32 38

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

� � �

How would this information look in a tally chart?

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4.02 Describe events as certain,impossible, more likely, or lesslikely to occur.

A. Janice played a game using these spinners.

Which spinner is less likely to point to blue? A B

RED

GREEN

BLUE

RED

WHITEBLUE

RED

Circle your answer for each question.

Which spinner is more likely to point to green ? A B

Which spinner is less likely to point to red ? A B

spinner A spinner Bcertain

impossiblenever

spinnertwo-color counter

number cubes

chancepredict

probableprobably

more likelyless likely

definitelypossibly

event

headstails

fair

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B. Draw a circle around your answer.

Which is more likely to happen?

There is a pencil on your desk. or You are barefoot in school.

Which is more likely to happen?

The sun is shining at 9 a.m. or There are twins in the principal’s office.

Which is less likely to happen?

It is warm in December. or It is snowing in July.

Which is less likely to happen?

Popcorn is served for lunch. or Hot dogs are served for lunch.

Which is certain to happen?

Tuesday will follow Monday. or The sun is shining.

Which is certain to happen?

School will end before 5 p.m. or You will have carrots for supper.

Which is impossible?

A giraffe is or Milk will be served in the on the playground lunch room.

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Resources

Grade One: Algebra

5.01 Sort and classify objects bytwo attributes.

A. Bill is sorting his alphabet cards.

A BC

DE

J

O

Q

S

M

H

Where should these letters be put?

U K R L P G

samealike

different

sortshared

propertyattribute

compare

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B. Zeke has a collection of animal cards.This is how he has sorted them.

What rule did he use for sorting?

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5.02 Use Venn diagrams toillustrate similarities anddifferences in two sets.

123456789012123456789012123456789012123456789012

123456789123456789123456789123456789123456789123456789

123456789012345678901234567890123456789012345678901234567890123456789012345678901234567890123456789012345678901234567890

123456789012345612345678901234561234567890123456123456789012345612345678901234561234567890123456

Draw a line from each of these buttonsto the set where it belongs.

1234567123456712345671234567123456712345671234567

A. Sally sorted her buttons in two groups.samealike

differentsimilar

sortshared

propertyattribute

compare

overlapsets

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B. Reproduce the pictures below and have students cutthem out. Ask student to sort into two sets using a Venndiagram similar to this. When sorting is complete, askstudent to explain the rule used.

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C. Maleek had these animal stickers to sort for a poster.How could she put them in two different sets?What rule could she use to sort them?Is there another way to do this? How?

Teacher provides student scissors to cut out and sort the items.Templates for sorting should be provided. Here are two thatyou might use:

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D. Kareem sorted some numbers into two sets.What rule did he use?Can you sort other numbers using his rule?

5

1

311

4

10

6

8

9

2

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Grade One: Algebra

5.03 Create and extend patterns,identify the pattern unit, andtranslate into other forms.

A. Look at this pattern.What letters should come next?

A B A A A B A A A B A A A B ___ ___ ___ ___

B. Look at this pattern.Translate (change) this pattern using alphabet letters.

✖▼●▼✖▼●▼✖▼●▼

C. Circle the letters that make the pattern unit.

✔✕✔✔✕✔✔✕✔✔✕✔✔✕✔

ABB ABA AAB

pattern unit

ordinal numbers

renametranslate

extend

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D. Jan is putting beads on string to make a necklace.The necklace has the following design, red, blue, green,red, blue, green, red, blue, green.If the pattern continues,what color will the fifteenth bead be?

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