IXL Skill Plan | Virginia Standards of Learning (2023): Grade 1

Virginia Standards of Learning (2023): Grade 1

Skills available for Virginia Grade 1 math standards

Strand

Number and Number Sense
Computation and Estimation
Measurement and Geometry
Probability and Statistics
Patterns, Functions, and Algebra

Print skill plan

1.NS	Number and Number Sense
1.NS.1 The student will utilize flexible counting strategies to determine and describe quantities up to 120.
1.NS.1.a Count forward orally by ones from 0 to 120 starting at any number between 0 and 120.		1. Count forward - up to 100 2. Count up to find the next number - up to 120 3. Count forward - up to 120
1.NS.1.a Count forward orally by ones from 0 to 120 starting at any number between 0 and 120.
1. Count forward - up to 100 2. Count up to find the next number - up to 120 3. Count forward - up to 120

1.NS.1.b Count backward orally by ones when given any number between 1 and 30.		1. Count backward - up to 30
1.NS.1.b Count backward orally by ones when given any number between 1 and 30.
1. Count backward - up to 30

1.NS.1.c Represent forward counting patterns when counting by groups of 5 and groups of 10 up to 120 using a variety of tools.		1. Skip-count by fives 2. Skip-count by tens - up to 120
1.NS.1.c Represent forward counting patterns when counting by groups of 5 and groups of 10 up to 120 using a variety of tools.
1. Skip-count by fives 2. Skip-count by tens - up to 120

1.NS.1.d Represent forward counting patterns when counting by groups of 2 up to at least 30 using a variety of tools.		1. Skip-count by twos 2. Skip-count by twos, fives, and tens
1.NS.1.d Represent forward counting patterns when counting by groups of 2 up to at least 30 using a variety of tools.
1. Skip-count by twos 2. Skip-count by twos, fives, and tens

1.NS.1.e Group a collection of up to 120 objects into tens and ones, and count to determine the total.		Numbers up to 20 1. Build and break apart teen numbers 2. Place value models up to 20 Numbers up to 100 3. Build and break apart two-digit numbers - with models 4. Place value models for two-digit numbers Numbers up to 120 5. Count objects to 120 6. Count objects by tens and ones - up to 120 7. Place value models with tens and ones - 100 to 120
1.NS.1.e Group a collection of up to 120 objects into tens and ones, and count to determine the total.
Numbers up to 20 1. Build and break apart teen numbers 2. Place value models up to 20 Numbers up to 100 3. Build and break apart two-digit numbers - with models 4. Place value models for two-digit numbers Numbers up to 120 5. Count objects to 120 6. Count objects by tens and ones - up to 120 7. Place value models with tens and ones - 100 to 120

1.NS.1.f Identify a penny, nickel, and dime by their attributes and describe the number of pennies equivalent to a nickel and a dime.		1. Names and values of pennies, nickels, and dimes 2. Exchanging coins - pennies, nickels, and dimes
1.NS.1.f Identify a penny, nickel, and dime by their attributes and describe the number of pennies equivalent to a nickel and a dime.
1. Names and values of pennies, nickels, and dimes 2. Exchanging coins - pennies, nickels, and dimes

1.NS.1.g Count by ones, fives, or tens to determine the value of a collection of like coins (pennies, nickels, or dimes), whose total value is 100 cents or less.		1. Count money - pennies only 2. Count groups of like coins: pennies, nickels, or dimes 3. Purchases with pennies, nickels, and dimes - groups of like coins 4. Skip-count nickels 5. Skip-count dimes
1.NS.1.g Count by ones, fives, or tens to determine the value of a collection of like coins (pennies, nickels, or dimes), whose total value is 100 cents or less.
1. Count money - pennies only 2. Count groups of like coins: pennies, nickels, or dimes 3. Purchases with pennies, nickels, and dimes - groups of like coins 4. Skip-count nickels 5. Skip-count dimes
1.NS.2 The student will represent, compare, and order quantities up to 120.
1.NS.2.a Read and write numerals 0–120 in sequence and out of sequence.		Numbers up to 100 1. Counting review - up to 20 2. Count on ten frames - up to 40 3. Count objects to 100 4. Number lines - up to 100 5. Count on the hundred chart Numbers up to 120 6. Count objects to 120 7. Number lines - up to 120 8. Count on a number chart - up to 120 Numbers as words 9. Write the number you hear - up to 120 10. Writing numbers in words - convert words to digits 11. Writing numbers in words - convert digits to words
1.NS.2.a Read and write numerals 0–120 in sequence and out of sequence.
Numbers up to 100 1. Counting review - up to 20 2. Count on ten frames - up to 40 3. Count objects to 100 4. Number lines - up to 100 5. Count on the hundred chart Numbers up to 120 6. Count objects to 120 7. Number lines - up to 120 8. Count on a number chart - up to 120 Numbers as words 9. Write the number you hear - up to 120 10. Writing numbers in words - convert words to digits 11. Writing numbers in words - convert digits to words

1.NS.2.b Estimate the number of objects (up to 120) in a given collection and justify the reasonableness of an answer.		1. Estimate to the nearest ten
1.NS.2.b Estimate the number of objects (up to 120) in a given collection and justify the reasonableness of an answer.
1. Estimate to the nearest ten

1.NS.2.c Create a concrete or pictorial representation of a number using tens and ones and write the corresponding numeral up to 120.		1. Ways to make a number - tens and ones 2. Regroup tens and ones - ways to make a number 3. Place value models up to 100 - pick the right model 4. Place value models with tens and ones - 100 to 120
1.NS.2.c Create a concrete or pictorial representation of a number using tens and ones and write the corresponding numeral up to 120.
1. Ways to make a number - tens and ones 2. Regroup tens and ones - ways to make a number 3. Place value models up to 100 - pick the right model 4. Place value models with tens and ones - 100 to 120

1.NS.2.d Describe the number of groups of tens and ones when given a two-digit number and justify reasoning.		1. Build and break apart teen numbers 2. Build and break apart two-digit numbers - without models
1.NS.2.d Describe the number of groups of tens and ones when given a two-digit number and justify reasoning.
1. Build and break apart teen numbers 2. Build and break apart two-digit numbers - without models

1.NS.2.e Compare two numbers between 0 and 120 represented pictorially or with concrete objects using the terms greater than, less than, or equal to.		1. Comparing: more or fewer? 2. Use place value to compare numbers up to 100 3. Compare numbers using number lines 4. Use place value to compare numbers up to 120
1.NS.2.e Compare two numbers between 0 and 120 represented pictorially or with concrete objects using the terms greater than, less than, or equal to.
1. Comparing: more or fewer? 2. Use place value to compare numbers up to 100 3. Compare numbers using number lines 4. Use place value to compare numbers up to 120

1.NS.2.f Order three sets, each set containing up to 120 objects, from least to greatest, and greatest to least.		1. Put numbers in order using number lines 2. Put numbers in increasing or decreasing order - up to 120 3. Put numbers in order using number lines - up to 120
1.NS.2.f Order three sets, each set containing up to 120 objects, from least to greatest, and greatest to least.
1. Put numbers in order using number lines 2. Put numbers in increasing or decreasing order - up to 120 3. Put numbers in order using number lines - up to 120
1.NS.3 The student will use mathematical reasoning and justification to solve contextual problems that involve partitioning models into two and four equal-sized parts.
1.NS.3.a Represent equal shares of a whole with two or four sharers, when given a contextual problem.		1. Unit fractions: modeling word problems with halves and fourths
1.NS.3.a Represent equal shares of a whole with two or four sharers, when given a contextual problem.
1. Unit fractions: modeling word problems with halves and fourths

1.NS.3.b Represent and name halves and fourths of a whole, using a region/area model limited to two or four items.		Halves 1. Identify halves 2. Make halves Fourths 3. Identify fourths 4. Make fourths Halves and fourths 5. Equal parts - 2 and 4 equal parts 6. Identify halves and fourths 7. Make halves and fourths 8. Make halves and fourths in different ways
1.NS.3.b Represent and name halves and fourths of a whole, using a region/area model limited to two or four items.
Halves 1. Identify halves 2. Make halves Fourths 3. Identify fourths 4. Make fourths Halves and fourths 5. Equal parts - 2 and 4 equal parts 6. Identify halves and fourths 7. Make halves and fourths 8. Make halves and fourths in different ways

1.NS.3.c Describe and justify how shares are equal pieces or equal parts of the whole (limited to halves, fourths) when given a contextual problem.		1. Unit fractions: modeling word problems with halves and fourths
1.NS.3.c Describe and justify how shares are equal pieces or equal parts of the whole (limited to halves, fourths) when given a contextual problem.
1. Unit fractions: modeling word problems with halves and fourths

1.CE	Computation and Estimation
1.CE.1 The student will recall with automaticity addition and subtraction facts within 10 and represent, solve, and justify solutions to single-step problems, including those in context, using addition and subtraction with whole numbers within 20.
1.CE.1.a Recognize and describe with fluency part-part-whole relationships for numbers up to 10 in a variety of configurations.		1. Put together cubes - sums up to 10 2. Take apart numbers up to 10: addition sentences 3. Take apart numbers in different ways - sums up to 10 4. Make a number using addition - sums up to 10 5. Ways to make a number - addition sentences up to 10 6. Complete the addition sentence - sums up to 10
1.CE.1.a Recognize and describe with fluency part-part-whole relationships for numbers up to 10 in a variety of configurations.
1. Put together cubes - sums up to 10 2. Take apart numbers up to 10: addition sentences 3. Take apart numbers in different ways - sums up to 10 4. Make a number using addition - sums up to 10 5. Ways to make a number - addition sentences up to 10 6. Complete the addition sentence - sums up to 10

1.CE.1.b Demonstrate fluency with addition and subtraction within 10 by applying reasoning strategies.		Addition 1. Add in any order 2. Add by counting on - sums up to 10 3. Complete the addition sentence to make ten - with models 4. Complete the addition sentence to make ten 5. Add doubles with models - sums up to 10 6. Add doubles - sums up to 10 7. Add using doubles plus or minus one - sums up to 10 Subtraction 8. Subtract zero and all 9. Subtract by counting back - up to 10 10. Subtract by counting on - up to 10 11. Use addition to subtract - up to 10 12. Subtract doubles - up to 10
1.CE.1.b Demonstrate fluency with addition and subtraction within 10 by applying reasoning strategies.
Addition 1. Add in any order 2. Add by counting on - sums up to 10 3. Complete the addition sentence to make ten - with models 4. Complete the addition sentence to make ten 5. Add doubles with models - sums up to 10 6. Add doubles - sums up to 10 7. Add using doubles plus or minus one - sums up to 10 Subtraction 8. Subtract zero and all 9. Subtract by counting back - up to 10 10. Subtract by counting on - up to 10 11. Use addition to subtract - up to 10 12. Subtract doubles - up to 10

1.CE.1.c Recall with automaticity addition and subtraction facts within 10.		Addition 1. Addition facts - sums up to 10 2. Make a number using addition - sums up to 10 Subtraction 3. Subtraction facts - up to 10 4. Make a number using subtraction - up to 10 Mixed operations 5. Addition and subtraction - ways to make a number up to 10 6. Addition and subtraction facts - up to 10 7. Sort addition and subtraction facts - up to 10
1.CE.1.c Recall with automaticity addition and subtraction facts within 10.
Addition 1. Addition facts - sums up to 10 2. Make a number using addition - sums up to 10 Subtraction 3. Subtraction facts - up to 10 4. Make a number using subtraction - up to 10 Mixed operations 5. Addition and subtraction - ways to make a number up to 10 6. Addition and subtraction facts - up to 10 7. Sort addition and subtraction facts - up to 10

1.CE.1.d Investigate, recognize, and describe part-part-whole relationships for numbers up to 20 in a variety of configurations.		1. Make teen numbers: addition sentences 2. Take apart teen numbers: addition sentences 3. Make a number using addition - sums up to 20 4. Complete the addition sentence - sums up to 20
1.CE.1.d Investigate, recognize, and describe part-part-whole relationships for numbers up to 20 in a variety of configurations.
1. Make teen numbers: addition sentences 2. Take apart teen numbers: addition sentences 3. Make a number using addition - sums up to 20 4. Complete the addition sentence - sums up to 20

1.CE.1.e Solve addition and subtraction problems within 20 using various strategies.		Addition strategies 1. Related addition facts 2. Addition sentences using number lines - sums up to 20 3. Add by counting on - sums up to 20 4. Add doubles - with models 5. Add doubles 6. Add doubles - complete the sentence 7. Add using doubles plus one 8. Add using doubles minus one 9. Add near doubles 10. Add three numbers - use doubles 11. Use ten frames to add 12. Make ten to add 13. Add three numbers - make ten Addition up to 20 14. Adding 1 15. Adding 2 16. Adding 3 17. Adding 4 18. Adding 5 19. Adding 6 20. Adding 7 21. Adding 8 22. Adding 9 23. Adding 10 24. Adding 0 25. Addition facts - sums up to 20 26. Sort addition facts - sums up to 20 27. Make a number using addition - sums up to 20 28. Add three numbers Subtraction strategies 29. Related subtraction facts 30. Relate addition and subtraction sentences - up to 20 31. Subtraction sentences using number lines - up to 20 32. Subtract by counting back - up to 20 33. Use ten frames to subtract 34. Use ten to subtract 35. Use addition to subtract - up to 20 36. Subtract by counting on - up to 20 37. Count on and use ten to subtract - up to 20 38. Subtract doubles Subtraction up to 20 39. Subtracting 1 40. Subtracting 2 41. Subtracting 3 42. Subtracting 4 43. Subtracting 5 44. Subtracting 6 45. Subtracting 7 46. Subtracting 8 47. Subtracting 9 48. Subtracting 10 49. Subtracting 0 50. Subtraction facts - up to 20 51. Sort subtraction facts - up to 20 52. Make a number using subtraction - up to 20 Mixed operations 53. Addition and subtraction facts - up to 20 54. Addition and subtraction - ways to make a number
1.CE.1.e Solve addition and subtraction problems within 20 using various strategies.
Addition strategies 1. Related addition facts 2. Addition sentences using number lines - sums up to 20 3. Add by counting on - sums up to 20 4. Add doubles - with models 5. Add doubles 6. Add doubles - complete the sentence 7. Add using doubles plus one 8. Add using doubles minus one 9. Add near doubles 10. Add three numbers - use doubles 11. Use ten frames to add 12. Make ten to add 13. Add three numbers - make ten Addition up to 20 14. Adding 1 15. Adding 2 16. Adding 3 17. Adding 4 18. Adding 5 19. Adding 6 20. Adding 7 21. Adding 8 22. Adding 9 23. Adding 10 24. Adding 0 25. Addition facts - sums up to 20 26. Sort addition facts - sums up to 20 27. Make a number using addition - sums up to 20 28. Add three numbers Subtraction strategies 29. Related subtraction facts 30. Relate addition and subtraction sentences - up to 20 31. Subtraction sentences using number lines - up to 20 32. Subtract by counting back - up to 20 33. Use ten frames to subtract 34. Use ten to subtract 35. Use addition to subtract - up to 20 36. Subtract by counting on - up to 20 37. Count on and use ten to subtract - up to 20 38. Subtract doubles Subtraction up to 20 39. Subtracting 1 40. Subtracting 2 41. Subtracting 3 42. Subtracting 4 43. Subtracting 5 44. Subtracting 6 45. Subtracting 7 46. Subtracting 8 47. Subtracting 9 48. Subtracting 10 49. Subtracting 0 50. Subtraction facts - up to 20 51. Sort subtraction facts - up to 20 52. Make a number using subtraction - up to 20 Mixed operations 53. Addition and subtraction facts - up to 20 54. Addition and subtraction - ways to make a number

1.CE.1.f Represent, solve, and justify solutions to single-step addition and subtraction problems (join, separate, and part-part whole) within 20, including those in context, using words, objects, drawings, or numbers.		Addition 1. Addition word problems with pictures - sums up to 10 2. Build cube trains to solve addition word problems - sums up to 10 3. Addition word problems - sums up to 10 4. Model and write addition sentences for word problems - sums up to 10 5. Addition word problems - sums up to 20 Subtraction 6. Subtraction word problems with pictures - up to 10 7. Use cube trains to solve subtraction word problems - up to 10 8. Subtraction word problems - up to 10 9. Model and write subtraction sentences for word problems - up to 10 10. Subtraction word problems - up to 20 Mixed operations 11. Word problems with change unknown - up to 10 12. Word problems with start unknown - up to 10 13. Word problems with one addend unknown - up to 10 14. Word problems with both addends unknown - up to 10 15. Word problems involving addition and subtraction - up to 10 16. Write number sentences for word problems with change unknown - up to 20 17. Write number sentences for word problems with start unknown - up to 20 18. Write number sentences for word problems with one addend unknown - up to 20 19. Word problems with both addends unknown - up to 20 20. Word problems involving addition and subtraction without comparisons - up to 20 21. Write number sentences for word problems without comparisons - up to 20 22. Use models to solve word problems involving addition and subtraction without comparisons - up to 20
1.CE.1.f Represent, solve, and justify solutions to single-step addition and subtraction problems (join, separate, and part-part whole) within 20, including those in context, using words, objects, drawings, or numbers.
Addition 1. Addition word problems with pictures - sums up to 10 2. Build cube trains to solve addition word problems - sums up to 10 3. Addition word problems - sums up to 10 4. Model and write addition sentences for word problems - sums up to 10 5. Addition word problems - sums up to 20 Subtraction 6. Subtraction word problems with pictures - up to 10 7. Use cube trains to solve subtraction word problems - up to 10 8. Subtraction word problems - up to 10 9. Model and write subtraction sentences for word problems - up to 10 10. Subtraction word problems - up to 20 Mixed operations 11. Word problems with change unknown - up to 10 12. Word problems with start unknown - up to 10 13. Word problems with one addend unknown - up to 10 14. Word problems with both addends unknown - up to 10 15. Word problems involving addition and subtraction - up to 10 16. Write number sentences for word problems with change unknown - up to 20 17. Write number sentences for word problems with start unknown - up to 20 18. Write number sentences for word problems with one addend unknown - up to 20 19. Word problems with both addends unknown - up to 20 20. Word problems involving addition and subtraction without comparisons - up to 20 21. Write number sentences for word problems without comparisons - up to 20 22. Use models to solve word problems involving addition and subtraction without comparisons - up to 20

1.CE.1.g Determine the unknown whole number that will result in a sum or difference of 10 or 20.		1. Complete the addition sentence to make ten - with models 2. Complete the addition sentence to make ten 3. Subtracting to and from 10 4. Complete the addition sentence - make 20
1.CE.1.g Determine the unknown whole number that will result in a sum or difference of 10 or 20.
1. Complete the addition sentence to make ten - with models 2. Complete the addition sentence to make ten 3. Subtracting to and from 10 4. Complete the addition sentence - make 20

1.CE.1.h Identify and use (+) as a symbol for addition and (–) as a symbol for subtraction.		1. Turn words into an addition sentence - sums up to 10 2. Turn words into a subtraction sentence - up to 10 3. Which sign makes the number sentence true? - up to 10 4. Which sign makes the number sentence true?
1.CE.1.h Identify and use (+) as a symbol for addition and (–) as a symbol for subtraction.
1. Turn words into an addition sentence - sums up to 10 2. Turn words into a subtraction sentence - up to 10 3. Which sign makes the number sentence true? - up to 10 4. Which sign makes the number sentence true?

1.CE.1.i Describe the equal symbol (=) as a balance representing an equivalent relationship between expressions on either side of the equal symbol.		Addition 1. Addition sentences: true or false? 2. Addition sentences: which is true? 3. Balance addition equations - sums up to 10 Subtraction 4. Subtraction sentences: true or false? 5. Subtraction sentences: which is true? 6. Balance subtraction equations - up to 10 Mixed operations 7. Addition and subtraction sentences to 20: which is true? 8. Balance addition and subtraction equations - up to 10
1.CE.1.i Describe the equal symbol (=) as a balance representing an equivalent relationship between expressions on either side of the equal symbol.
Addition 1. Addition sentences: true or false? 2. Addition sentences: which is true? 3. Balance addition equations - sums up to 10 Subtraction 4. Subtraction sentences: true or false? 5. Subtraction sentences: which is true? 6. Balance subtraction equations - up to 10 Mixed operations 7. Addition and subtraction sentences to 20: which is true? 8. Balance addition and subtraction equations - up to 10

1.CE.1.j Use concrete materials to model, identify, and justify when two expressions are not equal.		1. Addition and subtraction sentences to 10: which is true? 2. Addition and subtraction sentences to 20: which is true?
1.CE.1.j Use concrete materials to model, identify, and justify when two expressions are not equal.
1. Addition and subtraction sentences to 10: which is true? 2. Addition and subtraction sentences to 20: which is true?

1.CE.1.k Use concrete materials to model an equation that represents the relationship of two expressions of equal value.
1.CE.1.k Use concrete materials to model an equation that represents the relationship of two expressions of equal value.


1.CE.1.l Write an equation that could be used to represent the solution to an oral, written, or picture problem.		Addition 1. Addition sentences up to 10: what does the model show? 2. Write addition sentences for pictures - sums up to 10 3. Write addition sentences for word problems with pictures - sums up to 10 4. Addition sentences for word problems - sums up to 10 5. Addition sentences for word problems - sums up to 20 Subtraction 6. Subtraction sentences up to 10: what does the model show? 7. Subtraction sentences up to 10: what does the cube train show? 8. Write subtraction sentences for pictures - up to 10 9. Write subtraction sentences for word problems with pictures - up to 10 10. Subtraction sentences for word problems - up to 10 11. Subtraction sentences for word problems - up to 20 Mixed operations 12. Match word problems to addition and subtraction sentences - up to 10 13. Addition and subtraction sentences for word problems - up to 20 14. Match word problems to addition and subtraction sentences - up to 20
1.CE.1.l Write an equation that could be used to represent the solution to an oral, written, or picture problem.
Addition 1. Addition sentences up to 10: what does the model show? 2. Write addition sentences for pictures - sums up to 10 3. Write addition sentences for word problems with pictures - sums up to 10 4. Addition sentences for word problems - sums up to 10 5. Addition sentences for word problems - sums up to 20 Subtraction 6. Subtraction sentences up to 10: what does the model show? 7. Subtraction sentences up to 10: what does the cube train show? 8. Write subtraction sentences for pictures - up to 10 9. Write subtraction sentences for word problems with pictures - up to 10 10. Subtraction sentences for word problems - up to 10 11. Subtraction sentences for word problems - up to 20 Mixed operations 12. Match word problems to addition and subtraction sentences - up to 10 13. Addition and subtraction sentences for word problems - up to 20 14. Match word problems to addition and subtraction sentences - up to 20

1.MG	Measurement and Geometry
1.MG.1 The student will reason mathematically using nonstandard units to measure and compare objects by length, weight, and volume.
1.MG.1.a Use nonstandard units to measure the:
1.MG.1.a Use nonstandard units to measure the:

1.MG.1.a.i: lengths of two objects (units laid end to end with no gaps or overlaps) and compare the measurements using the terms longer/shorter, taller/shorter, or the same as;		Compare objects 1. Compare objects: length and height 2. Compare objects: length and height - 2 objects only Measure length 3. Measure length with objects 4. Build cube trains to measure length 5. Build cube trains to measure height
1.MG.1.a.i: lengths of two objects (units laid end to end with no gaps or overlaps) and compare the measurements using the terms longer/shorter, taller/shorter, or the same as;
Compare objects 1. Compare objects: length and height 2. Compare objects: length and height - 2 objects only Measure length 3. Measure length with objects 4. Build cube trains to measure length 5. Build cube trains to measure height
1.MG.1.a.ii: weights of two objects (using a balance scale or a pan scale) and compare the measurements using the terms lighter, heavier, or the same as; and		1. Light and heavy
1.MG.1.a.ii: weights of two objects (using a balance scale or a pan scale) and compare the measurements using the terms lighter, heavier, or the same as; and
1. Light and heavy
1.MG.1.a.iii: volumes of two containers and compare the measurements using the terms more, less, or the same as.		1. Holds more or less
1.MG.1.a.iii: volumes of two containers and compare the measurements using the terms more, less, or the same as.
1. Holds more or less

1.MG.1.b Measure the length, weight, or volume of the same object or container with two different units and describe how and why the measurements differ.
1.MG.1.b Measure the length, weight, or volume of the same object or container with two different units and describe how and why the measurements differ.

1.MG.2 The student will describe, sort, draw, and name plane figures (circles, triangles, squares, and rectangles), and compose larger plane figures by combining simple plane figures.
1.MG.2.a Describe triangles, squares, and rectangles using the terms sides, vertices, and angles. Describe a circle using terms such as round and curved.		1. Equal sides 2. Count sides and vertices 3. Classify shapes based on their sides
1.MG.2.a Describe triangles, squares, and rectangles using the terms sides, vertices, and angles. Describe a circle using terms such as round and curved.
1. Equal sides 2. Count sides and vertices 3. Classify shapes based on their sides

1.MG.2.b Sort plane figures based on their characteristics.		1. Sort two-dimensional shapes
1.MG.2.b Sort plane figures based on their characteristics.
1. Sort two-dimensional shapes

1.MG.2.c Draw and name the plane figure (circle, square, rectangle, triangle) when given information about the number of sides, vertices, and angles.
1.MG.2.c Draw and name the plane figure (circle, square, rectangle, triangle) when given information about the number of sides, vertices, and angles.


1.MG.2.d Identify, name, and describe representations of circles, squares, rectangles, and triangles, regardless of orientation, in different environments and explain reasoning.		1. Select circles, triangles, squares, and rectangles 2. Identify circles, triangles, squares, and rectangles
1.MG.2.d Identify, name, and describe representations of circles, squares, rectangles, and triangles, regardless of orientation, in different environments and explain reasoning.
1. Select circles, triangles, squares, and rectangles 2. Identify circles, triangles, squares, and rectangles

1.MG.2.e Recognize and name the angles found in rectangles and squares as right angles.		1. Square corners
1.MG.2.e Recognize and name the angles found in rectangles and squares as right angles.
1. Square corners

1.MG.2.f Compose larger plane figures by combining two or three simple plane figures (triangles, squares, and/or rectangles).		1. Compose two-dimensional shapes using up to 3 smaller shapes
1.MG.2.f Compose larger plane figures by combining two or three simple plane figures (triangles, squares, and/or rectangles).
1. Compose two-dimensional shapes using up to 3 smaller shapes
1.MG.3 The student will demonstrate an understanding of the concept of passage of time (to the nearest hour and half-hour) and the calendar.
1.MG.3.a Identify different tools to measure time including clocks (analog and digital) and calendar.
1.MG.3.a Identify different tools to measure time including clocks (analog and digital) and calendar.


1.MG.3.b Describe the units of time represented on a clock as minutes and hours.
1.MG.3.b Describe the units of time represented on a clock as minutes and hours.


1.MG.3.c Tell time to the hour and half-hour, using analog and digital clocks.		1. Match digital clocks and times 2. Match analog clocks and times with words: to the hour 3. Match analog clocks and times with words: to the half hour 4. Match analog clocks and times: to the half hour 5. Read clocks and write times
1.MG.3.c Tell time to the hour and half-hour, using analog and digital clocks.
1. Match digital clocks and times 2. Match analog clocks and times with words: to the hour 3. Match analog clocks and times with words: to the half hour 4. Match analog clocks and times: to the half hour 5. Read clocks and write times

1.MG.3.d Describe the location of the hour hand relative to time to the hour and half-hour on an analog clock.		1. Match analog clocks and times with words: to the hour 2. Match analog clocks and times with words: to the half hour
1.MG.3.d Describe the location of the hour hand relative to time to the hour and half-hour on an analog clock.
1. Match analog clocks and times with words: to the hour 2. Match analog clocks and times with words: to the half hour

1.MG.3.e Describe the location of the minute hand relative to time to the hour and half-hour on an analog clock.		1. Match analog clocks and times with words: to the hour 2. Match analog clocks and times with words: to the half hour
1.MG.3.e Describe the location of the minute hand relative to time to the hour and half-hour on an analog clock.
1. Match analog clocks and times with words: to the hour 2. Match analog clocks and times with words: to the half hour

1.MG.3.f Match the time shown on a digital clock to an analog clock to the hour and half-hour.		1. Match analog and digital clocks: to the half hour
1.MG.3.f Match the time shown on a digital clock to an analog clock to the hour and half-hour.
1. Match analog and digital clocks: to the half hour

1.MG.3.g Identify specific days/dates on a calendar.		1. Read a calendar
1.MG.3.g Identify specific days/dates on a calendar.
1. Read a calendar

1.MG.3.h Use ordinal numbers first through tenth to describe the relative position of specific days/dates.
1.MG.3.h Use ordinal numbers first through tenth to describe the relative position of specific days/dates.


1.MG.3.i Determine the day/date before and after a given day/date, and a date that is a specific number of days/weeks in the past or future.		1. Read a calendar II
1.MG.3.i Determine the day/date before and after a given day/date, and a date that is a specific number of days/weeks in the past or future.
1. Read a calendar II

1.PS	Probability and Statistics
1.PS.1 The student will apply the data cycle (pose questions; collect or acquire data; organize and represent data; and analyze data and communicate results) with a focus on object graphs, picture graphs, and tables.
1.PS.1.a Sort and classify concrete objects into appropriate subsets (categories) based on one or two attributes, such as size, shape, color, and/or thickness.		1. Classify and sort by shape or color 2. Sort shapes into a Venn diagram
1.PS.1.a Sort and classify concrete objects into appropriate subsets (categories) based on one or two attributes, such as size, shape, color, and/or thickness.
1. Classify and sort by shape or color 2. Sort shapes into a Venn diagram

1.PS.1.b Describe and label attributes of a set of objects that has been sorted.
1.PS.1.b Describe and label attributes of a set of objects that has been sorted.


1.PS.1.c Pose questions, given a predetermined context, that require the collection of data (limited to 25 or fewer data points for no more than four categories).
1.PS.1.c Pose questions, given a predetermined context, that require the collection of data (limited to 25 or fewer data points for no more than four categories).


1.PS.1.d Determine the data needed to answer a posed question and collect the data using various methods.
1.PS.1.d Determine the data needed to answer a posed question and collect the data using various methods.


1.PS.1.e Organize and represent a data set by sorting the collected data using various methods.		1. Show data in different ways 2. Which tally chart is correct? - up to 4 categories 3. Which table is correct? - up to 4 categories
1.PS.1.e Organize and represent a data set by sorting the collected data using various methods.
1. Show data in different ways 2. Which tally chart is correct? - up to 4 categories 3. Which table is correct? - up to 4 categories

1.PS.1.f Represent a data set (vertically or horizontally) using object graphs, picture graphs, and tables.		1. Which picture graph is correct? - up to 4 categories 2. Which table is correct? - up to 4 categories 3. Make picture graphs with pictures 4. Make picture graphs with symbols
1.PS.1.f Represent a data set (vertically or horizontally) using object graphs, picture graphs, and tables.
1. Which picture graph is correct? - up to 4 categories 2. Which table is correct? - up to 4 categories 3. Make picture graphs with pictures 4. Make picture graphs with symbols

1.PS.1.g Analyze data represented in object graphs, picture graphs, and tables and communicate results:
1.PS.1.g Analyze data represented in object graphs, picture graphs, and tables and communicate results:

1.PS.1.g.i: ask and answer questions about the data represented in object graphs, picture graphs, and tables; and		1. Interpret picture graphs, tally charts, and tables 2. Interpret picture graphs - up to 4 categories 3. Interpret tally charts - up to 4 categories 4. Interpret data in tables - up to 4 categories
1.PS.1.g.i: ask and answer questions about the data represented in object graphs, picture graphs, and tables; and
1. Interpret picture graphs, tally charts, and tables 2. Interpret picture graphs - up to 4 categories 3. Interpret tally charts - up to 4 categories 4. Interpret data in tables - up to 4 categories
1.PS.1.g.ii: draw conclusions about the data and make predictions based on the data.
1.PS.1.g.ii: draw conclusions about the data and make predictions based on the data.

1.PFA	Patterns, Functions, and Algebra
1.PFA.1 The student will identify, describe, extend, create, and transfer repeating patterns and increasing patterns using various representations.
1.PFA.1.a Identify and describe repeating and increasing patterns.		1. Complete a pattern 2. Growing patterns
1.PFA.1.a Identify and describe repeating and increasing patterns.
1. Complete a pattern 2. Growing patterns

1.PFA.1.b Analyze a repeating or increasing pattern and generalize the change to extend the pattern using objects, colors, movements, pictures, or geometric figures.		1. Find the next shape in a growing pattern 2. Find the next row in a growing pattern 3. Find the next shape in a pattern
1.PFA.1.b Analyze a repeating or increasing pattern and generalize the change to extend the pattern using objects, colors, movements, pictures, or geometric figures.
1. Find the next shape in a growing pattern 2. Find the next row in a growing pattern 3. Find the next shape in a pattern

1.PFA.1.c Create a repeating or increasing pattern using objects, pictures, movements, colors, or geometric figures.		1. Make a pattern
1.PFA.1.c Create a repeating or increasing pattern using objects, pictures, movements, colors, or geometric figures.
1. Make a pattern

1.PFA.1.d Transfer a repeating or increasing pattern from one form to another.		1. Make a pattern
1.PFA.1.d Transfer a repeating or increasing pattern from one form to another.
1. Make a pattern