GRADE ONE

INDICATORS

FOR THE

MATHEMATICS

STANDARD COURSE OF

STUDY

Volume Three

Grade One: Indicators

In compliance with federal law, including the provisions of Title IX of the Education
Amendments of 1972, the Department of Public Instruction does not discriminate on the basis of
race, sex, religion, color, national or ethnic origin, age, disability, or military service in its
policies, programs, activities, admissions or employment.
Inquiries or complaints should be directed to:
the Office of Curriculum and School Reform Services
6307 Mail Service Center
Raleigh, NC 27699-6307
Telephone (919) 807-3761; fax (919) 807-3767

Grade One:
 The Indicators for Grade One Mathematics
What are Indicators?

Indicators are measures to determine mastery of a concept,

procedure, or application within a specific objective or group
of objectives. The Indicators illustrate and elaborate each
objective with sample problems and tasks, vocabulary, and
related concepts and skills. They are written to provide a fuller
explanation of the objectives in the Grade One Mathematics
Standard Course of Study. Whenever possible they are
couched in a context to further illustrate the scope of the
objectives. Indicators are summative in nature, that is, they
are intended to show the kind of mathematical problem-
solving that is appropriate to indicate a student’s mastery of
the curriculum after an extended period of instruction and
practice.

The items contained in this document are not intended to

represent sample end-of-grade test questions. Students are
encouraged to explain or defend their responses and not
merely give an answer. Communication is an important part
of mathematics and mathematics education. Writing in
mathematics helps students solidify their thinking and gives
teachers an insight into the thought process of their students.

It is hoped that teachers will find this material useful in

understanding both the intent of the 2003 revised Mathematics
Standard Course of Study and the thinking of their students.

Questions and comments should be directed to Toni Meyer

at the Department of Public Instruction
[tmeyer@dpi.state.nc.us or 919.807.3839]

Grade One: Introduction

Grade One: Introduction
 Vocabulary
Number and Operations and
Resources
1.01 Develop number sense for whole numbers through 99.
a) Connect the model, number word, and number using a
variety of representations.
b) Use efficient strategies to count the number of objects in a
set.
c) Read and write numbers.
d) Compare and order sets and numbers.
e) Build understanding of place value (ones, tens).
f) Estimate quantities fewer than or equal to 100.
g) Recognize equivalence in sets and numbers 1-99.

1.02 Use groupings of 2’s, 5’s, and 10’s with models and
pictures to count collections of objects.

1.03 Develop fluency with single digit addition and

corresponding differences using strategies such as modeling,
composing and decomposing quantities, using doubles, and
making tens.

1.04 Create, model, and solve problems that use addition,

subtraction, and fair shares (between two or three).

Measurement

2.01 For given objects:

a) Select an attribute (length, capacity, mass) to measure (use
non-standard units).
b) Develop strategies to estimate size.
c) Compare using appropriate language with respect to the
attribute selected.

2.02 Develop an understanding of the concept of time.

a) Tell time at the hour and half-hour.
b) Solve problems involving applications of time (clock and
calendar).

Grade One: Standard Course of Study 3

 Vocabulary Geometry
and
Resources
3.01 Identify, build, draw and name parallelograms, squares,
trapezoids, and hexagons.

3.02 Recognize, build, and name cylinders, cones, and

rectangular prisms.

3.03 Compare and contrast geometric figures.

3.04 Solve problems involving spatial visualization.

Data Analysis and Probability

4.01 Collect, organize, describe and display data using line

plots and tallies.

4.02 Describe events as certain, impossible, more likely or

less likely to occur.

Algebra

5.01 Sort and classify objects by two attributes.

5.02 Use Venn diagrams to illustrate similarities and

differences in two sets.

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

4 Grade One: Standard Course of Study

 Vocabulary
1.01 Develop number sense for and
Resources
whole numbers through 99.
a) Connect the model, number
word, and number using a variety units
ones
of representations. ones place
tens place
rods
tens sticks
A. Circle each of the following which have
the same value as 14. base ten blocks
place value bocks
15 - 1
7+7
digit
numeral
forty number word
5+5+2

z z z equivalent
same
z z z equal

z z z largest
more
smallest
z z z less

z z set
group
value
model
9+6 represent
fourteen

Grade One: Number and Operations 5

 Vocabulary
and
B. Have students match cards with numbers to those with
Resources the word names. Incorporate recognition of pictures of models
of tens and ones in a puzzle format. For example:

4 tens
6 ones
46

forty-six

fourteen

14

thirty-one

31

6 Grade One: Number and Operations

 Vocabulary
and
Resources
8 tens 12 ones
92
ninety-two

5 tens
14 ones
64

sixty-four

23

twenty-three

Grade One: Number and Operations 7

 Vocabulary C. Draw a line from each number
and
Resources to the set that has the same value.

26

11

13

31

8 Grade One: Number and Operations

D. Draw the missing buttons to complete the sets. Vocabulary
and
Resources

●● ●●

●●
●●
ten
buttons

●●
●●
●● ●●

eight ●●

buttons ●●

●●
●●

●●
●●
fifteen ●●

●● ●●
buttons

●●
●●

●● ●●

Grade One: Number and Operations 9

 Vocabulary
and b) Use efficient strategies to count
Resources
the number of objects in a set.
A. How many stars are in this box?

✭★✪✫✬ ✭★✪✫✬
strategy
group
set
✭★✪✫✬ ✭★✪✫✬

✭★✪✫✬ ✭★✪✫✬

✭★✪✫✬ ✭★✪✫✬

✭★✪✫✬ ✭★✪✫✬

✭★✪✫✬ ✭★✪✫✬

✭★✪✫✬ ✭★✪✫✬

✭★✪✫✬
10 Grade One: Number and Operations
B. How many flags are here? Vocabulary
and
Resources

OOO
OOO
OOO
OOO
OOO
OOO
Grade One: Number and Operations 11
 Vocabulary C. How many hats are here?
and
Resources

12 Grade One: Number and Operations

D. How many bikes (
) are here? Vocabulary


and
Resources




























E. Give student a bag with 20 - 30 connecting cubes or
counters to pour out and count.

Grade One: Number and Operations 13

 Vocabulary
and c) Read and write numbers.
Resources

A. Color the boxes that have pairs of

matching words and numbers.

less
thirty-three
more
twelve 33
before
after 6+6
count on seven
count back
70
match
thirteen

30 eight

6+2

three

7-4 sixteen

7+7

twenty-three

18 + 10 forty-five

65 - 10

14 Grade One: Number and Operations

B. Teacher reads numbers, pausing appropriately between Vocabulary
and
numbers, and students write the number they hear. Resources
Example: 5, 7, 11, 2, 30, 45, 14, 22, 63, 81, 98, 86, 57.

C. Write the number that is one less

than each number.

________7 ________10

________5 ________15

________12 _________9

________20 ________38

________4 ________46

D. Write the number that is one more

than each number.

31________ 60________

19________ 75________

11________ 9_________

56________ 42________

5________ 22________

Grade One: Number and Operations 15

 Vocabulary
and d) Compare and order sets and
Resources
numbers.
A. Draw a circle around the largest number in each row.

13 32 17 29

set
14 22 11 19
least
most

larger 35 55 29 38
largest

smaller
smallest
B. Draw a circle around the smallest number in each row.

15 51 12 21

12 22 17 11

10 14 9 20

16 Grade One: Number and Operations

C. Arrange these numbers from smallest to largest. Vocabulary
and
Resources

33 17
21
12
>
smallest largest

D. Arrange these numbers from largest to smallest.

22
42
18
56

>
largest smallest

Grade One: Number and Operations 17

 Vocabulary E. Which set has the most ships?
and
Resources

❀❀
❀❀❀ ❀
❀❀
❀❀
❀❀❀
❀❀

❀ ❀
❀❀❀
❀❀❀
❀
18 Grade One: Number and Operations
F. Which set has the least trucks? Vocabulary
and
Resources




 




  



 

Grade One: Number and Operations 19
 Vocabulary
and e) Build understanding of place
Resources
value (ones, tens).
A. Linda has a collection of fancy buttons.

❁ ❁ ❁ ❁ ❁ ❁❁
❁ ❁ ❁ ❁ ❁ ❁❁
leftover
remainder
extra

combine

collection
❁ ❁ ❁ ❁ ❁ ❁❁
group
set

tens
❁ ❁ ❁ ❁ ❁ ❁❁
ones How many groups of ten does she have? _________

How many buttons does she have? _________

B. José and Peter are playing

with their collections of airplanes.

How many groups of ten does José have? _________

How many groups of ten does Peter have? _________

How many toys do the boys have

if they combine the two sets? _________

20 Grade One: Number and Operations

José has: Vocabulary
and
Resources

Q Q Q Q
Q Q Q Q Q Q
Q Q Q Q
Q Q Q Q Q Q
Q Q Q Q

Peter has:

  
  
  
  
  
Grade One: Number and Operations 21
 Vocabulary C. Bonnie and Sara made cupcakes for the dessert sale.
and
Resources
If the girls put their cupcakes together for the sale,
how many bags of ten can they make?

How many will be left over?

BONNIE

SARA

22 Grade One: Number and Operations

D. Mr. Scott’s sons picked apples at the farm. Vocabulary
and
Billy picked 15 apples. Resources
Bobby picked 18 apples.
Mr. Scott needs ten apples to make a pie.

How many pies can Mr. Scott bake?

Will there be any apples left over? YES NO

How do you know?

Show your work. Use pictures, words or numbers.

Mr. Scott can bake __________ pies.

There are __________ apples left over.

Grade One: Number and Operations 23

 Vocabulary
and f) Estimate quantities fewer than
Resources
or equal to 100.
A. Teacher shows student a plastic baggie with 20 snap
cubes. Student can hold, feel, and examine the baggie and is
told, “Here are 20 cubes.”

Teacher then shows student a same size baggie with 40

snap cubes. Student can hold, feel, and examine the baggie
equal but not attempt to count the contents.
estimate
more Student is asked to estimate the number 12345
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level

capacity
B. Teacher shows student a scoop and a large container of
beans, elbow macaroni, packing peanuts (ghost manure?),
corn kernels or other uniform small objects.

Student fills one scoop and counts the contents.

Teacher presents small container which can be filled

with 5 -10 scoops (depending on the scoop and items used).

Student is asked to estimate the number of scoops it

will take to fill the container.

24 Grade One: Number and Operations

C. Teacher shows student a jar of small items (beans, Vocabulary
and
elbow macaroni, packing peanuts (ghost manure?), jelly Resources
beans or other uniform small objects) that is full. Jar should
contain about 50 items

Teacher shows another jar

(the same size) with just ten itemsand 123456789 123456789
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says, “There are ten ___ in this jar” 123456789
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estimate how many items are 123456789
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D. Teacher shows student a container filled with colored

liquid. The jar should have a simple shape and straight,
nearly parallel sides. It should hold 5 - 8 small cups.

Teacher (or student) pours out one small cup of liquid.

Student is asked to examine remaining liquid and

container.

Student is asked, “How many cups like this

can be filled from this container?”

Grade One: Number and Operations 25

 Vocabulary
and g) Recognize equivalence in sets
Resources
and numbers 1 - 99.

A. Circle each of the following which have

the same value as 28.
v

value
equal 30 - 2
sets

quarter
dime ✧✧✧
nickel 10 + 10 + 4
penny
cent
✧✧✧
tally marks ✧✧✧
place value blocks
base ten blocks
✧✧✧
+
tens stick
rods ✧✧✧
units
ones
✧✧✧
✧✧✧
18 + 10

//// //// //// //// / / /

10 + 10 + 2

26 Grade One: Number and Operations

B. Draw a line from each number Vocabulary
and
to the set that has the same value. Resources

12¢

11¢

35¢

9¢

16¢

21¢

13¢

20¢

Grade One: Number and Operations 27

 Vocabulary
and 1.02 Use groupings of 2’s, 5’s,
Resources
and 10’s with models and
pictures to count collections of
objects.
A. Polly got these nickels from her brother.
skip counting How much money does she have?

pair

penny
nickel
dime

group
set

B. How many mittens did Mrs. Kelly find in her

classroom?

28 Grade One: Number and Operations

C. Juan and Mark are counting fingers and toes. Vocabulary
and
How many fingers are at the fence? Resources
How many toes are at the fence?

D. How many fingers are waving “Good-bye”?

Grade One: Number and Operations 29