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Mathematics Grade 1
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Strand: MEASUREMENT AND DATA (1.MD.)

Measure lengths indirectly and by iterating length units (Standards 1–2). Tell and write time (Standard 3). Represent and interpret data (Standard 4). Identify the value of coins (Standard 5).
• Bar Graph Sorter
The objectives of this lesson are to introduce bargraphs and ask students to sort them by a particular attribute.
• Clockwise
Practice telling time with this kid friendly interactive clock.
• Favorite Ice Cream Flavor
The purpose of this task is for students to represent and interpret categorical data. So this task could be used with advanced first graders or second graders just beginning to work with bar graphs.
• Grade 1 Math Module 3: Ordering and Comparing Length Measurements as Numbers (EngageNY)
Module 3 begins by extending students' kindergarten experiences with direct length comparison to indirect comparison whereby the length of one object is used to compare the lengths of two other objects. Longer than and shorter than are taken to a new level of precision by introducing the idea of a length unit. Students then explore the usefulness of measuring with similar units. The module closes with students representing and interpreting data.
• Grade 1 Math Module 5: Identifying, Composing, and Partitioning Shapes (EngageNY)
In Module 5, students consider part-whole relationships through a geometric lens. The module opens with students identifying the defining parts, or attributes, of two- and three-dimensional shapes, building on their kindergarten experiences of sorting, analyzing, comparing, and creating various two- and three-dimensional shapes and objects. Students combine shapes to create a new whole: a composite shape. They also relate geometric figures to equal parts and name the parts as halves and fourths. The module closes with students applying their understanding of halves to tell time to the hour and half hour.
• Grade 1 Unit 1: Creating Routines Using Data (Georgia Standards)
In this unit, students will establish daily math routines to be carried out throughout the year, such as lunch count, daily questions, calendar activities, working with a 0-99 chart, etc.
• Grade 1 Unit 2: Developing Base Ten Number Sense (Georgia Standards)
In this unit, students will rote count forward to 120 by counting on from any number less than 120, represent a quantity using numerals, locate 0-100 on a number line, use the strategies of counting on and counting back to understand number relationships and explore with the 99 chart to see patterns between numbers, such as, all of the numbers in a column on the hundreds chart have the same digit in the ones place, and all of the numbers in a row have the same digit in the tens place.
• Grade 1 Unit 3: Operations and Algebraic Thinking (Georgia Standards)
In this unit, students will explore, understand, and apply the commutative and associative properties as strategies for solving addition problems. Share, discuss, and compare strategies as a class. Connect counting on to solving subtraction problems. For the problem 15 7 = ? they think about the number they have to count on from 7 to get to 15. Work with sums and differences less than or equal to 20 using the numbers 0 to 20. Identify and then apply a pattern or structure in mathematics. For example, pose a string of addition and subtraction problems involving the same three numbers chosen from the numbers 0 to 20, such as 4 + 13 = 17 and 13 + 4 = 17. Analyze number patterns and create conjectures or guesses.
• Grade 1 Unit 5: Understanding Place Value (Georgia Standards)
In this unit, students will understand the order of the counting numbers and their relative magnitudes, use a number line and 99 chart to build understanding of numbers and their relation to other numbers, unitize a group of ten ones as a whole unit: a ten, and understand that a group of ten pennies is equivalent to a dime.
• Growing Bean Plants
This task adds some rigor to this common activity, by collecting actual growth data, providing practice for students in measuring and recording length measurements.
• Histogram
This activity will help students understand histograms by allowing them to make their own.
• How Long?
In this task students use various items to measure, such as a large set of unifix or snap cubes and a recording sheet. The students work in pairs and choose an item to measure. They line up the cubes along the longest side of the item and then count and record the number on their sheet. They draw a picture of the item they measured.
• IXL Game: Match Analog and Digital Clocks
This game helps first graders tell and write time in hours and half-hours using analog and digital clocks. This is just one of many online games that supports the Utah Math core. Note: The IXL site requires subscription for unlimited use.
• Making a Clock
The purpose of this task is to introduce students to the concept of reading an analog clock.
• Measure It! Paperclips
This PDF contains 20 images that students can measure with paper clips helping them understand how to measure the length of an object.
• Measure Me!
The purpose of this task is for students to measure something that interests them (namely themselves) by laying multiple copies of a shorter object that represents the length unit end to end.
• Measurement and Data (1.MD) - First Grade Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for First Grade Mathematics - Measurement and Data (1.MD)
• Measuring Blocks
This task has students work in pairs. Given two or more blocks of different lengths and paper clips to use to measure them, the pair measures the blocks and tell how many paper clips long it is. They then figure out how long two different blocks would be when laid end to end and explain how they solved the problem.
• Weather Graph Data
The purpose of this task is for students to represent and interpret weather data, as well as answer questions about the data they have recorded.

http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Shannon Olson and see the Mathematics - Elementary website. For general questions about Utah's Core Standards contact the Director - Jennifer Throndsen .

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.