Mathematics Grade 1
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)
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Bar Graph Sorter
The objectives of this lesson are to introduce bargraphs and ask students to sort them by a particular attribute.
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 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.
This activity will help students understand histograms by allowing them to make their own.
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)
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 -
and see the Mathematics - Elementary website. For
general questions about Utah's Core Standards contact the Director
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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
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