Alabama Course of Examine (adopted in 2019): Grade 1 Math Requirements

• Lengthen the counting sequence.
  10 Lengthen the quantity sequence from 0 to 120.
  • 10.a: Depend ahead and backward by ones, beginning at any quantity lower than 120.
    1. Counting ahead – as much as 100
    2. Counting backward – as much as 100
    3. Counting ahead – as much as 120
    4. Relying on the hundred chart
    5. Relying on a quantity chart – as much as 120
  • 10.b: Learn numerals from 0 to 120.
  • Writing numbers in phrases – convert digits to phrases
    10.c: Write numerals from 0 to 120.
  • Writing numbers in phrases – convert phrases to digits
    10.d: Characterize various objects from 0 to 120 with a written numeral.
    1. Counting overview – as much as 10
    2. Counting overview – as much as 20
    3. Depend on ten frames – as much as 40
    4. Counting – as much as 100
• Perceive place worth.
  11 Clarify that the 2 digits of a two-digit quantity signify quantities of tens and ones.
  1. Counting tens and ones – as much as 99
  2. Hundred chart
  3. Place worth fashions as much as 100
  4. Write numbers as tens and ones
  • 11.a: Establish a bundle of ten ones as a “ten.”
    11.b: Establish the numbers from 11 to 19 as composed of a ten and one, two, three, 4, 5, six, seven, eight, or 9 ones.
    1. Counting tens and ones – as much as 20
    2. Place worth fashions as much as 20
    3. Write numbers as tens and ones as much as 20
  • 11.c: Establish the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 as one, two, three, 4, 5, six, seven, eight, or 9 tens (and 0 ones).
    1. Convert between tens and ones – multiples of ten
• 12 Evaluate pairs of two-digit numbers primarily based on the values of the tens and ones digits, recording the outcomes of comparisons with the symbols >, =, and < and orally with the phrases “is bigger than,” “is the same as,” and “is lower than.”
  1. Evaluate numbers as much as 100 utilizing phrases
  2. Evaluate numbers as much as 100 utilizing symbols
  3. Use place worth understanding and properties of operations so as to add and subtract.
• 13 Add inside 100, utilizing concrete fashions or drawings and methods primarily based on place worth.
  • 13.a: Add a two-digit quantity and a one-digit quantity.
    Add a two-digit and a one-digit quantity
    1. Use fashions so as to add a two-digit and a one-digit quantity – with out regrouping
    2. Add a one-digit quantity to a two-digit quantity – with out regrouping
    3. Use fashions so as to add a two-digit and a one-digit quantity – with regrouping
    4. Add a one-digit quantity to a two-digit quantity – with regrouping
  • Add a a number of of ten and a one-digit quantity
    1. Use fashions so as to add a a number of of ten and a one-digit quantity
    2. Add a a number of of ten and a one-digit quantity
  • 13.b: Add a two-digit quantity and a a number of of 10.
    1. Add two multiples of ten
    2. Use fashions so as to add a a number of of ten and a two-digit quantity
    3. Add a a number of of ten and a two-digit quantity
  • 13.c: Show that in including two-digit numbers, tens are added to tens, ones are added to ones, and typically it’s essential to compose a ten.
    1. Regroup tens and ones – methods to make a quantity
    2. Regroup tens and ones
  • 13.d: Relate the technique for including a two-digit quantity and a one-digit quantity to a written methodology and clarify the reasoning used.
• 14 Given a two-digit quantity, mentally discover 10 extra or 10 lower than the quantity with out having to depend, and clarify the reasoning used.
  1. Ten kind of
• 15 Subtract multiples of 10 from multiples of 10 within the vary 10-90 (constructive or zero variations), utilizing concrete fashions or drawings and methods primarily based on place worth, properties of operations, and/or the connection between addition and subtraction. Relate the technique to a written methodology and clarify the reasoning used.
  1. Subtract multiples of ten

Knowledge Evaluation

• Gather and analyze knowledge and interpret outcomes.
• 16 Set up, signify, and interpret knowledge with as much as three classes.
  • 16.a: Ask and reply questions in regards to the complete variety of knowledge factors in organized knowledge.
    1. Interpret image graphs
    2. Interpret tally charts
    3. Interpret knowledge in tables
  • 16.b: Summarize knowledge on Venn diagrams, pictographs, and “yes-no” charts utilizing actual objects, symbolic representations, or pictorial representations.
    1. Which image graph is appropriate?
    2. Which tally chart is appropriate?
    3. Which desk is appropriate?
    4. Kind shapes right into a Venn diagram
  • 16.c: Decide “what number of” in every class utilizing as much as three classes of information.
    1. Interpret image graphs
    2. Interpret tally charts
    3. Interpret knowledge in tables
    4. Depend shapes in a Venn diagram
  • 16.d: Decide “what number of extra” or “what number of much less” are in a single class than in one other utilizing knowledge organized into two or three classes.
    1. Interpret image graphs
    2. Interpret tally charts
    3. Interpret knowledge in tables

Measurement

• Describe and examine measurable attributes.
  17 Order three objects by size; examine the lengths of two objects not directly through the use of a 3rd object.
  1. Evaluate objects: size and top
• 18 Decide the size of an object utilizing non-standard models with no gaps or overlaps, expressing the size of the thing with an entire quantity.
  1. Measure size with objects
  2. Measure size with cubes
• Work with money and time.
  19 Inform and write time to the hours and half hours utilizing analog and digital clocks.
  1. Match digital clocks and occasions
  2. Match analog clocks and occasions
  3. Match analog and digital clocks
  4. Learn clocks and write occasions
• 20 Establish pennies and dimes by identify and worth.
  1. Names and values of widespread cash

Geometry

• Cause with shapes and their attributes.
• 21 Construct and draw shapes which have defining attributes.
  • 21.a: Distinguish between defining attributes and non-defining attributes.
    Two-dimensional shapes
    1. Identify the two-dimensional form
    2. Choose two-dimensional shapes
    3. Depend sides and corners
    4. Evaluate sides and corners
    5. Open and closed shapes
  • Two- and three-dimensional shapes
    1. Two-dimensional and three-dimensional shapes
       Three-dimensional shapes
    2. Identify the three-dimensional form
    3. Cubes and rectangular prisms
    4. Choose three-dimensional shapes
    5. Depend vertices, edges, and faces
    6. Evaluate vertices, edges, and faces
    7. Establish faces of three-dimensional shapes
• 22 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, proper rectangular prisms, proper round cones, and proper round cylinders) to create a composite form, and compose new shapes from the composite form.
  1. Compose two-dimensional shapes
• 23 Partition circles and rectangles into two and 4 equal shares and describe the shares utilizing the phrases halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.
  • Establish halves and fourths
    1. Establish halves
    2. Establish fourths
    3. Establish halves and fourths
  • Make halves and fourths
    1. Make halves
    2. Make fourths
    3. Make halves and fourths
    4. Make halves and fourths in numerous methods
• 23.a: Describe “the entire” as two of or 4 of the shares of circles and rectangles partitioned into two or 4 equal shares.
• 23.b: Clarify that decomposing into extra equal shares creates smaller shares of circles and rectangles.
  1. Equal elements – halves and fourths