Download First Grade Mathematical “I Can” Statements

First Grade Mathematical “I Can” Statements
1.1.1
1.1.2
NUMBERS AND OPERATIONS
I can count forward to 100 with and without manipulatives.
I can count backward from 20 with and without manipulatives.
I can read numbers to 100 using multiple strategies, such as:
 manipulative
 number line
 symbols
I can write, numbers to 100 using multiple strategies, such as:
 manipulative
 number line
 symbols
I can order numbers to 100 using multiple strategies, such as:
 manipulative
 number line
 symbols
I can compare numbers to 100 using multiple strategies, such as:
 manipulative
 number line
 symbols
1.1.3
I can identify odd and even numbers to 20.
I can determine if a set of objects has an odd or even number of objects.
1.1.4
I can group and count manipulatives by ones to 100.
I can group and count manipulatives by fives to 100.
I can group and count manipulatives by tens to 100.
1.1.5
I can model place value of each digit utilizing standard form to 100.
I can identify place value of each digit utilizing standard form to 100.
I can model place value of each digit utilizing expanded form to 100.
I can identify place value of each digit utilizing expanded form to 100.
1.1.6
I can round any two-digit number to the nearest 10.
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First Grade Mathematical “I Can” Statements
1.1.7
1.1.8
1.1.9
1.1.10
I can use ordinal numbers 1st - 20th to identify position in a sequence.
I can estimate the number of objects in a group of 100 or less and count to evaluate reasonable estimation.
I can identify why a given part is a half a whole or part of a group, using concrete models.
I can name why a give part is a third a whole or part of a group, using concrete models.
I can explain why a given part is a fourth of a whole or part of a group, using concrete models.
I can use concrete objects to model the addition of two or three addends.
I can use concrete objects to model the subtraction of whole numbers related to sums less than 18.
I can write the corresponding number sentence.
1.1.11
I can use concrete objects to model the operations of addition and subtraction
I can demonstrate the relationship between addition and subtraction as follows:
 identity element of addition
 commutative property
 fact families
 inverse operations
1.1.12
I can quickly recall basic addition facts with sums to 10.
I can quickly recall basic subtraction facts from 10.
1.1.13
I can model and solve 2-digit addition
I can model and solve 2-digit subtraction without regrouping.
1.1.14
I can create grade-appropriate picture problems using a variety of strategies
I can present solutions to justify results of the picture problems with and without technology.
I can create grade-appropriate story problems using a variety of strategies.
I can present solutions to justify results of the story problems with and without technology.
1.2.1
1.2.2
ALGEBRA
I can sort objects by more than one attribute, using multiple strategies, including Venn Diagrams.
I can classify objects by more than one attribute, using multiple strategies, including Venn Diagrams.
I can determine the rule of a given input/output model using addition.
I can determine the rule of a given input/output model using subtraction.
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First Grade Mathematical “I Can” Statements
1.2.3
I can identify number patterns by 2’s.
I can identify number patterns by 5’s.
I can identify number patterns by 10’s.
I can write number patterns by 2’s.
I can write number patterns by 5’s.
I can write number patterns by 10’s.
1.2.4
I can create number patterns based on real-life situations using:
 Words
 AB form
 T-charts
I can present the results on real-life situations.
I can analyze number patterns based on real-life situations using:
 Words
 AB form
 T-charts
I can present the results on real-life situations.
1.2.5
I can demonstrate that the quantities on both sides of a grade-appropriate number sentence are equal using concrete materials.
1.3.1
GEOMETRY
I can draw the following according to sides and vertices.
 circles
 rectangles including squares
 triangles
I can label the following according to sides and vertices.
 circles
 rectangles including squares
 triangles
I can sort the following according to sides and vertices.
 circles
 rectangles including squares
 triangles
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First Grade Mathematical “I Can” Statements
1.3.2
I can construct, the following three-dimensional figures using physical materials :
 cube
 cone
 sphere
 rectangular solid
 pyramid
 cylinder
I can identify the following three-dimensional figures using physical materials :
 cube
 cone
 sphere
 rectangular solid
 pyramid
 cylinder
I can classify the following three-dimensional figures using physical materials:
 cube
 cone
 sphere
 rectangular solid
 pyramid
 cylinder
1.3.3
1.3.4
I can recognize three-dimensional shapes in the environment.
I can draw the following:
 open and closed figures
 congruent plane shapes
I can identify the following:
 open and closed figures
 congruent plane shapes
1.3.5
I can create simple symmetrical designs.
I can describe simple symmetrical designs.
1.3.6
I can describe spatial relationships such as: above/below, left/right, over/under, etc.
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First Grade Mathematical “I Can” Statements
1.3.7
I can find locations on a first-quadrant grid.
I can name locations on a first-quadrant grid.
1.3.8
I can predict the result of combining two or more two-dimensional/three-dimensional shapes.
I can predict the result of separating two or more two-dimensional/three-dimensional shapes.
MEASUREMENT
1.4.1
I can estimate to determine length to the nearer whole unit using the following:
 customary
 metric
 nonstandard
I can measure to determine length to the nearer whole unit using the following:
 customary
 metric
 nonstandard
I can compare length to the nearer whole unit using the following:
 customary
 metric
 nonstandard
I can order to determine length to the nearer whole unit using the following:
 customary
 metric
 nonstandard
1.4.2
I can select appropriate units and tools to measure two objects or events according to one or more of the following attributes:
 length
 height
 weight
 temperature
 volume
I can compare two objects or events according to one or more of the following attributes:
 length
 height
 weight
 temperature
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First Grade Mathematical “I Can” Statements
 volume
I can justify the selection of units and tools used to measure the attributes.
I can present results of the selection of units and tools used to measure the attributes.
1.4.3
I can identify the date of the days of the week using a calendar.
I can sequence the days of the week using a calendar.
I can sequence the months of the year using a calendar.
1.4.4
1.4.5
I can explain time concept in context of personal experience.
I can read time to the half hour using an analog clock.
I can read time to the half hour using a digital clock.
1.4.6
I can identify the following coins.
 penny
 nickel
 dime
 quarter
 dollar bill
I can count the following coins and bill to a total value of 100 cents or less.
 penny
 nickel
 dime
 quarter
 dollar bill
I can trade the following coins and bill to display a variety of price values from real-life examples with a total value of 100 cents or less.
 penny
 nickel
 dime
 quarter
 dollar bill
I can organize the following coins and bill to display a variety of price values from real-life examples with a total value of 100 cents or less.
 penny
 nickel
 dime
 quarter
 dollar bill
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First Grade Mathematical “I Can” Statements
1.5.1
1.5.2
DATA ANALYSIS AND PROBABILITY
I can identify a real life situation to:
 gather data over time
 make a hypothesis as to the result
 design a method to collect
 implement a method to collect
 organize the results to make a conclusion
 analyze the results to make a conclusion
 evaluate the validity of the hypothesis based upon collected data
I can predict which of the events is more likely or less likely to occur if the experiment is repeated by using the following:
 conduct simple experiments
 record data on a tally chart or table
 use the data
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