Grade 1
All 108 competencies for the year, in one list you can print.
- 1.1.A Listen, ask, and answer in multi-word replies Close
1.1.A · Grade 1
Listen, ask, and answer in multi-word replies
listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
Example
- Describe the plan for the day — the trailhead, the mileage, and what is for lunch — then see whether they ask a question about something you left out.
- Ask what the ranger said about the bear boxes, and listen for an answer that runs longer than one word.
Part of the speaking and listening topic
- 1.1.B Give, follow, and restate oral instructions Close
1.1.B · Grade 1
Give, follow, and restate oral instructions
follow, restate, and give oral instructions that involve a short, related sequence of actions;
Example
- Give three steps in order — water bottle in the pack, zip it, carry it to the car — and ask them to say the steps back before doing any of them.
- Ask them to give you instructions for loading the cooler, in order, and follow exactly what they say, including any step they leave out.
- 1.1.C Share information and ideas clearly on topic Close
1.1.C · Grade 1
Share information and ideas clearly on topic
share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
Example
- At dinner, ask them to tell the table one thing about the hike, and listen for whether they slow down enough to be understood.
- Ask them to describe the campground map to someone else at the site, slowly enough that the words stay separate.
Part of the speaking and listening topic
- 1.1.D Collaborate using agreed-upon discussion rules Close
1.1.D · Grade 1
Collaborate using agreed-upon discussion rules
work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; and
Example
- Set a rule for tonight’s planning talk — only the person holding the flashlight gets to speak — and watch whether they wait their turn.
- During a family talk about tomorrow’s stop, ask them to wait until called on before jumping in with an idea.
Part of the speaking and listening topic
- 1.1.E Introduce, relate experiences, share feelings Close
1.1.E · Grade 1
Introduce, relate experiences, share feelings
develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.
Example
- At a trailhead, ask them to introduce themself to another kid nearby and say one thing about where the family is headed.
- Ask them to tell a new person at the campground about something that happened on the drive that day.
- Ask them to say in words that they are hungry or tired, instead of just fussing about it.
- 1.2.A Demonstrate phonological awareness Close
1.2.A · Grade 1
Demonstrate phonological awareness
demonstrate phonological awareness by:
- producing a series of rhyming words;
- recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
- distinguishing between long and short vowel sounds in one-syllable words;
- recognizing the change in spoken word when a specified phoneme is added, changed, or removed;
- blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends;
- manipulating phonemes within base words; and
- segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends;
Example
- Say "cat" and ask them to name three more words that rhyme with it, then say "big," "blue," and "butterfly" and ask what sound is the same at the start of each.
- Say the sounds /s/ /u/ /n/ one at a time, slowly, and ask them to blend them into a word.
- Say the word "camp" and ask them to tap out its sounds one at a time: /k/ /a/ /m/ /p/.
Part of the phonics and sounds topic
- 1.2.B Show and apply phonetic knowledge Close
1.2.B · Grade 1
Show and apply phonetic knowledge
demonstrate and apply phonetic knowledge by:
- decoding words in isolation and in context by applying common letter sound correspondences;
- decoding words with initial and final consonant blends, digraphs, and trigraphs;
- decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;
- using knowledge of base words to decode common compound words and contractions;
- decoding words with inflectional endings, including -ed, -s, and -es; and
- identifying and reading at least 100 high-frequency words from a research-based list;
Example
- Write "sun" and ask them to sound it out letter by letter before saying the whole word, then write "jumps" and ask them to read it, noticing what the "-s" at the end adds.
- Write "campfire" and ask them to find the two smaller words hiding inside it.
- Hold up cards reading "the", "was", and "said" and ask them to read each one on sight, without sounding it out.
Part of the phonics and sounds topic
- 1.2.C Apply and show spelling knowledge Close
1.2.C · Grade 1
Apply and show spelling knowledge
demonstrate and apply spelling knowledge by:
- spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables;
- spelling words with initial and final consonant blends, digraphs, and trigraphs;
- spelling words using sound-spelling patterns; and
- spelling high-frequency words from a research-based list;
Example
- Say the word "trail" and ask them to spell it out loud, sound by sound.
- Say the word "they" and ask them to spell it from memory, without sounding it out.
Part of the phonics and sounds topic
- 1.2.D Print awareness through parts of a book Close
1.2.D · Grade 1
Print awareness through parts of a book
demonstrate print awareness by identifying the information that different parts of a book provide;
Example
- Hand them a park guidebook and ask them to find the title, then the author’s name, then the table of contents.
- Open a book to any page and ask them to point to where the reading starts on that page.
- 1.2.E Alphabetize to second letter; use dictionary Close
1.2.E · Grade 1
Alphabetize to second letter; use dictionary
alphabetize a series of words to the first or second letter and use a dictionary to find words; and
Example
- Write "bear", "deer", and "ant" on three cards and ask them to put the cards in alphabetical order.
- Ask them which comes first alphabetically, "cat" or "car", and how they can tell from the second letter.
- Hand them a children’s dictionary and ask them to find the word "trail".
- 1.2.F Handwrite legibly with spaces between words Close
1.2.F · Grade 1
Handwrite legibly with spaces between words
develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words.
Example
- Ask them to print today’s date and one sentence about the hike in the trail-log notebook, leaving a finger-width of space between words.
- Ask them to print an answer to a question on a worksheet, leaving a visible gap between each word.
Part of the handwriting topic
- 1.3.A Look up words in a resource Close
1.3.A · Grade 1
Look up words in a resource
use a resource such as a picture dictionary or digital resource to find words;
Example
- Hand them a picture dictionary and ask them to find a picture of the animal they just saw on the trail.
- Open a kids’ nature app and ask them to look up the name of a bird you cannot identify.
- 1.3.B Use illustrations and texts for word meanings Close
1.3.B · Grade 1
Use illustrations and texts for word meanings
use illustrations and texts the student is able to read or hear to learn or clarify word meanings;
Example
- Read a park brochure aloud and ask them to point to the picture that shows what "summit" means.
- After they read a sentence with the word "boulder" in it, ask them to point to the picture on the page that shows what one is.
- Read them a sentence like "the trail was so steep we had to scramble over the rocks" and ask what "scramble" means, using only the words around it — no picture to look at.
- 1.3.C Identify meanings of -s, -ed, and -ing Close
1.3.C · Grade 1
Identify meanings of -s, -ed, and -ing
identify the meaning of words with the affixes -s, -ed, and -ing; and
Example
- Write "hiked" next to "hike" and ask what changed about what it means.
- Write "hikes" and "hiking" next to "hike" and ask what is different about each one.
Part of the vocabulary topic
- 1.3.D Know and use words in many categories Close
1.3.D · Grade 1
Know and use words in many categories
identify and use words that name actions, directions, positions, sequences, categories, and locations.
Example
- Ask them to show you three things they can do at the campsite — climb, dig, carry — and say the action word for each one, then give directions from the tent to the fire ring using words like "left", "right", "behind", and "next to".
- Ask them to tell you what happened first, next, and last on today’s hike.
- Name five items from the cooler and ask them to sort each one into "food" or "not food".
- 1.4 Read grade-level text with appropriate fluency Close
1.4 · Grade 1
Read grade-level text with appropriate fluency
The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
Example
- Time one minute of them reading aloud from a book at their level, and count how many words came out right.
- Read a line in a flat, run-on voice, then ask them to read it back the way the punctuation asks for it — a question rising, an exclamation loud.
- Hand them a page with a character's line of dialogue on it and ask them to read it so their voice matches whether the sentence is asking, telling, or shouting.
Part of the comprehension topic
- 1.5 Self-select text; interact for longer periods Close
1.5 · Grade 1
Self-select text; interact for longer periods
The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time.
- 1.6.A Establish reading purpose, with help Close
1.6.A · Grade 1
Establish reading purpose, with help
establish purpose for reading assigned and self-selected texts with adult assistance;
Example
- Before you open a book together, ask them why they picked it — for a story, to learn something true, or just because the cover looked good.
- Hand them a nonfiction page about something like sharks or trains, and ask together what they are hoping to find out before they start reading.
- 1.6.B Ask questions about text, with help Close
1.6.B · Grade 1
Ask questions about text, with help
generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;
Example
- Look at the cover together and ask what they are wondering about before you turn to page one.
- Stop halfway through a chapter and ask what question is on their mind right now about what happens next.
- After finishing a chapter, ask what they still don’t understand or what they want to know more about.
- 1.6.C Predict, confirm or correct, with help Close
1.6.C · Grade 1
Predict, confirm or correct, with help
make and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance;
Example
- Look at the cover and title together and ask them to guess what kind of story it is before you start reading.
- Partway through a book, ask them to guess what a character will do next, then keep reading together to check.
Part of the comprehension topic
- 1.6.D Create mental images, with help Close
1.6.D · Grade 1
Create mental images, with help
create mental images to deepen understanding with adult assistance;
Example
- Read a paragraph aloud together, then ask them to close their eyes and describe the picture it makes in their head.
- 1.6.E Connect to life, texts, society, with help Close
1.6.E · Grade 1
Connect to life, texts, society, with help
make connections to personal experiences, ideas in other texts, and society with adult assistance;
Example
- After a page about a family camping trip, ask together whether anything in it reminds them of a trip your own family has taken.
- When a character in a book gets frustrated over something small, ask together whether that ever happens to them.
- 1.6.F Infer using evidence, with help Close
1.6.F · Grade 1
Infer using evidence, with help
make inferences and use evidence to support understanding with adult assistance;
Example
- Show them a picture in the book where a character looks upset with no caption explaining why, and ask together how they can tell — pointing at exactly what is in the picture.
Part of the comprehension topic
- 1.6.G Evaluate what matters most, with help Close
1.6.G · Grade 1
Evaluate what matters most, with help
evaluate details to determine what is most important with adult assistance;
Example
- After a page packed with details, ask together which one matters most to the story so far, and which ones could disappear without losing anything.
- 1.6.H Synthesize new understanding, with help Close
1.6.H · Grade 1
Synthesize new understanding, with help
synthesize information to create new understanding with adult assistance; and
Example
- After two separate pages mention the same character doing different things, ask together what new idea comes from putting those two pages together.
- 1.6.I Monitor comprehension and adjust when stuck Close
1.6.I · Grade 1
Monitor comprehension and adjust when stuck
monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
Example
- Hand them a book a notch harder than usual, and when a sentence trips them up, hold off — watch whether they go back and reread it, look at the picture for a clue, or ask you what a word means.
Part of the comprehension topic
- 1.7.A Describe personal connections to sources
- 1.7.B Write brief comments on texts Close
1.7.B · Grade 1
Write brief comments on texts
write brief comments on literary or informational texts;
Example
- Ask them to write one sentence about a book on a sticky note — what they liked, or what surprised them — and stick it to the cover.
Part of the informational text topic
- 1.7.C Support a response with text evidence Close
1.7.C · Grade 1
Support a response with text evidence
use text evidence to support an appropriate response;
Example
- Ask whether a character was scared or brave, then ask them to point to the exact sentence that proves it.
- 1.7.D Retell a text and keep its meaning Close
1.7.D · Grade 1
Retell a text and keep its meaning
retell texts in ways that maintain meaning;
Example
- Close the book after reading and ask them to tell the story back to you in order, hitting the parts that actually matter.
Part of the comprehension topic
- 1.7.E Interact meaningfully with sources Close
1.7.E · Grade 1
Interact meaningfully with sources
interact with sources in meaningful ways such as illustrating or writing; and
Example
- Ask them to draw a picture of their favorite part of a book they just finished.
- Ask them to write a different ending for a story you just read, even if it's just a sentence or two.
Part of the research topic
- 1.7.F Respond using new vocabulary Close
1.7.F · Grade 1
Respond using new vocabulary
respond using newly acquired vocabulary as appropriate.
Example
- After a book uses a word like "enormous," ask a question about the story and listen for whether that word turns up in their answer.
Part of the vocabulary topic
- 1.8.A Topics and theme from evidence, with help Close
1.8.A · Grade 1
Topics and theme from evidence, with help
discuss topics and determine theme using text evidence with adult assistance;
Example
- After finishing a story together, talk about what it was really about underneath the plot, and ask them to point to a part of the book that shows it.
Part of the characters and plot topic
- 1.8.B Main characters and why they act Close
1.8.B · Grade 1
Main characters and why they act
describe the main character(s) and the reason(s) for their actions;
Example
- Ask who the main character was, and why that character did the thing that got them into trouble or out of it.
Part of the characters and plot topic
- 1.8.C Plot elements: events, problem, resolution Close
1.8.C · Grade 1
Plot elements: events, problem, resolution
describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently; and
Example
- After a story you read aloud to them, ask what the problem was and how it got fixed by the end.
- After a book they read on their own, ask them to list the main events in order and name the problem that got solved.
Part of the characters and plot topic
- 1.8.D Describe the story's setting Close
1.8.D · Grade 1
Describe the story's setting
describe the setting.
Example
- Ask where and when a story took place, using clues from the words or the pictures rather than a page that states it outright.
Part of the characters and plot topic
- 1.9.A Distinguishing traits of children's literature Close
1.9.A · Grade 1
Distinguishing traits of children's literature
demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;
Example
- Read a folktale and ask what makes it a folktale — often a story passed down that explains why something in nature looks or acts the way it does — then read a fable and ask what lesson its animal characters are teaching.
- Read a nursery rhyme out loud and ask what makes it a nursery rhyme rather than a story — the rhyming, the rhythm, how short it is.
- Read a fairy tale and ask what makes it a fairy tale rather than an everyday story — is there magic, a spell, or a happily-ever-after ending?
Part of the poetry topic
- 1.9.B Poems: rhyme, rhythm, repetition, alliteration Close
1.9.B · Grade 1
Poems: rhyme, rhythm, repetition, alliteration
discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;
Example
- Read a poem and ask them to clap the rhythm, then ask which two lines end in words that rhyme.
- Find a line in a poem where several words start with the same sound, and ask them to say it out loud fast.
- Find a poem where the same line or phrase repeats more than once, and ask them why they think the poet kept saying it.
Part of the poetry topic
- 1.9.C Discuss drama: characters and setting Close
1.9.C · Grade 1
Discuss drama: characters and setting
discuss elements of drama such as characters and setting;
Example
- Read a short play, or a book written like one with character names before each line, and ask who the characters are and where the scene is happening.
Part of the characters and plot topic
- 1.9.D Informational text traits and structures Close
1.9.D · Grade 1
Informational text traits and structures
recognize characteristics and structures of informational text, including:
- the central idea and supporting evidence with adult assistance;
- features and simple graphics to locate or gain information; and
- organizational patterns such as chronological order and description with adult assistance;
Example
- After a page or two of a book about something like volcanoes, ask what the main idea of those pages is and what sentence or picture backs it up.
- Ask them to find the bolded word or the diagram on a nonfiction page and explain what it is there to do.
- Ask whether a page about how a caterpillar becomes a butterfly is telling things in the order they happen, or just describing what something looks like.
Part of the informational text topic
- 1.9.E Persuasive text and its aim, with help Close
1.9.E · Grade 1
Persuasive text and its aim, with help
recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and
Example
- Look at a cereal box or a poster together and ask what it is trying to get someone to do — buy it, eat it, go somewhere.
- Read an ad or a flyer together and ask what the author wants the reader to think or do, and how they can tell it is trying to talk them into something rather than just tell them something.
Part of the persuasive writing topic
- 1.9.F Features of digital and multimodal texts Close
1.9.F · Grade 1
Features of digital and multimodal texts
recognize characteristics of multimodal and digital texts.
Example
- After trying an e-book or a reading app's version of a story, ask what it had that a paper book does not — sound, animation, buttons to tap.
- Look at a website page about a place you are visiting and ask what is different about reading it compared to a printed page.
- 1.10.A Why the author wrote the text Close
1.10.A · Grade 1
Why the author wrote the text
discuss the author's purpose for writing text;
Example
- After finishing a book, ask whether the author wrote it to tell a story, to teach something true, or to make someone laugh.
- 1.10.B Text structure and the author's purpose Close
1.10.B · Grade 1
Text structure and the author's purpose
discuss how the use of text structure contributes to the author's purpose;
Example
- Ask why a recipe or an instructions page is written in steps instead of as one long paragraph.
- Ask why a story is split into chapters, or why it keeps coming back to the same place across different pages.
- 1.10.C Print and graphic features, with help Close
1.10.C · Grade 1
Print and graphic features, with help
discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;
Example
- Look at a word printed in bold or in all capital letters together and ask why the author chose to make it stand out.
- Point out a photograph or a map in a nonfiction book together and ask what it adds that the words alone do not.
- 1.10.D Discuss words that help readers visualize Close
1.10.D · Grade 1
Discuss words that help readers visualize
discuss how the author uses words that help the reader visualize; and
Example
- Ask them to point out a sentence that makes a picture appear in their head, and to describe that picture.
- 1.10.E Listen to first- and third-person texts Close
1.10.E · Grade 1
Listen to first- and third-person texts
listen to and experience first- and third-person texts.
Example
- Read a page written as "I" out loud and ask who is telling the story, then read a page written as "he" or "she" and ask what is different about it.
- 1.11.A Generate ideas to plan a first draft Close
1.11.A · Grade 1
Generate ideas to plan a first draft
plan a first draft by generating ideas for writing such as by drawing and brainstorming;
Example
- Before they write about today’s stop, ask them to draw three quick pictures of things they saw there — that’s the plan for what to write.
- Ask them to name three things that happened on the trail today, out loud, before they pick one to write about.
Part of the writing a draft topic
- 1.11.B Develop oral, pictorial, or written drafts Close
1.11.B · Grade 1
Develop oral, pictorial, or written drafts
develop drafts in oral, pictorial, or written form by:
- organizing with structure; and
- developing an idea with specific and relevant details;
Example
- Ask them to tell the story of the raccoon at the campsite with a beginning, a middle, and an end, then ask for one detail — what it actually did, not just that it showed up.
- Ask them to draw three pictures in a row — first, next, last — showing the walk to the tide pools, then add one detail to each frame, like the color of a shell.
Part of the writing a draft topic
- 1.11.C Revise by adding picture or word details Close
1.11.C · Grade 1
Revise by adding picture or word details
revise drafts by adding details in pictures or words;
Example
- After they draw the campsite, ask them to add one thing they left out — a color, a sound, or what someone said.
- Read back what they dictated about the hike and ask them to add a word that makes it clearer, like naming the animal instead of just saying "it."
Part of the writing a draft topic
- 1.11.D Edit drafts for standard English conventions Close
1.11.D · Grade 1
Edit drafts for standard English conventions
edit drafts using standard English conventions, including:
- complete sentences with subject-verb agreement;
- past and present verb tense;
- singular, plural, common, and proper nouns;
- adjectives, including articles;
- adverbs that convey time;
- prepositions;
- pronouns, including subjective, objective, and possessive cases;
- capitalization for the beginning of sentences and the pronoun "I";
- punctuation marks at the end of declarative, exclamatory, and interrogative sentences; and
- correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words with adult assistance; and
Example
- Write "the raccoons eats trash by the tent yesterday" on a card and ask them to fix the verb so it matches both "the raccoons" and "yesterday."
- Write "i saw a hawk" with a lowercase i and no end mark, and ask them to fix the start of the sentence and add the right mark at the end.
- Write "the ranger gave the map to she" and ask them to fix the pronoun, then ask whether "ranger" needs a capital letter the way "Ranger Dave" would.
Part of the grammar and punctuation topic
- 1.11.E Publish and share writing Close
1.11.E · Grade 1
Publish and share writing
publish and share writing.
Example
- Ask them to read their finished postcard out loud to the family before it goes in the mailbox.
- Ask them to pick one drawing-and-caption from this week and put it up somewhere everyone will see it, like the dashboard or the fridge at the next hotel.
Part of the writing a draft topic
- 1.12.A Dictate or compose narratives and poems Close
1.12.A · Grade 1
Dictate or compose narratives and poems
dictate or compose literary texts, including personal narratives and poetry;
Example
- Ask them to tell you, in order, what happened the morning they saw the elk — you write it down as they talk, or hand them the pencil to write it themselves.
- Ask them to make up a short poem about the sound the river made — said out loud for you to write down, or written out in their own hand.
Part of the poetry topic
- 1.12.B Compose or dictate informational texts Close
1.12.B · Grade 1
Compose or dictate informational texts
dictate or compose informational texts, including procedural texts; and
Example
- Ask them to tell you the steps for setting up their own sleeping bag, in order — you write the steps down, or they write them.
- Ask them to tell you three facts about the animal from the visitor-center exhibit, in the order they’d explain it to someone who wasn’t there — dictated to you or written by them.
Part of the informational text topic
- 1.12.C Dictate or compose correspondence Close
1.12.C · Grade 1
Dictate or compose correspondence
dictate or compose correspondence such as thank you notes or letters.
Example
- Ask them to dictate or write a thank-you note to the ranger who ran today’s junior ranger program.
- Ask them to dictate or write a short letter to a grandparent about one thing that happened today.
- 1.13.A Formal and informal questions, with help Close
1.13.A · Grade 1
Formal and informal questions, with help
generate questions for formal and informal inquiry with adult assistance;
Example
- At a trailhead sign, ask them what they’re curious about, then work with them to turn it into one real question — like why that plant only grows near water.
- After a ranger talk, sit down with them and come up with two questions they still have.
Part of the research topic
- 1.13.B Plan and follow research, with help Close
1.13.B · Grade 1
Plan and follow research, with help
develop and follow a research plan with adult assistance;
Example
- Once they have a question about how beavers build dams, sit with them and decide what to check first, second, and third, then watch whether they actually work through that list in the order they set.
- Help them turn their question into a short plan — where will they look first: a ranger, a trail sign, or a book back at the RV?
Part of the research topic
- 1.13.C Gather sources and information, with help Close
1.13.C · Grade 1
Gather sources and information, with help
identify and gather relevant sources and information to answer the questions with adult assistance;
Example
- Look together at the visitor center’s exhibit panels and help them find the one that actually answers their question.
- Sit with them while they ask a ranger their question, then help them pick out which part of the answer matters.
Part of the research topic
- 1.13.D Show understanding of findings, with help Close
1.13.D · Grade 1
Show understanding of findings, with help
demonstrate understanding of information gathered with adult assistance; and
Example
- After they gather facts about the park’s biggest animal, sit with them and ask them to tell you back, in their own words, what they found out.
- Help them draw a picture of what the ranger’s answer meant, checking together that the picture matches what was actually said.
- 1.13.E Present results in an appropriate mode Close
1.13.E · Grade 1
Present results in an appropriate mode
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
Example
- Let them choose how to share what they found out — telling it out loud, writing it up, or making a poster with pictures and words — then have them present it after dinner.
- Ask them to pick between a spoken report and a written one, then share it with the rest of the family.
- Before they choose, ask them who will actually see this — a ranger who needs it fast, or a grandparent far away — and whether that changes which mode makes the most sense.
- 1.1.A Apply mathematics to life, society, workplace Close
1.1.A · Grade 1
Apply mathematics to life, society, workplace
apply mathematics to problems arising in everyday life, society, and the workplace
Example
- Setting the table for 5 people with 3 plates already down — ask how many more to go.
- At a trailhead with 10 parking spaces and 6 cars in them, ask how many more will fit.
- 1.1.B Analyze, plan, solve, justify, evaluate Close
1.1.B · Grade 1
Analyze, plan, solve, justify, evaluate
use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
Example
- Read out a story problem and stop before any arithmetic. Ask what they already know and what the question is asking for.
- After an answer, ask how they know it is right, and whether that number makes sense for the story.
Part of the problem solving topic
- 1.1.C Select tools and techniques for problems Close
1.1.C · Grade 1
Select tools and techniques for problems
select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
Example
- Put counters, paper, and a pencil on the table, ask for 8 + 5, and watch which one they reach for.
- Ask for 10 + 3 and see whether they still count objects out. Doing it in their head at this size is the thing worth noticing.
Part of the problem solving topic
- 1.1.D Communicate ideas, reasoning, implications Close
1.1.D · Grade 1
Communicate ideas, reasoning, implications
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
Example
- Ask them to show 7 + 6 two ways: as a drawing, and as a number sentence.
- Ask them to tell you in one sentence what a bar graph on a visitor-center wall is saying.
Part of the graphs and data topic
- 1.1.E Create and use representations for ideas Close
1.1.E · Grade 1
Create and use representations for ideas
create and use representations to organize, record, and communicate mathematical ideas
Example
- Ask them to work out a way to record how many deer they see today, then read the record back to you at dinner.
- 1.1.F Analyze relationships, connect and communicate Close
1.1.F · Grade 1
Analyze relationships, connect and communicate
analyze mathematical relationships to connect and communicate mathematical ideas
Example
- Ask what 6 + 4 has to do with 10 - 4.
- Ask why knowing 5 + 5 helps with 5 + 6.
- 1.1.G Display, explain, and justify precisely Close
1.1.G · Grade 1
Display, explain, and justify precisely
display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
Example
- Ask them to convince you that 71 is greater than 17, using the word "tens". Listen for whether the digits alone are doing the arguing.
- 1.2.A Quantity of structured arrangements, instantly Close
1.2.A · Grade 1
Quantity of structured arrangements, instantly
recognize instantly the quantity of structured arrangements
Example
- Roll two dice, cover them after a second, and ask how many pips were on each.
- Show a ten-frame with 8 counters on it for a moment, hide it, and ask how many.
- 1.2.B Compose and decompose numbers to 120 Close
1.2.B · Grade 1
Compose and decompose numbers to 120
use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones
Example
- Ask them to build 114 out of base-ten blocks, then build it again a different way.
- Lay out 47 as 4 tens and 7 ones, then ask them to make the same number using only 3 tens.
- 1.2.C Show numbers to 120 several ways Close
1.2.C · Grade 1
Show numbers to 120 several ways
use objects, pictures, and expanded and standard forms to represent numbers up to 120
Example
- Write 108, ask them to say it, then ask them to write it as 100 + 8.
- Say "one hundred twenty" out loud, ask them to write the numeral, then ask them to build it with tens.
- 1.2.D Generate greater or lesser numbers to 120 Close
1.2.D · Grade 1
Generate greater or lesser numbers to 120
generate a number that is greater than or less than a given whole number up to 120
Example
- Say 63 and ask for a number greater than it. Then ask for one smaller than 63 but still greater than 50.
- 1.2.E Compare whole numbers to 120 in words Close
1.2.E · Grade 1
Compare whole numbers to 120 in words
use place value to compare whole numbers up to 120 using comparative language
Example
- Put 89 and 98 side by side and ask which is greater, and how the tens told them.
- Ask them to finish "45 is ___ 54" out loud rather than writing anything.
Part of the place value topic
- 1.2.F Order whole numbers to 120 Close
1.2.F · Grade 1
Order whole numbers to 120
order whole numbers up to 120 using place value and open number lines
Example
- Write 31, 13, and 103 on three cards and ask them to lay them out smallest first.
- Draw a line with no marks on it at all and ask them to place 20, 65, and 90 along it in order.
Part of the place value topic
- 1.2.G Represent comparisons to 100 with symbols Close
1.2.G · Grade 1
Represent comparisons to 100 with symbols
represent the comparison of two numbers to 100 using the symbols >, <, or =
Example
- Write 74 and 47 with a gap between them and ask them to fill in the symbol rather than say the word.
- Write 60 and 60 the same way and see whether the equals sign turns up.
- 1.3.A Multiple of 10 plus ones, within 99 Close
1.3.A · Grade 1
Multiple of 10 plus ones, within 99
use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99
Example
- Lay out 40 in ten-rods, add 7 single cubes, and ask for the total.
- Draw 8 stacks of 10 dots and 5 loose dots, and ask what number that makes.
- 1.3.B Solve join, separate, compare problems to 20 Close
1.3.B · Grade 1
Solve join, separate, compare problems to 20
use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3
Example
- Put 9 stones in one pile and 6 in another and ask how many altogether.
- They have 8 pinecones and want 14 — ask how many more, with the pinecones on the table to move.
- Say they ended with 5 pinecones after giving 3 away, pinecones on the table, and ask how many they started with.
Part of the problem solving topic
- 1.3.C Compose 10 from two or more addends Close
1.3.C · Grade 1
Compose 10 from two or more addends
compose 10 with two or more addends with and without concrete objects
Example
- Ask for every pair that makes 10, and write them down as they come.
- Hand over 3 counters, ask what goes with them to make 10, then ask for three numbers that make 10.
- 1.3.D Apply fact strategies within 20 Close
1.3.D · Grade 1
Apply fact strategies within 20
apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10
Example
- Ask for 8 + 5 and listen for whether they take 2 off the 5 to make 10 first.
- Ask for 13 - 5 and listen for whether they come down to 10 first and take the other 2 after.
Part of the adding and subtracting topic
- 1.3.E Explain add and subtract strategies to 20 Close
1.3.E · Grade 1
Explain add and subtract strategies to 20
explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences
Example
- After they answer 7 + 8, ask them to say out loud how they got there.
- Ask them to show that same 7 + 8 with counters, then write it as a number sentence.
Part of the adding and subtracting topic
- 1.3.F Generate, solve stories for number sentences Close
1.3.F · Grade 1
Generate, solve stories for number sentences
generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20
Example
- Write 12 - 5 = 7 and ask them to invent a story the sentence answers.
- Write 6 + 9 = 15 and ask for a story where the 9 is something arriving, not something already there.
Part of the adding and subtracting topic
- 1.4.A Identify coins by value, relate them Close
1.4.A · Grade 1
Identify coins by value, relate them
identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them
Example
- Lay out a penny, a nickel, a dime, and a quarter, and ask them to name each one and say what it is worth.
- Ask how many pennies make a nickel, how many nickels make a dime, and how many nickels make a quarter.
Part of the money topic
- 1.4.B Write coin values with the cent symbol
- 1.4.C Count pennies, nickels, dimes to find value Close
1.4.C · Grade 1
Count pennies, nickels, dimes to find value
use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes
Example
- Slide 8 pennies across the table and ask them to count by twos to the total.
- Put out 6 nickels and ask them to count by fives.
- Put out 4 dimes and 3 pennies and ask them to count the dimes by tens before picking up the pennies.
Part of the counting topic
- 1.5.A Recite forward and backward within 120 Close
1.5.A · Grade 1
Recite forward and backward within 120
recite numbers forward and backward from any given number between 1 and 120
Example
- Say 87 and ask them to keep counting forward from there.
- Say 43 and ask them to count backward from there.
- Say 98 and ask them to count forward. The crossing into the hundreds is what to listen for.
- 1.5.B Skip count twos, fives, tens to 120 Close
1.5.B · Grade 1
Skip count twos, fives, tens to 120
skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set
Example
- Pour out a jar of buttons, ask them to push the buttons into groups of 10, and count by tens to the total.
- Lay out 30 pennies in pairs and ask for the total by twos.
- Ask them to count a page of tally marks by fives.
Part of the counting topic
- 1.5.C Find 10 more, 10 less, to 120 Close
1.5.C · Grade 1
Find 10 more, 10 less, to 120
use relationships to determine the number that is 10 more and 10 less than a given number up to 120
Example
- Say 47 and ask for 10 more, then 10 less.
- Say 95 and ask for 10 more. The crossing past 100 is the part to watch.
- 1.5.D Model addition and subtraction problems to 20 Close
1.5.D · Grade 1
Model addition and subtraction problems to 20
represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences
Example
- Tell them 7 birds were on a wire and 5 more landed. Ask for the drawing and the number sentence first.
- Put 15 stones out, say 6 got carried off, and ask for the model and the number sentence before the answer.
Part of the adding and subtracting topic
- 1.5.E Equal sign means the same value Close
1.5.E · Grade 1
Equal sign means the same value
understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)
Example
- Write 4 + 3 = 5 + 2 and ask whether it is true.
- Write 6 + 2 = 8 + 1 and ask the same. Listen for whether they check both sides or just read left to right.
- Write 9 = 5 + 4 and ask whether a number sentence is allowed to go that way round.
- 1.5.F Determine the unknown in any term Close
1.5.F · Grade 1
Determine the unknown in any term
determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation
Example
- Write 8 + [ ] = 15 and ask for the missing number.
- Write [ ] - 4 = 9, where the unknown starts the sentence instead of ending it.
- Write 5 + 3 = [ ] + 6 and ask for the missing number in the one with four terms.
Part of the adding and subtracting topic
- 1.5.G Add and subtract using operation properties Close
1.5.G · Grade 1
Add and subtract using operation properties
apply properties of operations to add and subtract two or three numbers
Example
- Ask for 7 + 4, then 4 + 7, and ask why the answer did not move.
- Ask for 8 + 2 + 5 and watch whether they take the 8 and the 2 first.
Part of the adding and subtracting topic
- 1.6.A Classify and sort 2D shapes by attributes Close
1.6.A · Grade 1
Classify and sort 2D shapes by attributes
classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language
Example
- Cut out a dozen paper shapes, some neat and some lopsided, and ask them to sort the pile and say what each group has in common.
- Ask them to pull out every shape with three corners, crooked ones included.
Part of the shapes and geometry topic
- 1.6.B Defining versus non-defining attributes Close
1.6.B · Grade 1
Defining versus non-defining attributes
distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape
Example
- Draw a large red triangle and a small blue one tipped onto its point, and ask what makes both of them triangles.
- Ask whether a square standing on a corner is still a square, and why the turning did not change it.
- Put a tall can and a short one side by side and ask what makes both of them cylinders.
Part of the shapes and geometry topic
- 1.6.C Create two-dimensional figures Close
1.6.C · Grade 1
Create two-dimensional figures
create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons
Example
- Hand over a pencil and ask them to draw each one: a circle, a triangle, a rectangle, a square, a rhombus, and a hexagon.
- Ask them to build the same shapes out of straws, then ask what the circle would take instead.
Part of the shapes and geometry topic
- 1.6.D Name 2D shapes and their attributes formally Close
1.6.D · Grade 1
Name 2D shapes and their attributes formally
identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language
Example
- Lay out a circle, a triangle, a rectangle, a square, a rhombus, and a hexagon, and ask them to name each and say how many sides and vertices it has.
- Ask what makes a square a special kind of rectangle.
Part of the shapes and geometry topic
- 1.6.E Identify 3D solids and describe attributes Close
1.6.E · Grade 1
Identify 3D solids and describe attributes
identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language
Example
- Put out a ball, a party hat, a soup can, a shoebox, a die, and a wedge-shaped box, and ask them to name each: sphere, cone, cylinder, rectangular prism, cube, triangular prism.
- Ask how many faces the shoebox has, then how many vertices.
Part of the shapes and geometry topic
- 1.6.F Join figures into a target shape Close
1.6.F · Grade 1
Join figures into a target shape
compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible
Example
- Ask them to make a hexagon out of pattern blocks, then to make the same hexagon a different way.
- Ask for a rectangle built from four blocks, then for the same rectangle built from two.
Part of the shapes and geometry topic
- 1.6.G Partition into two and four equal parts Close
1.6.G · Grade 1
Partition into two and four equal parts
partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words
Example
- Hand over a tortilla and ask them to split it into two fair shares, then name one piece out loud.
- Fold a square of paper into four equal parts and ask what one part is called.
Part of the fractions topic
- 1.6.H Halves and fourths: examples and non-examples Close
1.6.H · Grade 1
Halves and fourths: examples and non-examples
identify examples and non-examples of halves and fourths
Example
- Cut a sandwich into two uneven pieces and ask whether those are halves. The answer is no, and the reason is the point.
- Draw two circles, one cut into four even wedges and one with a wedge much bigger than the rest, and ask which shows fourths.
- 1.7.A Use tools to measure object length Close
1.7.A · Grade 1
Use tools to measure object length
use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement;
Example
- Hand over a tape measure and ask for the length of the picnic table, then the bench beside it.
- Watch whether they line the end of the object up with the zero on the tape rather than with the first number they see.
Part of the measurement topic
- 1.7.B Length is same-size units, end to end Close
1.7.B · Grade 1
Length is same-size units, end to end
illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other
Example
- Ask them to measure a book with color tiles laid end to end, and watch for gaps and overlaps.
- Slide one tile out of the middle of the finished row and ask what the measurement says now.
Part of the measurement topic
- 1.7.C Measure with two unit sizes, explain why Close
1.7.C · Grade 1
Measure with two unit sizes, explain why
measure the same object/distance with units of two different lengths and describe how and why the measurements differ
Example
- Have them walk the length of a hallway in their own steps, then walk it in yours, and ask why the two counts came out different.
Part of the measurement topic
- 1.7.D Describe length using number and whole unit Close
1.7.D · Grade 1
Describe length using number and whole unit
describe a length to the nearest whole unit using a number and a unit
Example
- After they measure a leaf, ask for the answer as a number and a unit, not a number on its own.
- When the end of the object lands between two marks, ask which whole one is nearer.
Part of the measurement topic
- 1.7.E Tell time to hour and half hour Close
1.7.E · Grade 1
Tell time to hour and half hour
tell time to the hour and half hour using analog and digital clocks
Example
- Point at an analog clock at 3:00 and ask for the time, then move the hands to 3:30 and ask again.
- Ask them to read those same two times off a digital clock, and to say what the 30 is counting.
Part of the telling time topic
- 1.8.A Collect, sort, organize up to three categories Close
1.8.A · Grade 1
Collect, sort, organize up to three categories
collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts
Example
- On a drive, ask them to keep tally marks for three things: cars, trucks, and motorcycles.
- Ask them to set the T-chart up before the counting starts, with a heading written over each column.
Part of the graphs and data topic
- 1.8.B Make picture and bar-type graphs from data Close
1.8.B · Grade 1
Make picture and bar-type graphs from data
use data to create picture and bar-type graphs
Example
- Turn the tally into a picture graph, one small drawing per vehicle.
- Ask them to redraw the same counts as bars, one square per vehicle.
Part of the graphs and data topic
- 1.8.C Ask, answer, and conclude from graphs Close
1.8.C · Grade 1
Ask, answer, and conclude from graphs
draw conclusions and generate and answer questions using information from picture and bar-type graphs
Example
- Ask which bar is tallest, and how many more it holds than the shortest one.
- Ask them to make up a question their own graph can answer, then answer it.
Part of the graphs and data topic
- 1.9.A Money earned is income
- 1.9.B Income buys goods, services; wants or needs Close
1.9.B · Grade 1
Income buys goods, services; wants or needs
identify income as a means of obtaining goods and services, oftentimes making choices between wants and needs
Example
- At a gas stop, ask which things on the shelf are wants and which are needs.
- Ask how the money someone earns turns into a loaf of bread and a haircut, and which of the two is a service.
Part of the money topic
- 1.9.C Spending versus saving
- 1.9.D Consider giving to charity Close
1.9.D · Grade 1
Consider giving to charity
consider charitable giving
Example
- Ask who they would give part of the jar to, and what that money would do once it got there.