# Grade 1: Mathematics A course roadmap (maths). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 33 concepts ready. In the app: https://ai.page/roadmap/ne-grade-1 Part of: [Nebraska: Mathematics](https://ai.page/roadmap/ne.md) Goal: Nebraska academic standards: Mathematics, Grade 1 ## 1. Grade 1 · Analyze Data and Interpret Results: Students will analyze the data and interpret the results. - [Sorting into categories (age 6+)](https://ai.page/c/sorting-into-categories-age-6/index.md): Interpret categorical data by asking and answering questions about totals, how many in each category, and how many more or less one category has than another ## 2. Grade 1 · Data Collection: Students will formulate questions to collect, organize, and represent data. - [Picture & Bar Graphs](https://ai.page/c/picture-and-bar-graphs/index.md): Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories; solve put-together, take-apart, and compare problems using information presented in a bar graph ## 3. Grade 1 · Time and Money: Students will solve problems with coins and tell time to the half hour. - [Telling Time: Hours and Half Hours](https://ai.page/c/telling-time-hours-and-half-hours/index.md): Tell the time to the hour and half past the hour, and draw clock hands to show these times - [Telling time to the minute (age 7+)](https://ai.page/c/telling-time-to-the-minute-age-7/index.md): Tell and write time from analogue and digital clocks to the nearest five minutes, using a.m., p.m., and 12-hour and 24-hour notation - [Halves and quarters (age 7+)](https://ai.page/c/halves-and-quarters-age-7/index.md): Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately ## 4. Grade 1 · Measurement: Students will measure and compare lengths. - [Measuring length](https://ai.page/c/measuring-length/index.md): Order three objects by length and compare the lengths of two objects indirectly using a third object - [Comparing lengths by measuring](https://ai.page/c/comparing-lengths-by-measuring/index.md): Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit - [Measuring with different units](https://ai.page/c/measuring-with-different-units/index.md): Measure the length of an object using two different length units and describe how the measurements relate to the size of the unit chosen - [Measuring length (age 6+)](https://ai.page/c/measuring-length-age-6/index.md): Measure the length of an object using same-size length units laid end to end with no gaps or overlaps ## 5. Grade 1 · Shapes and Their Attributes: Students will represent and describe the attributes of two-dimensional shapes. - [Halves & Quarters of Shapes](https://ai.page/c/halves-and-quarters-of-shapes/index.md): Partition circles and rectangles into two and four equal shares and describe them using the words halves, fourths, and quarters - [2-D shapes (age 6+)](https://ai.page/c/2-d-shapes-age-6/index.md): Identify and describe properties of 2-D shapes including the number of sides and line symmetry in a vertical line - [3-D shapes](https://ai.page/c/3-d-shapes/index.md): Recognise and name common 3-D shapes (cubes, cuboids, pyramids, spheres, cylinders, cones) - [Angles in triangles (age 7+)](https://ai.page/c/angles-in-triangles-age-7/index.md): Recognise and draw shapes having specified attributes (e.g. a given number of angles or equal faces); identify triangles, quadrilaterals, pentagons, hexagons, and cubes ## 6. Grade 1 · Number and Algebraic Relationships: Students will understand and apply properties of operations and the relationship between addition and subtraction to solve problems. - [Addition and subtraction word problems](https://ai.page/c/addition-and-subtraction-word-problems/index.md): Solve addition and subtraction word problems within 10 using objects or drawings - [Adding and subtracting](https://ai.page/c/adding-and-subtracting/index.md): Add and subtract one-digit and two-digit numbers to 20, including zero - [Addition and subtraction strategies (age 7+)](https://ai.page/c/addition-and-subtraction-strategies-age-7/index.md): Explain why addition and subtraction strategies work, using place value and the properties of operations - [What the equals sign means](https://ai.page/c/what-the-equals-sign-means/index.md): Understand the meaning of the equal sign as 'is the same as' and determine if equations are true or false - [Unknown in Addition & Subtraction](https://ai.page/c/unknown-in-addition-and-subtraction/index.md): Determine the unknown whole number in an addition or subtraction equation relating three whole numbers - [Finding a missing number in addition](https://ai.page/c/finding-a-missing-number-in-addition/index.md): Understand subtraction as finding an unknown addend (e.g. 10 − 8 = ? is the same as 8 + ? = 10) ## 7. Grade 1 · Number and Operations: Students will compute using addition and subtraction. - [Adding numbers](https://ai.page/c/adding-numbers/index.md): Add up to four two-digit numbers using strategies based on place value and properties of operations - [Addition and subtraction within 1000](https://ai.page/c/addition-and-subtraction-within-1000/index.md): Add and subtract within 1000 using concrete models, drawings, and strategies based on place value; understand composing and decomposing tens and hundreds - [10 More or 10 Less](https://ai.page/c/10-more-or-10-less/index.md): Mentally find 10 more or 10 less than a given two-digit number without counting - [Subtracting multiples of 10](https://ai.page/c/subtracting-multiples-of-10/index.md): Subtract multiples of 10 (10–90) from multiples of 10 using place value strategies - [Fluent adding and subtracting within 10](https://ai.page/c/fluent-adding-and-subtracting-within-10/index.md): Fluently add and subtract within 10 - [Addition and subtraction within 20](https://ai.page/c/addition-and-subtraction-within-20/index.md): Add and subtract within 20 using strategies such as making ten, decomposing a number leading to ten, and using known facts ## 8. Grade 1 · Base Ten: Students will represent and compare two-digit numbers to gain foundations for place value. - [A Ten Is Ten Ones](https://ai.page/c/a-ten-is-ten-ones/index.md): Understand that 10 can be thought of as a bundle of ten ones — called a 'ten' - [The two digits of a two-digit number](https://ai.page/c/the-two-digits-of-a-two-digit-number/index.md): Understand that the two digits of a two-digit number represent amounts of tens and ones - [Comparing and ordering numbers](https://ai.page/c/comparing-and-ordering-numbers/index.md): Compare and order two-digit numbers using the symbols >, =, and <, based on place value understanding - [A Hundred Is Ten Tens](https://ai.page/c/a-hundred-is-ten-tens/index.md): Understand that 100 can be thought of as a bundle of ten tens — called a 'hundred' ## 9. Grade 1 · Counting and Cardinality: Students will understand the relationship between numbers and quantities to extend the counting sequence. - [Counting Within 1,000](https://ai.page/c/counting-within-1-000/index.md): Count within 1000, including skip-counting by 5s, 10s, and 100s - [One More Each Time](https://ai.page/c/one-more-each-time/index.md): Each successive counting number represents a quantity that is one larger than the previous number - [Counting forwards and backwards (age 6+)](https://ai.page/c/counting-forwards-and-backwards-age-6/index.md): Count forwards and backwards in tens from any number (not just multiples of 10) ## 10. Grade 1 · Subitizing: Students will quantify briefly shown collections and verbally label the arrangements without counting. - [Counting objects to 20](https://ai.page/c/counting-objects-to-20/index.md): Count a set of objects to answer 'how many?' for sets up to 20 (arranged in lines, arrays, circles, or scattered) ## Health: 0 of 100 Of its 33 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Sorting into categories (age 6+) has no explanation yet - Picture & Bar Graphs has no explanation yet - Telling Time: Hours and Half Hours has no explanation yet - Telling time to the minute (age 7+) has no explanation yet - Halves and quarters (age 7+) has no explanation yet - Measuring length has no explanation yet - Comparing lengths by measuring has no explanation yet - Measuring with different units has no explanation yet - Measuring length (age 6+) has no explanation yet - Halves & Quarters of Shapes has no explanation yet - 2-D shapes (age 6+) has no explanation yet - 3-D shapes has no explanation yet - Angles in triangles (age 7+) has no explanation yet - Addition and subtraction word problems has no explanation yet - Adding and subtracting has no explanation yet - Addition and subtraction strategies (age 7+) has no explanation yet - What the equals sign means has no explanation yet - Unknown in Addition & Subtraction has no explanation yet - Finding a missing number in addition has no explanation yet - Adding numbers has no explanation yet - Addition and subtraction within 1000 has no explanation yet - 10 More or 10 Less comes before The two digits of a two-digit number, which it needs - 10 More or 10 Less has no explanation yet - Subtracting multiples of 10 has no explanation yet - Fluent adding and subtracting within 10 has no explanation yet - Addition and subtraction within 20 has no explanation yet - A Ten Is Ten Ones has no explanation yet - The two digits of a two-digit number has no explanation yet - Comparing and ordering numbers has no explanation yet - A Hundred Is Ten Tens has no explanation yet - Counting Within 1,000 has no explanation yet - One More Each Time has no explanation yet - Counting forwards and backwards (age 6+) has no explanation yet - Counting objects to 20 has no explanation yet Credit: The structure of Nebraska academic standards: Mathematics (https://www.education.ne.gov/wp-content/uploads/2022/10/Nebraskas-College-and-Career-Ready-Standards-for-Mathematics-Final-10.20.22.pdf); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.