Posted: Thu, 07/12/2018 - 10:53am Updated: Fri, 08/03/2018 - 10:23am

This Teacher Resource Guide has been developed to provide supporting materials to help educators successfully implement the Indiana Academic Standards for First Grade. These resources are provided to help you in your work to ensure all students meet the rigorous learning expectations set by the Indiana Academic Standards. Use of these resources are optional; teachers should decide which resources will work best in their classroom for their students.

The resources on this webpage are for illustrative purposes only, to promote a base of clarity and common understanding. Each item illustrates a standard but please note that the resources are not intended to limit interpretation or classroom applications of the standards.

The links compiled and posted on this webpage have been provided by classroom teachers, the Department of Education, and other sources. The IDOE has not attempted to evaluate any posted materials. They are offered as samples for your reference only and are not intended to represent the best or only approach to any particular issue. The IDOE does not control or guarantee the accuracy, relevance, timeliness, or completeness of information contained on a linked website; does not endorse the views expressed or services offered by the sponsor of a linked website; and cannot authorize the use of copyrighted materials contained in linked websites. Users must request such authorization from the sponsor of the linked website.

NUMBER SENSE

2014 Indiana Academic Standards

Activities, Examples, or Resources

1.NS.1: Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral.

Counting and Comparison

1.NS.2: Understand that 10 can be thought of as a group of ten ones — called a “ten."  Understand that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.  Understand that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

 

1.NS.3: Match the ordinal numbers first, second, third, etc., with an ordered set up to 10 items.

Cardinal, Ordinal, and Nominal Numbers

1.NS.4: Use place value understanding to compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Comparing Numbers

1.NS.5: Find mentally 10 more or 10 less than a given two-digit number without having to count, and explain the thinking process used to get the answer.

Snack Machine

1.NS.6: Show equivalent forms of whole numbers as groups of tens and ones, and understand that the individual digits of a two-digit number represent amounts of tens and ones.

Numbers to 99

 

COMPUTATION AND ALGEBRAIC THINKING

2014 Indiana Academic Standards

Activities, Examples, or Resources

1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within 20.  Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).  Understand the role of 0 in addition and subtraction.

Addition and Subtraction Steps to 20

1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem).

20 Tickets

At the Park

1.CA.3: Create a real-world problem to represent a given equation involving addition and subtraction within 20.

 

1.CA.4: Solve real-world problems that call for addition of three whole numbers whose sum is within 20 (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem).

 

1.CA.5: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten.

The Cookie Monster

The Pringle Ringle

The Juggler

Graham Cracker

Bright Idea

1.CA.6: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2).

 

1.CA.7: Create, extend, and give an appropriate rule for number patterns using addition within 100.

Common Number Patterns

 

GEOMETRY

2014 Indiana Academic Standards

Activities, Examples, or Resources

1.G.1: Identify objects as two-dimensional or three-dimensional.  Classify and sort two-dimensional and three-dimensional objects by shape, size, roundness and other attributes.  Describe how two-dimensional shapes make up the faces of three-dimensional objects.

Shape Sorts

1.G.2: Distinguish between defining attributes of two- and three-dimensional shapes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size).  Create and draw two-dimensional shapes with defining attributes.

3-D Shape Sort

1.G.3: Use two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.  [In grade 1, students do not need to learn formal names such as "right rectangular prism."]

Counting Squares

Grandfather Tang’s Story

1.G.4: Partition circles and rectangles into two and four equal parts; describe the parts using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of.  Describe the whole as two of, or four of, the parts. Understand for partitioning circles and rectangles into two and four equal parts that decomposing into equal parts creates smaller parts.

Sliced Up

 

MEASUREMENT

2014 Indiana Academic Standards

Activities, Examples, or Resources

1.M.1: Use direct comparison or a nonstandard unit to compare and order objects according to length, area, capacity, weight, and temperature.

Length Units of Work

1.M.2: Tell and write time to the nearest half-hour and relate time to events (before/after, shorter/longer) using analog clocks.  Understand how to read hours and minutes using digital clocks.

 

1.M.3: Find the value of a collection of pennies, nickels, and dimes.

Using Money

 

DATA ANALYSIS

2014 Indiana Academic Standards

Activities, Examples, or Resources

1.DA.1: Organize and interpret data with up to three choices (What is your favorite fruit?  apples, bananas, oranges); ask and answer questions about the total number of data points, how many in each choice, and how many more or less in one choice compared to another.

Counting Objects and Graphing