Version 2.0
B. Number Operations and Relationships
Grade 1
MPS Learning Target #1(Grade 1) / MPS Learning Target #2
(Grade 1) / MPS Learning Target #3
(Grade 1)
Represent numbers, monetary values, and fractions (i.e., halves and fourths) to show equivalency (e.g., 5+5=8+2, 10 dimes is worth $1.00, 4 fourths is the same as 1 whole) and to compare them. / Use and explain strategies to solve addition and subtraction basic fact problems (e.g., doubles plus one, make a ten) and word problems (e.g., direct modeling). / Estimate and explain strategies (e.g., make equal groups, skip count) to count collections of objects up to 100.
Descriptors
Concepts: 1,2, 4, 5 / Descriptors
Computation: 6, 7, 9 / Descriptors
Concepts: 3
Computation: 8
Suggested Descriptors (Beginning of Grade 2)
Sub-skill B.a: Concepts
1) Read, write, and represent numbers to 100 using words, objects, number lines, and expanded form (e.g., 15 = 10 + 5), with emphasis on representing place-value concepts.
2) Compare and order whole numbers less than 100 using tools and place-value concepts (e.g., hundreds chart, number lines, bundles of ten sticks, connecting cubes).
3) Skip count by twos, fives, tens, hundreds and count on by ones and tens starting at various points (e.g., 23, 33, 43, 53, 63).
4) Count and compare collections of coins up to one dollar.
5) Represent halves and fourths using objects and pictures to explain the meaning of fractions as parts of a whole.
Sub-skill B.b: Computation
6) Use and explain strategies (e.g., direct modeling, counting, numerical reasoning) to solve a variety of addition and subtraction word problems (e.g., change unknown, comparison, part-whole) and write number sentences that match the structure of the problems.
7) Use numerical reasoning or number relationships (e.g., 8 + 5, first add 8 + 2, then add 3 more) and counting strategies (e.g., 7 – 5, start at 5, count up to 7, keep track of the counts) to solve addition and subtraction basic fact problems.
8) Explain strategies for estimating, organizing, and counting collections of objects up to 100, emphasizing groups of ten and five.
9) Explain and show the relationship between addition and subtraction using objects and pictures.
C. Geometry
Grade 1
MPS Learning Target #4(Grade 1) / MPS Learning Target #5
(Grade 1)
Describe, list, and compare geometric properties of two-dimensional and three-dimensional shapes and objects. / Describe relationships between shapes when they have been combined or decomposed and between objects on a simple coordinate map.
Descriptors
Describe figures: 1, 2
Spatial relationships and transformations: 4, 5 / Descriptors
Describe figures: 1
Spatial relationships and transformations: 3
Coordinate systems: 6
Suggested Descriptors (Beginning of Grade 2)
Sub-skill C.a: Describing Figures
1) Identify and describe properties of polygons (e.g., closed, number of sides and angles, symmetry) and polyhedra (e.g., faces, edges, vertices).
2) Describe, sort, and classify everyday objects by geometric properties.
Sub-skill C.b: Spatial relationships and transformations
3) Describe how to combine and decompose two-dimensional shapes to make other shapes (e.g., use pattern blocks to build a hexagon from triangles).
4) Trace and identify the two-dimensional shapes made by tracing the faces of polyhedra (e.g., all six faces of a cube are squares).
5) Recognize that the orientation of a shape does not change its identify (e.g., a rotated square is still a square).
Sub-skill C.c: Coordinate systems
6) Describe using informal language how to travel from one location to another on a simple two-dimensional coordinate map system (e.g., start at the post office and go over two blocks and up three blocks to get to the library).
D. Measurement
Grade 1
MPS Learning Target #6(Grade 1)
Describe measurable attributes and identify, estimate, and use non-standard and standard units to measure attributes of objects, time, and temperature.
Descriptors
Measurable attributes: 1, 2
Direct measurement: 3, 4, 5, 6
Indirect measurement: 7
Suggested Descriptors (Beginning of Grade 2)
Sub-skill D.a: Measurable attributes
1) Use everyday language to describe measurable attributes of objects (e.g., height, length, distance around, weight, mass, capacity), time, and temperature.
2) Identify appropriate non-standard units (e.g., paper clips, cubes) and standard units (e.g., inches, minutes, hours, days, months, degrees Fahrenheit) to quantify measurable attributes.
Sub-skill D.b: Direct measurement
3) Read and interpret measuring instruments to quantify measurable attributes of objects using non-standard units and standard units to the nearest whole unit (e.g., nearest inch or nearest number of paper clips).
4) Demonstrate the understanding that zero is the starting point on measuring instruments.
5) Identify the relationship between the scale on a thermometer and real-world contexts and experiences (e.g., 10°F indicates a very cold temperature and is below freezing, 60°F indicates a mild temperature for a nice day, 90°F indicates that the weather is very hot).
6) Tell time to the nearest hour or half-hour using analog clocks and tell time using digital clocks.
Sub-skill D.c: Indirect measurement
7) Estimate length, weight, and mass of objects using common referents for non-standard and standard units.
E. Statistics and Probability
Grade 1
MPS Learning Target #7(Grade 1)
Pose questions for collecting numerical and categorical data, display and draw conclusions to answer questions, and identify the likelihood of events.
Descriptors
Data analysis and statistics: 1, 2, 3, 4
Probability: 5
Suggested Descriptors (Beginning of Grade 2)
Sub-skill E.a: Data analysis and statistics
1) Pose questions that can be answered by collecting numerical and categorical data.
2) Determine and then carry out ways to collect and organize data.
3) Display data using tables, tally marks, and bar graphs.
4) Analyze data displays to draw reasonable conclusions and answer questions in the context of the data (e.g., most people in our class like chocolate ice cream).
Sub-skill E.b: Probability
5) Determine the likelihood (e.g., very likely, somewhat likely, not very likely, certain, impossible) of real-world events (e.g., it is very likely that people in our class will pick chocolate ice cream to each at the party).
F. Algebraic Relationships
Grade 1
MPS Learning Target #8
(Grade 1)
/ MPS Learning Target #9(Grade 1)
Describe and extend repeating patterns, growing patterns, and relationships in tables and charts, including odd and even numbers. / Explain use of notation to show equality and model word problems, and solve simple open number sentences and true-false statements.
Descriptors
Patterns, relations, & functions: 1, 2 / Descriptors
Expression, equations, & inequalities: 3, 4
Properties: 5, 6
Suggested Descriptors (Beginning of Grade 2)
Sub-skill F.a: Patterns, relations, and functions
1) Recognize, describe, and extend repeating and growing patterns, including attribute, numeric, and geometric patterns, and “What’s My Rule?” relationships in tables and charts.
2) Explain how to determine if a whole number less than 20 is odd or even.
Sub-skill F.b: Expressions, equations, and inequalities
3) Demonstrate understanding that the equals sign means “the same as” by solving open number sentences (e.g., 3 + 2 = ❒+ 4; 5 = 1 + ❒); 3 + ❒ = 6) and true-false statements.
4) Write number sentences that match the structure of one-step word problems (e.g., write
5 + ❒ = 9 for a change unknown word problem).
Sub-skill F.c: Properties
5) Explain the zero property and solve problems such as 12 + ❒ = 12, ❒ + 12 = 12, 12 = ❒ + 12, 12 = 12 + ❒.
6) Demonstrate understanding of the commutative property by explaining that the answer to problems such as 3 + 4 is the same as the answer to 4 + 3 because changing the order of the numbers in an addition statement does not change the answer.
MPS Mathematics Learning Targets 2.0 (rev 8/1/06)
Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation under Grant No. 0314898.