## 1st Grade Grade Level Goals

Everyday Mathematics third-edition Grade Level Goals have been revised to align with the Common Core State Standards for Mathematics (CCSS-M), which were widely adopted in 2010. Both versions of the curriculum's goals are available below. For more information on standards, please see Meeting Standards with Everyday Mathematics.

### Common Core State Standards (CCSS) Edition Grade Level Goals

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| Number and Numeration

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Meanings, Uses, and Representations of Numbers | Rote counting | Count on by 1s, 2s, 5s, and 10s past 100 and back by 1s from any number less than 100 with and without number grids, number lines, and calculators. |

Rational counting | Count collections of objects accurately and reliably; estimate the number of objects in a collection. | |

Place value and notation | Read, write, and model with manipulatives whole numbers up to 1,000; identify places in such numbers and the values of the digits in those places. | |

Meanings and uses of fractions | Use manipulatives and drawings to model halves, thirds, and fourths as equal parts of a region or a collection; describe the model. | |

Number theory | Use manipulatives to identify and model odd and even numbers. | |

Understand Equivalent Names for Numbers | Equivalent names for whole numbers | Use manipulatives, drawings, tally marks, and numerical expressions involving addition and subtraction of 1- or 2-digit numbers to give equivalent names for whole numbers up to 100. |

Understand Common Numerical Relations | Comparing and ordering numbers | Compare and order whole numbers up to 1,000. |

Operations and Computation

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Compute Accurately | Addition and subtraction facts | Demonstrate appropriate fluency with addition and subtraction facts through 10+10. |

Addition and subtraction procedures | Use manipulatives, number grids, tally marks, mental arithmetic, and calculators to solve problems involving the addition and subtraction of 1-digit whole numbers with 2-digit whole numbers; calculate and compare the values of combinations of coins. | |

Make Reasonable Estimates | Computational estimation | Estimate reasonableness of answers to basic fact problems (e.g., Will 7+8 be more or less than 10?). |

Understand Meanings of Operations | Models for the operations | Identify change-to-more, change-to-less, comparison, and parts-and-total situations. |

Data and Chance

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Select and Create Appropriate Graphical Representations of Collected or Given Data | Data collection and representation | Collect and organize data to create class-constructed tally charts, tables, bar graphs, and line plots. |

Analyze and Interpret Data | Data analysis | Use graphs to answer simple questions and draw conclusions; find the maximum and minimum of a data set. |

Understand and Apply Basic Concepts of Probability | Qualitative probability | Describe events using certain, likely, unlikely, impossible, and other basic probability terms. |

Measurement and Reference Frames

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Systems and Processes of Measurement; Use Appropriate Techniques, Tools, Units, and Formulas in Making Measurements | Length, weight, and angles | Use nonstandard tools and techniques to estimate and compare weight and length; measure length with standard measuring tools. |

Money | Know and compare the value of pennies, nickels, dimes, quarters, and dollar bills; make exchanges between coins. | |

Use and Understand Reference Frames | Temperature | Identify a thermometer as a tool for measuring temperature; read temperatures on Fahrenheit and Celsius thermometers to the nearest 10Â¯. |

Time | Use a calendar to identify days, weeks, months, and dates; tell and show time to the nearest half and quarter hour on an analog clock. |

Geometry

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Investigate Characteristics and Properties of Two- and Three-Dimensional Geometric Shapes | Plane and solid figures | Identify and describe plane and solid figures including circles, triangles, squares, rectangles, spheres, cylinders, rectangular prisms, pyramids, cones, and cubes. |

Apply Transformations and Symmetry in Geometric Situations | Transformations and symmetry | Identify shapes having line symmetry; complete line-symmetric shapes or designs. |

Patterns, Functions, and Algebra

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand Patterns and Functions | Patterns and functions | Extend, describe, and create numeric, visual, and concrete patterns; solve problems involving function machines, "What_s My Rule?" tables, and Frames-and-Arrows diagrams. |

Use Algebraic Notation to Represent and Analyze Situations and Structures | Algebraic notation and solving number sentences | Read, write, and explain expressions and number sentences using the symbols +,-, and = and the symbols > and < with cues; solve equations involving addition and subtraction. |

Properties of the arithmetic operations | Apply the Commutative and Associative Properties of Addition and the Additive Identity to basic addition fact problems. |

### 3rd Edition Grade Level Goals

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| Number and Numeration

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Meanings, Uses, and Representations of Numbers | Rote counting | Count on by 1s to 100; count on by 2s, 5s, and 10s and count back by 1s with number grids, number lines, and calculators. |

Rational counting | Count collections of objects accurately and reliably; estimate the number of objects in a collection | |

Place value and notation | Read, write, and model with manipulatives whole numbers up to 1,000; identify places in such numbers and the values of the digits in those places. | |

Meanings and uses of fractions | Use manipulatives and drawings to model halves, thirds, and fourths as equal parts of a region or a collection; describe the model. | |

Number theory | Use manipulatives to identify and model odd and even numbers | |

Understand Equivalent Names and Numbers | Equivalent names for whole numbers | Use manipulatives, drawings, tally marks, and numerical expressions involving addition and subtraction of 1- or 2-digit numbers to give equivalent names for whole numbers up to 100. |

Understand Numerical Relations | Comparing and ordering numbers | Compare and order whole numbers up to 1,000. |

Operations and Computation

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Computes Accurately | Addition and subtraction facts | Demonstrate proficiency with +/-0, +/- 1, doubles, and sum-equals-ten addition and subtraction facts such as 6+4=10, and 10-7=3 |

Addition and subtraction procedures | Use manipulatives, number grids, tally marks, mental arithmetic, and calculators to solve problems involving the addition and subtraction of 1-digit whole numbers; calculate and compare the values of combinations and coins | |

Make Reasonable Estimates | Computational estimation | Estimate reasonableness of answers to basic fact problems (e.g., Will 7+8 be more or less than 10?). |

Understand Meanings of Operations | Models for the operations | Identify change to more, change-to-less, comparison, and parts-and-total situations. |

Data and Chance

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Select and Create Appropriate Graphical Representations of Collected or Given Data | Data collection and representation | Collect and organize data to create class-constructed tally charts, tables, bar graphs, and line plots. |

Analyze and Interpret Data | Data analysis | Use graphs to answer simple questions and draw conclusions; find the maximum and minimum of a data set. |

Understand and Apply Basic Concepts of Probability | Qualitative probability | Describe events using certain, likely, unlikely, impossible, and other basic probability terms. |

Measurement and Reference Frames

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Systems and Processes of Measurement; Use Appropriate Techniques, Tools, Units, and Formulas in Making Measurements | Length, weight, and angles | Use nonstandard tools and techniques to estimate and compare weight and length; measure length with standard measuring tools. |

Money | Know and compare the value of pennies, nickels, dimes, quarters, and dollar bills; make exchanges between coins. | |

Use and Understand Reference Frames | Temperature | Identify a thermometer as a tool for measuring temperature; read temperatures on Fahrenheit and Celsius thermometers to the nearest 10°. |

Time | Use a calculator to identify the days, weeks, months, and dates; tell and show time to the nearest half and quarter on an analog clock. |

Geometry

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Investigate Characteristics and Properties of Two- and Three-Dimensional Geometric Shapes | Plane and solid figures | Identify and describe plane and solid figures including circles, triangles, squares, rectangles, spheres, cylinders, rectangular prisms, pyramids, cones, and cubes. |

Apply Transformations and Symmetry in Geometric Situations | Transformations and symmetry | Identify shapes having line symmetry; complete line-symmetric shapes or designs. |

Patterns, Functions, and Algebra

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand Patterns and Functions | Patterns and functions | Extend, describe, and create numeric, visual, and concrete patterns; solve problems involving function machines, "What’s My Rule?" tables, and Frames-and Arrows diagrams.. |

Use Algebraic Notation to Represent and Analyze Situations and Structures | Algebraic notation and solving number sentences | Read, write, and explain expressions and number sentences using the symbols +,-, and = and the symbols > and < with cues; solve equations involving addition and subtraction. |

Properties of arithmetic operations | Apply the Commutative Property of Addition and the Additive Identity to basic addition fact problems. |