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Georgia Math Standards - 1st Grade
MathScore aligns to the Georgia Math Standards for 1st Grade. The standards appear below along with the MathScore topics that match. If you click on a topic name, you will see sample problems at varying degrees of difficulty that MathScore generated. When students use our program, the difficulty of the problems will automatically adapt based on individual performance, resulting in not only true differentiated instruction, but a challenging game-like experience.
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View the Georgia Math Standards at other levels.
Number and Operations
M1N1 Students will estimate, model, compare, order, and represent whole numbers up to 100.a. Represent numbers less than 100 using a variety of models, diagrams, and number sentences. Represent numbers larger than 10 in terms of tens and ones using counters and pictures.
b. Correctly count and represent the number of objects in a set using numerals. (Counting Squares )
c. Compare small sets using the terms greater than, less than, and equal to (>, <, =).
d. Understand the magnitude and order of numbers up to 100 by making ordered sequences and representing them on a number line.
e. Exchange equivalent quantities of coins by making fair trades involving combinations of pennies, nickels, dimes, and quarters and count out a combination needed to purchase items less than a dollar. (Counting Money )
f. Identify bills ($1, $5, $10, $20) by name and value and exchange equivalent quantities by making fair trades involving combinations of bills and count out a combination of bills needed to purchase items less than twenty dollars. (Counting Money )
M1N2 Understand place value notation for the numbers between 1 and 100. (Discussions may allude to 3-digit numbers to assist in understanding place value.)
a. Determine to which multiple of ten a given number is nearest using tools such as a sequential number line or hundreds chart to assist in estimating.
b. Represent collections of less than 30 objects with 2-digit numbers and understand the meaning of place value. (Place Value to 1000 )
c. Decompose numbers between 11 and 19 as one ten and the appropriate number of ones.
M1N3 Students will add and subtract numbers less than 100 as well as understand and use the inverse relationship between addition and subtraction.
a. Identify one more than, one less than, 10 more than, and 10 less than a given number.
b. Skip-count by 2's, 5's, and 10's forward and backwards - to and from numbers up to 100. (Skip Counting )
c. Compose/decompose numbers up to 10 --"break numbers apart", e.g., 8 is represented as 4 + 4, 3 + 5, 5 + 2 + 1, and 10-2).
d. Understand a variety of situations to which subtraction may apply: taking away from a set, comparing two sets, and determining how many more or how many less.
e. Understand addition and subtraction number combinations using strategies such as counting on, counting back, doubles and making tens.
f. Know the single-digit addition facts to 18 and corresponding subtraction facts with understanding and fluency. (Use strategies such as relating to facts already known, applying the commutative property, and grouping facts into families.) (Fast Addition , Fast Addition Reverse , Fast Subtraction )
g. Apply addition and subtraction to 2 digit numbers without regrouping (e.g.15 + 4, 80-60, 56 + 10, 100-30, 52 + 5). (Basic Addition to 1000 , Basic Subtraction to 1000 )
h. Solve and create word problems involving addition and subtraction to 100 without regrouping. Use words, pictures and concrete models to interpret story problems and reflect the combining of sets as addition and taking away or comparing elements of sets as subtraction. (Basic Word Problems )
M1N4 Students will count collections of up to 100 objects by dividing them into equal parts and represent the results using words, pictures, or diagrams.
a. Use informal strategies to share objects equally between two to five people. (Understanding Division )
b. Build number patterns, including concepts of even and odd, using various concrete representations. (Examples of concrete representations include a hundreds chart, ten grid frame, place value chart, number line, counters, or other objects.). (Odd or Even )
c. Identify, label and relate fractions (halves, fourths) as equal parts of a whole using pictures and models.
Measurement
M1M1 Students will compare and/or order the length, weight, or capacity of two or more objects by using direct comparison or a nonstandard unit.a. Directly compare length, weight, and capacity of concrete objects. (Requires outside materials )
b. Estimate and measure using a non-standard unit that is smaller than the object to be measured.
c. Measure with a tool by creating a "ruled" stick, tape, or container by marking off ten segments of the repeated single unit. (Requires outside materials )
M1M2 Students will develop an understanding of the measurement of time.
a. Tell time to the nearest hour and half hour and understand the movement of the minute hand and how it relates to the hour hand.
b. Begin to understand the relationship of calendar time by knowing the number of days in a week and months in a year.
c. Compare and/or order the sequence or duration of events (e.g., shorter/longer and before/after).
Geometry
M1G1 Students will study and create various two and three-dimensional figures and identify basic figures (squares, circles, triangles, and rectangles) within them.a. Build, draw, name, and describe triangles, rectangles, pentagons, and hexagons. (Geometric Shapes )
b. Build, represent, name, and describe cylinders, cones, and rectangular prisms (objects that have the shape of a box).
c. Create pictures and designs using shapes, including overlapping shapes.
M1G2 Students will compare, contrast, and/or classify geometric shapes by the common attributes of position, shape, size, number of sides, and number of corners.
M1G3 Students will arrange and describe objects in space by proximity, position, and direction (near, far, below, above, up, down, behind, in front of, next to, and left or right of).
Data Analysis
M1D1 Students will create simple tables and graphs and interpret them.a. Interpret tally marks, picture graphs and bar graphs. (Tally and Pictographs , Bar Graphs )
b. Organize and record data using objects, pictures, tally marks, and picture graphs.
Process Skills
M1P1 Students will solve problems (using appropriate technology).a. Build new mathematical knowledge thorough problem solving. (Many topics align to this standard)
b. Solve problems that arise in mathematics and in other contexts. (Basic Word Problems )
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
M1P2 Students will reason and evaluate mathematical arguments.
a. Recognize reasoning and proof as fundamental aspects of mathematics.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
M1P3 Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
M1P4 Students will make connections among mathematical ideas and to other disciplines.
a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.
M1P5 Students will represent mathematics in multiple ways.
a. Create and use representations to organize, record, and communicate mathematical ideas.
b. Select, apply, and translate among mathematical representations to solve problems.
c. Use representations to model and interpret physical, social, and mathematical phenomena.
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