MathScore EduFighter is one of the best math games on the Internet today. You can start playing for free!
South Carolina Math Standards - 1st Grade
MathScore aligns to the South Carolina 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.
Want unlimited math worksheets? Learn more about our online math practice software.
View the South Carolina Math Standards at other levels.
Mathematical Processes
Standard 1-1: The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation.1-1.1 Apply substantive mathematical problem-solving strategies. (Basic Word Problems )
1-1.2 Generate conjectures and exchange mathematical ideas.
1-1.3 Explain and justify answers to simple problems.
1-1.4 Analyze patterns by reasoning systematically.
1-1.5 Generalize mathematical concepts.
1-1.6 Use a variety of forms of mathematical communication.
1-1.7 Generalize connections among mathematics, the environment, and other subjects.
1-1.8 Use multiple informal representations to convey mathematical ideas.
Number and Operations
Standard 1-2: The student will demonstrate through the mathematical processes a sense of quantity and numeral relationships; the relationships among addition, subtraction, and related basic facts; and the connections among numeric, oral, and written-word forms of whole numbers.1-2.1 Translate between numeral and quantity through 100.
1-2.2 Use estimation to determine the approximate number of objects in a set of 20 to 100 objects.
1-2.3 Represent quantities in word form through ten.
1-2.4 Recognize whole-number words that correspond to numerals through twenty.
1-2.5 Compare whole-number quantities through 100 by using the terms is greater than, is less than, and is equal to.
1-2.6 Recall basic addition facts through 9 + 9 and corresponding subtraction facts. (Fast Addition , Fast Addition Reverse , Fast Subtraction , Mixed Addition and Subtraction )
1-2.7 Summarize the inverse relationship between addition and subtraction. (Inverse Equations 1 )
1-2.8 Generate strategies to add and subtract without regrouping through two-digit numbers. (Basic Addition to 1000 , Basic Subtraction to 1000 )
1-2.9 Analyze the magnitude of digits through 999 on the basis of their place values. (Place Value to 1000 )
Algebra
Standard 1-3: The student will demonstrate through the mathematical processes a sense of numeric patterns, the relationship between addition and subtraction, and change over time.1-3.1 Analyze numeric patterns in addition and subtraction to develop strategies for acquiring basic facts. (Fast Addition , Fast Addition Reverse , Fast Subtraction )
1-3.2 Translate patterns into rules for simple addition and subtraction. (Function Tables , Function Tables 2 )
1-3.3 Illustrate the commutative property based on basic facts. (Commutative Property 1 )
1-3.4 Analyze numeric relationships to complete and extend simple patterns. (Patterns: Numbers , Function Tables , Function Tables 2 )
1-3.5 Classify a number as odd or even. (Odd or Even )
1-3.6 Classify change over time as quantitative or qualitative.
Geometry
Standard 1-4: The student will demonstrate through the mathematical processes a sense of two- and three-dimensional geometric shapes, symmetry, and relative positions and directions in space.1-4.1 Identify the three-dimensional geometric shapes prism, pyramid, and cone.
1-4.2 Analyze the two-dimensional shapes circle, square, triangle, and rectangle. (Geometric Shapes )
1-4.3 Classify two-dimensional shapes as polygons or nonpolygons.
1-4.4 Identify a line of symmetry.
1-4.5 Use the positional and directional terms north, south, east, and west to describe location and movement.
Measurement
Standard 1-5: The student will demonstrate through the mathematical processes a sense of the value of combinations of coins and the measurement of length, weight, time, and temperature.1-5.1 Use a counting procedure to determine the value of a collection of pennies, nickels, dimes, and quarters totaling less than a dollar. (Counting Money )
1-5.2 Represent a nickel, a dime, a quarter, a half-dollar, and a dollar in combinations of coins.
1-5.3 Represent money by using the cent and dollar notations. (Counting Money )
1-5.4 Use whole-inch units to measure the length of an object.
1-5.5 Generate common referents for whole inches.
1-5.6 Use common referents to make estimates in whole inches. (Requires outside materials )
1-5.7 Use nonstandard units to measure the weight of objects.
1-5.8 Use analog and digital clocks to tell and record time to the half hour.
1-5.9 Illustrate past and future dates on a calendar.
1-5.10 Represent dates in standard form (June 1, 2007, for example) and numeric form (6-1-2007, for example).
1-5.11 Use Celsius and Fahrenheit thermometers to measure temperature.
Data Analysis and Probability
Standard 1-6: The student will demonstrate through the mathematical processes a sense of collecting, organizing, and interpreting data and of making predictions on the basis of data.1-6.1 Use survey questions to collect data.
1-6.2 Organize data in picture graphs, object graphs, bar graphs, and tables.
1-6.3 Interpret data in picture graphs, object graphs, bar graphs, and tables by using the comparative terms more, less, greater, fewer, greater than, and less than. (Tally and Pictographs , Bar Graphs )
1-6.4 Predict on the basis of data whether events are likely or unlikely to occur.
Learn more about our online math practice software.
|
"MathScore works."
- John Cradler, Educational Technology Expert |
