The document outlines learning standards and objectives for number sense and early math skills for students in the first grade. It includes standards around counting and grouping objects, identifying numeric values and relationships, telling time, and solving basic word problems using addition and subtraction.

1. Number Sense 1.0 Students understand and use numbers up to 100: 1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4). 2.3 Identify one more than, one less than, 10 more than, and 10 less than a given number.

2. 78 Number Sense 1.0 Students understand and use numbers up to 100: 1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4).

3. 67 Number Sense 1.0 Students understand and use numbers up to 100: 1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4). 76

4. Number Sense 1.0 Students understand and use numbers up to 100: 1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4).

6. Number Sense 1.0 Students understand and use numbers up to 100: 1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4).

8. 22, 24, __, __ Number Sense: 2.4 Count by 2s, 5s, and 10s to 100 .

9. 35, 40, 45, ____ Number Sense: 2.4 Count by 2s, 5s, and 10s to 100 .

10. 60, 50, 40, ___ Number Sense: 2.4 Count by 2s, 5s, and 10s to 100 .

11. 63, 53, 43, ___ Number Sense: 2.4 Count by 2s, 5s, and 10s to 100 .

12. 44, 45, 46, __, ___

13. 87, 86, 85, __, ___

14. Number Sense: 2.4 Count by 2s, 5s, and 10s to 100 .

15. 38¢ Number Sense: 1.5 Identify and know the value of coins and show different combinations of coins that equal the same value.

16. 59¢ Number Sense: 1.5 Identify and know the value of coins and show different combinations of coins that equal the same value.

17. (8, 9, 17) _______ + _______ = ________ _______ + _______ = ________ _______ - _______ = ________ _______ - _______ = ________ 2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems:

18. Measurement and Geometry 1.2 Tell time to the nearest half hour and relate time to events (e.g., before/after, shorter/longer).

19. Measurement and Geometry 1.2 Tell time to the nearest half hour and relate time to events (e.g., before/after, shorter/longer).

20. Statistics, Data Analysis, and Probability 1.2 Represent and compare data (e.g., largest, smallest, most often, least often) by using pictures, bar graphs, tally charts, and picture graphs.

21. I am a solid geometric shape. I have 2 flat surfaces. I can roll, stack and slide. Cylindar

22. Number Sense 1.0 Students understand and use numbers up to 100: 1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4). 2.3 Identify one more than, one less than, 10 more than, and 10 less than a given number. +

23. Number Sense 1.0 Students understand and use numbers up to 100: 1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4). 2.3 Identify one more than, one less than, 10 more than, and 10 less than a given number.

24. Number Sense 1.0 Students understand and use numbers up to 100: 1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4). 2.3 Identify one more than, one less than, 10 more than, and 10 less than a given number. +

25. Number Sense 1.0 Students understand and use numbers up to 100: 1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4). 2.3 Identify one more than, one less than, 10 more than, and 10 less than a given number.

26. Number Sense 1.0 Students understand and use numbers up to 100: 1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4). 2.3 Identify one more than, one less than, 10 more than, and 10 less than a given number.

27. 33 45 +

28. 37 18 +

29. Number Sense 1.0 Students understand and use numbers up to 100: 1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4). 2.3 Identify one more than, one less than, 10 more than, and 10 less than a given number. -

30. Number Sense 1.0 Students understand and use numbers up to 100: 1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4). 2.3 Identify one more than, one less than, 10 more than, and 10 less than a given number.

31. Number Sense 1.0 Students understand and use numbers up to 100: 1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4). 2.3 Identify one more than, one less than, 10 more than, and 10 less than a given number. -

32. Number Sense 1.0 Students understand and use numbers up to 100: 1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4). 2.3 Identify one more than, one less than, 10 more than, and 10 less than a given number. -

33. Number Sense 1.0 Students understand and use numbers up to 100: 1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4). 2.3 Identify one more than, one less than, 10 more than, and 10 less than a given number.

35. Sierra collected 5 brown eggs and 6 white eggs. How many brown eggs did she collect altogether? 2.0 Students solve problems and justify their reasoning: 2.1 Explain the reasoning used and justify the procedures selected. 2.2 Make precise calculations and check the validity of the results from the context of the problem.

36. Sierra has 6 chickens and they are each sitting on 2 eggs. How many eggs are her chickens sitting on? 2.0 Students solve problems and justify their reasoning: 2.1 Explain the reasoning used and justify the procedures selected. 2.2 Make precise calculations and check the validity of the results from the context of the problem.

37. Sierra collects 5 eggs from her chickens each day of the week. How many eggs does she collect in a week? 2.0 Students solve problems and justify their reasoning: 2.1 Explain the reasoning used and justify the procedures selected. 2.2 Make precise calculations and check the validity of the results from the context of the problem.