Virginia Mathematics

2009 Grade 1 Standards of Learning

Virginia Department of EducationK-12 Mathematics Standards of Learning Institutes October 2009

Major SOL Changes

Number and Number Sense Count and write numerals 0-100. Count to 100 by 2’s. Count backward from 30. Identify the part of a set or region that

represent a fraction for halves, thirds, and fourths.

Write the fraction. 1

2

2

2

2

3

3

4

1

3

3

3

1

4

2

4

4

4

Major SOL Changes

Computation and Estimation Recall basic addition facts to 18 and the

corresponding subtraction facts. Create and solve story and picture

problems using addition facts to 18 and the corresponding subtraction facts.

Major SOL Changes

Measurement Use nonstandard units to measure

volume. Use a balance scale to compare the

weights of two objects. Use calendar language appropriately

(yesterday, next week, last week).

Major SOL Changes

Geometry Proximity is moved to the Curriculum

Framework. Square corners are now accurately

referred to as right angles.

Major SOL Changes

Probability and Statistics No change.

Major SOL Changes

Patterns, Functions, and Algebra Recognize the equal sign as a

representation of equivalence.

Major ChangesRelated SOL have been combined to

create one SOL with bulletsEX:(2001)

1.2 The student will group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value. [Moved to new SOL 1.1 b]

(2009) 1.1 The student will a) count from 0 to 100 and write the corresponding numerals; and b) group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value.

Major Changes

Details on instructional strategies have been removed for potential placement in the curriculum framework

EX: (2001) 1.13 The student will compare the volumes of two given containers by using

concrete materials (e.g., jelly beans, sand, water, rice).

(2009) 1.10 The student will compare using the concepts of more, less, and

equivalent, a) the volumes of two given containers by using concrete materials

(e.g., jelly beans, sand, water, rice) [Move to Curriculum Framework]; and

b) the weight/mass of two objects, using a balance scale.

Number and Number Sense:Count and write numerals 0-100

Grade 1 students should have multiple experiences with counting and writing numbers beginning with 0, including (but not limited to):

understanding of 0 as a digit and a number;

hundred chart activities; days in school (100th day celebration); and collecting data.

Count to 100 by 2’s skip counting by 2’s supports the

concept of even number (when beginning with 0, 2, 4, 6, …);

calculators can assist students in the pattern of skip counting by 2’s when programming the calculator to skip count (plus 2); students record what is displayed and predict what comes next.

Count backward from 30

Instructional activities might include (but not limited to):

minus one on the calculator

(30-1; 29-1; 28-1;27-1…); hundred chart (30, 29, 28, 27,…); and ten frames (10, 9, 8, 7,…).

Identify the part of a set or region that represent a fraction for halves, thirds, and fourths

Important underlying concepts should include:

part-whole relationship developed; set model - fair share concept; and region/area) model - whole is broken

into equal-size parts and them put back together.

Identify the part of a set or region that represent a fraction for halves, thirds, and fourths

food (half a cookie); geometric shapes (one fourth of a circle); folding (a sheet of paper into thirds); and cutting (half the ribbon).

The emphasis is on concrete representations and vocabulary in familiar context including (but not limited to):

Identify the part of a set or region that represent a fraction for halves, thirds, and fourths

Two models -

Set

Region

Write the fraction

represent the fraction and write its name

; and

kinesthetic experiences for forming the fractions.

Instructional activities might include (but not limited to):

Computation and Estimation

join; separate; part-part-whole; classification; and comparison.

Recall addition and corresponding subtraction facts to 18

Experiences with addition and subtraction should be tied to real world contexts and/or concrete materials and include a variety of structures including:

Measurement:

Volume with nonstandard units cubes blocks rice water

Compare weights of two objects using a balance scale

balance scales are used to weigh objects

; and

compare by looking at the pan that is “lower” as it has more weight.

Use calendar language provide experiences during calendar

time and when a “teachable” moment presents itself to help students develop and understanding of past, current, and future time through the vocabulary yesterday, next week, last week.

Geometry proximity is moved to the curriculum

framework.

Square corners are restated as right angles

develop an understanding that a right angle is a characteristic of some geometric figures

Probability and Statistics

no change.

Patterns, Functions, and Algebra

equal does not always mean an answer

4 + 3 = 8 - 1 .

Recognize the equal size as a representation of equivalence