Music - Grade 1 (#5013070) 

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Course Standards

Name Description
MU.1.C.1.1: Respond to specific, teacher-selected musical characteristics in a song or instrumental piece.
e.g., beat, rhythm, phrasing, dynamics, tempo
MU.1.C.1.2: Respond to music from various sound sources to show awareness of differences in musical ideas.
e.g., moods, images
MU.1.C.1.3: Classify instruments into pitched and unpitched percussion families.
e.g., xylophone, glockenspiel, woodblock, tambourine
MU.1.C.1.4: Differentiate between music performed by one singer and music performed by a group of singers.
MU.1.C.2.1: Identify the similarities and differences between two performances of a familiar song.
e.g., tempo, lyrics/no lyrics, style
MU.1.C.3.1: Share different thoughts or feelings people have about selected pieces of music.
MU.1.F.1.1: Create sounds or movement freely with props, instruments, and/or found sounds in response to various music styles and/or elements.
e.g., staccato/legato, phrasing, melodic direction, steady beat, rhythm; props: use scarves, ribbon sticks, fabric shapes
MU.1.F.2.1: Describe how he or she likes to participate in music.
e.g., sing with a family member or friend, make up songs, tap rhythms, play a musical instrument
MU.1.F.3.1: Demonstrate appropriate manners and teamwork necessary for success in a music classroom.
e.g., take turns, share, be a good listener, be respectful, display good manners
MU.1.H.1.1: Perform simple songs, dances, and musical games from a variety of cultures.
e.g., nursery rhymes, singing games, play parties, folk dances
MU.1.H.1.2: Explain the work of a composer.
MU.1.H.2.1: Identify and perform folk music used to remember and honor America and its cultural heritage.
e.g., "This Land is Your Land," "Short'nin' Bread," "America"
MU.1.H.3.1: Explore the use of instruments and vocal sounds to replace or enhance specified words or phrases in children's songs, choral readings of poems and stories, and/or chants.
e.g., rhyming words, vowel sounds, characters, setting, mood
MU.1.O.1.1: Respond to contrasts in music as a foundation for understanding structure.
e.g., high/low, fast/slow, long/short, phrases
MU.1.O.1.2: Identify patterns of a simple, four-measure song or speech piece.
MU.1.O.3.1: Respond to changes in tempo and/or dynamics within musical examples.
MU.1.S.1.1: Improvise a four-beat response to a musical question sung or played by someone else.
e.g., melodic, rhythmic
MU.1.S.1.2: Create short melodic and rhythmic patterns based on teacher-established guidelines.
MU.1.S.2.1: Sing or play songs, which may include changes in verses or repeats, from memory.
MU.1.S.3.1: Sing simple songs in a group, using head voice and maintaining pitch.
e.g., folk songs, finger-plays, call-and-response, echo songs
MU.1.S.3.2: Play three- to five-note melodies and/or accompaniments on classroom instruments.
MU.1.S.3.3: Sing simple la-sol-mi patterns at sight.
e.g., reading from hand signs or iconic representations
MU.1.S.3.4: Match simple aural rhythm patterns in duple meter with written patterns.
e.g., quarter note/rest, beamed eighth notes
MU.1.S.3.5: Show visual representation of simple melodic patterns performed by the teacher or a peer.
e.g., draw, body/hand signs, manipulatives, la-sol-mi
MAFS.1.OA.1.1: Use addition and subtraction within 20 to solve word problems1 involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (1Students are not required to independently read the word problems.)

Standard Relation to Course: Supporting

MAFS.1.OA.1.2: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Standard Relation to Course: Supporting

MAFS.K12.MP.5.1: Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

Standard Relation to Course: Supporting


Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Standard Relation to Course: Supporting


Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Standard Relation to Course: Supporting

LAFS.1.RL.2.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
LAFS.1.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
  1. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
  2. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
  3. Ask questions to clear up any confusion about the topics and texts under discussion.

Standard Relation to Course: Supporting

LAFS.1.SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
LAFS.1.SL.1.3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
DA.1.O.3.1: Create movement phrases to express a feeling, idea, or story.
DA.1.S.3.4: Demonstrate acuity in transferring given rhythmic patterns from the aural to the kinesthetic.
e.g., verbalized rhythm transferred to the feet
PE.1.C.2.1: Identify the critical elements of locomotor skills.
Some examples of critical elements of locomotor skills are step-hop for skipping and use of one foot for hopping.
PE.1.C.2.2: Identify safety rules and procedures for teacher-selected physical activities.
An example of a safety procedure is having students stand a safe distance away from a student swinging a bat during striking activities.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
HE.1.B.5.3: Explain the consequences of not following rules/practices when making healthy and safe decisions.
Tooth decay and environmental damage.
TH.1.S.1.3: Explain personal preferences related to a performance.

General Course Information and Notes


First-grade students in music class explore their world through listening, singing, moving, playing instruments, and creating to stimulate the imagination and lead to innovation and creative risk-taking. As they develop basic skills, techniques, and processes in music, they strengthen their music and extra-music vocabulary and music literacy, as well as their ability to remember, focus on, process, and sequence information. As students sing, play, move, and create together, they develop the foundation for important skills such as teamwork, acceptance, respect, and responsibility that will help students be successful in the 21st century.


All instruction related to Music benchmarks should be framed by the Big Ideas and Enduring Understandings. Non-Music benchmarks listed in this course are also required and should be fully integrated in support of arts instruction.

Special Note: This class may include opportunities to participate in extra rehearsals and performances beyond the school day.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link:

General Information

Course Number: 5013070 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: Music Education > SubSubject: General >
Abbreviated Title: MUSIC - GRADE 1
Course Attributes:
  • Highly Qualified Teacher (HQT) Required
  • Florida Standards Course
Course Status: Course Approved
Grade Level(s): 1

Educator Certifications

Music Education (Elementary Grades 1-6)
Music (Elementary and Secondary Grades K-12)
Vocal Music (Elementary and Secondary Grades K-12)

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