Access Mathematics Grade 1 (#7712020) 

Clarification 2: Instruction includes emphasis on using the properties to make a ten when adding three or more numbers. 

Clarification 3: Addition is limited to sums within 20.

Clarification 2: Problems include the unknown on either side of the equal sign.

Clarification 3: Addition and subtraction are limited to sums within 20 and related subtraction facts. Refer to Situations Involving Operations with Numbers (Appendix A).

Example: 

Example: ?-4=8

Clarification 2: Data sets include geometric figures that are categorized using their defining attributes and data from the classroom or school.

Clarification 3: Pictographs are limited to single-unit scales.

Clarification 2: Instruction includes figures given in a variety of sizes, orientations and non-examples that lack one or more defining attributes.

Clarification 3: Within this benchmark, the expectation is not to sort a combination of two- and three-dimensional figures at the same time or to define the attributes of trapezoids.

Clarification 4: Instruction includes using formal and informal language to describe the defining attributes of figures when comparing and sorting.

Clarification 2: Composite figures are composed without gaps or overlaps.

Clarification 3: Within this benchmark, it is not the expectation to compose two- and three- dimensional figures at the same time.

Example: A semi-circle and a triangle can be composed to create a two-dimensional representation of an ice cream cone.

Clarification 2: When estimating length, the expectation is to give a reasonable number of inches for the length of a given object.

Clarification 2: Two objects can be compared indirectly by directly comparing them to a third object.

Clarification 2: Instruction includes the connection to partitioning circles into halves and to semi-circles.

Clarification 2: Within this benchmark, the expectation is not to use decimal values.

Clarification 2: Instruction focuses on the connection to place value and skip counting.

Clarification 3: Within this benchmark, the expectation is not to use decimal values or to find the value of a combination of coins and dollars.

Clarification 3: Instruction includes recognizing counting sequences using visual charts, such as a 120 chart, to emphasize base 10 place value.

Clarification 2: Within this benchmark, the expectation is to use terms (e.g., less than, greater than, between or equal to) and symbols (<, > or =).

Clarification 2: Instruction includes situations involving adding to, putting together, comparing and taking from.

Example: Ten more than 23 is 33.

Clarification 2: Instruction includes the use of manipulatives, number lines, drawings or models.

Clarification 2: Instruction includes the use of manipulatives, drawings or equations to decompose tens and regroup ones, when needed.

• Cultivate a community of growth mindset learners. 
• Foster perseverance in students by choosing tasks that are challenging. 
• Develop students’ ability to analyze and problem solve. 
• Recognize students’ effort when solving challenging problems.

• Help students make connections between concepts and representations.
• Provide opportunities for students to use manipulatives when investigating concepts.
• Guide students from concrete to pictorial to abstract representations as understanding progresses.
• Show students that various representations can have different purposes and can be useful in different situations. 

• Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
• Offer multiple opportunities for students to practice efficient and generalizable methods.
• Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 

• Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
• Create opportunities for students to discuss their thinking with peers.
• Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
• Develop students’ ability to justify methods and compare their responses to the responses of their peers. 

• Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
• Support students to develop generalizations based on the similarities found among problems.
• Provide opportunities for students to create plans and procedures to solve problems.
• Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.

• Have students estimate or predict solutions prior to solving.
• Prompt students to continually ask, “Does this solution make sense? How do you know?”
• Reinforce that students check their work as they progress within and after a task.
• Strengthen students’ ability to verify solutions through justifications. 

• Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
• Challenge students to question the accuracy of their models and methods.
• Support students as they validate conclusions by comparing them to the given situation.
• Indicate how various concepts can be applied to other disciplines.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.