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Florida Math Standards - 1st Grade

MathScore aligns to the Florida 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.

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Number Sense, Concepts, and Operations

Benchmark MA.A.1.1.1: The student associates verbal names, written word names, and standard numerals with the whole numbers less than 1000.
   1. Uses one-to one correspondence to count objects to 100 or more. (Counting Squares )
   2. Reads and writes numerals to 100 or more.
   3. Uses ordinal numbers 1st - 10th or higher.

Benchmark MA.A.1.1.2: The student understands the relative size of whole numbers between 0 and 1000.
   1. Compares and orders whole numbers to 100 or more using concrete materials, drawings, number lines, and symbols (<, =, >). (Order Numbers to 1000 )
   2. Compares two or more sets (up to 100 objects in each set) and identifies which set is equal to, more than, or less than the other.

Benchmark MA.A.1.1.3: The student uses objects to represent whole numbers or commonly used fractions and relates these numbers to real-world situations.
   1. Represents real-world applications of whole numbers, to 100 or more, using concrete materials, drawings, and symbols.
   2. Represents and explains fractions (one half, one fourth, three fourths) as part of a whole and part of a set using concrete materials and drawings. (Fraction Pictures )
   3. Uses concrete materials to compare fractions in real-life situations (for example, pizzas, cookies). (Requires outside materials )
   4. Knows that the total of equivalent fractional parts makes a whole (for example, two halves equal one whole). (Fraction Pictures )

Benchmark MA.A.1.1.4: The student understands that whole numbers can be represented in a variety of equivalent forms.
   1. Represents equivalent forms of the same number, up to 20 or more, through the use of concrete materials (including coins), diagrams, and number expressions (for example, 16 can be represented as 8+8, 10+6, 4+4+4+4, 20-4, 17-1).

Benchmark MA.A.2.1.1: The student understands and applies the concepts of counting (by 2s, 3s, 5s, 10s, 25s, 50s), grouping, and place value with whole numbers between 0 and 100.
   1. Counts orally to 100 or more by 2s, 5s, and 10s with or without a hundred chart. (Skip Counting )
   2. Uses concrete materials, pictures, and symbols to show the grouping and place value of numbers to 100 or more. (Counting Squares )
   3. Counts forward and backward by one beginning with any number less than 100.
   4. Counts forward by tens from any number less than 10 using a hundred chart. (Skip Counting )

Benchmark MA.A.2.1.2: The student uses number patterns and the relationships among counting, grouping, and place value strategies to demonstrate an understanding of the whole number system.
   1. Counts and groups 11 or more objects into tens and ones (for example, 3 groups of ten and 4 more is 34 or 30+4). (Place Value to 1000 )
   2. Knows place value patterns and uses zero as a place holder (for example, trading 10 ones for 1 ten). (Place Value to 1000 )
   3. Knows the place value of a designated digit in whole numbers to 100. (Place Value to 1000 )

Benchmark MA.A.3.1.1: The student understands and explains the effects of addition and subtraction on whole numbers, including the inverse (opposite) relationship of the two operations.
   1. Demonstrates knowledge of the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference) using manipulatives, drawings, symbols, and story problems. (Basic Word Problems )
   2. Solves basic addition facts using concrete objects and thinking strategies, such as count on, count back, doubles, doubles plus one, and make ten. (Fast Addition , Fast Addition Reverse )
   3. Describes the related facts that represent a given fact family up to 18 (for example, 9+3=12, 12-9=3, 12-3=9). (Inverse Equations 1 )
   4. Knows how to use the commutative and associative properties of addition in solving problems and basic facts. (Associative Property 1 , Commutative Property 1 )
   5. Adds and subtracts two-digit numbers without regrouping (sums to 100) using models, concrete materials, or algorithms. (Basic Addition to 1000 , Basic Subtraction to 1000 )

Benchmark MA.A.3.1.2: The student selects the appropriate operation to solve specific problems involving addition and subtraction of whole numbers.
   1. Poses and solves simple number problems by selecting the proper operation (for example, finding how many students are sitting at tables one and two). (Basic Word Problems )
   2. Uses concrete objects to solve number problems with one operation. (Requires outside materials )
   3. Describes thinking when solving number problems.
   4. Writes number sentences associated with addition and subtraction situations.

Benchmark MA.A.3.1.3: The student adds and subtracts whole numbers to solve real-world problems, using appropriate methods of computing, such as objects, mental mathematics, paper and pencil, calculator.
   1. Knows appropriate methods (for example, concrete materials, mental mathematics, paper and pencil) to solve real-world problems involving addition and subtraction. (Basic Word Problems )
   2. Uses a calculator to explore addition, subtraction, and skip counting.

Benchmark MA.A.4.1.1: The student provides and justifies estimates for real-world quantities.
   1. Uses the language of estimation and approximation to identify and describe numbers in real-world situations (for example, about, near, closer to, between).
   2. Estimates the number of objects, explains the reasoning for the estimate, and checks the reasonableness of the estimate by counting.
   3. Makes reasonable estimates when comparing larger or smaller quantities.
   4. Estimates reasonable answers to basic facts (e.g., Will 7+8 be more than 10?).

Benchmark MA.A.5.1.1: The student classifies and models numbers as even or odd.
   1. Demonstrates and builds models to show the difference between odd and even numbers using concrete objects or drawings. (Odd or Even )


Benchmark MA.B.1.1.1: The student uses and describes basic measurement concepts including length, weight, digital and analog time, temperature, and capacity.
   1. Knows how to communicate measurement concepts.
   2. Demonstrates an understanding of measurement of lengths by selecting appropriate units of measurement (for example, inches or feet).
   3. Demonstrates an understanding of weight by selecting appropriate units of measurement (for example, grams or kilograms).
   4. Demonstrates an understanding of time using digital and analog clocks (for example, hour and half-hour intervals).
   5. Demonstrates an understanding of temperature by using thermometers.
   6. Demonstrates an understanding of capacity by selecting appropriate units of measurement (for example, cups, pints, quarts, liters).

Benchmark MA.B.1.1.2: The student uses standard customary and metric (centimeter, inch) and nonstandard units, such as links or blocks, in measuring real quantities.
   1. Measures length, weight, or capacity of an object using standard and nonstandard units (for example, pounds, grams, or wooden blocks).

Benchmark MA.B.2.1.1: The student uses direct (measured) and indirect (not measured) comparisons to order objects according to some measurable characteristics (length, weight).
   1. Uses nonstandard methods to compare and order objects according to their lengths or weights.
   2. Uses nonstandard, indirect methods to compare and order objects according to their lengths.
   3. Uses customary and metric units to measure, compare, and order objects according to their lengths or weights.

Benchmark MA.B.2.1.2: The student understands the need for a uniform unit of measure to communicate in real-world situations.
   1. Knows that a uniform unit is needed to measure in real-world situations (for example, length, weight, time, capacity).

Benchmark MA.B.3.1.1: The student using a variety of strategies, estimates length, widths, time intervals, and money and compares them to actual measurements.
   1. Estimates, measures, and compares dimensions of an object.
   2. Estimates and measures the passage of time using before or after; yesterday, today, or tomorrow; day or night; morning, afternoon, or evening; hour or half-hour. (Time Intervals )
   3. Knows and compares money values, including the quarter (25 cents), half-dollar (50 cents), and dollar (100 cents). (Counting Money )

Benchmark MA.B.4.1.1: The student selects and uses an object to serve as a unit of measure, such as a paper clip, eraser, or marble.
   1. Selects and uses an appropriate nonstandard unit to measure length, weight, time, and capacity.

Benchmark MA.B.4.1.2: The student selects and uses appropriate instruments, such as scales, rulers, clocks, and technology to measure within customary or metric systems.
   1. Knows appropriate standard tools for measuring linear dimensions, weight, capacity, and temperature.
   2. Knows appropriate tools (clocks and calendar) for measuring time (including days, weeks, months).

Geometry and Spatial Sense

Benchmark MA.C.1.1.1: The student understands and describes the characteristics of basic two- and three-dimensional shapes.
   1. Knows attributes of two-dimensional shapes (for example, vertices, edges).
   2. Knows attributes of three-dimensional figures (for example, vertices, curves, faces).
   3. Sorts two- and three-dimensional figures according to their attributes. (Geometric Shapes )

Benchmark MA.C.2.1.1: The student understands basic concepts of spatial relationships, symmetry, and reflections.
   1. Understands lines of symmetry in two-dimensional shapes (for example, paper folding, ink blot pictures, mirrors).
   2. Knows shapes that can be combined to form other shapes (for example, using pattern blocks, six triangles make a hexagon).
   3. Uses concrete materials to construct the reflection of a given shape. (Requires outside materials )
   4. Follows directions to move or place an object and describes the relationship of objects using positional language (for example, over, to the left of).

Benchmark MA.C.2.1.2: The student uses objects to perform geometric transformations, including flips, slides, and turns.
   1. Demonstrates slides and turns using concrete materials. (Requires outside materials )

Benchmark MA.C.3.1.1: The student uses real-life experiences and physical materials to describe, classify, compare, and sort geometric figures, including squares, rectangles, triangles, circles, cubes, rectangular solids, spheres, pyramids, cylinders, and prisms, according to the number of faces, edges, bases, and corners.
   1. Compares and sorts two-dimensional and three-dimensional real-life objects.
   2. Knows geometric shapes in real-life situations.
   3. Compares, describes, and sorts objects according to attributes (for example, corners, curves, faces).

Benchmark MA.C.3.1.2: The student plots and identifies positive whole numbers on a number line.
   1. Locates and explains known and unknown numbers on a number line from 0 to 100 or more.

Algebraic Thinking

Benchmark MA.D.1.1.1: The student describes a wide variety of classification schemes and patterns related to physical characteristics and sensory attributes, such as rhythm, sound, shapes, colors, numbers, similar objects, similar events.
   1. Identifies, describes, and compares patterns using a wide variety of materials and attributes (for example, size, shape, color).
   2. Describes a pattern rule. (Function Tables , Function Tables 2 )
   3. Explores number patterns on a hundred chart.
   4. Predicts and extends existing patterns that are concrete or pictorial. (Patterns: Numbers , Patterns: Shapes )

Benchmark MA.D.1.1.2: The student recognizes, extends, generalizes, and creates a wide variety of patterns and relationships using symbols and objects.
   1. Uses one attribute to create a pattern (for example, thick or thin, open or closed).
   2. Transfers patterns from one medium to another (for example, concrete objects to actions or symbols).
   3. Predicts, extends, and creates patterns. (Patterns: Shapes )
   4. Uses a calculator to explore number patterns.
   5. Identifies and generates patterns in a list of related number pairs based on real-life situations (for example, T-chart with number of children to number of eyes). (Function Tables , Function Tables 2 )

Benchmark MA.D.2.1.1: The student understands that geometric symbols (Ο, Δ) can be used to represent unknown quantities in expressions, equations, and inequalities.
   1. Solves addition and subtraction sentences where an unknown number is represented by a geometric shape (for example, 2 + Δ = 9). (Missing Term )
   2. Uses concrete objects to solve number sentences with equalities and inequalities (using the symbols >, =, <). (Requires outside materials )

Benchmark MA.D.2.1.2: The student uses informal methods to solve real-world problems requiring simple equations that contain one variable.
   1. Uses concrete objects to solve real-world addition and subtraction problems using one unknown (for example, There are 28 children in this class, and 25 are here today. How many are absent?). (Basic Word Problems )

Data Analysis and Probability

Benchmark MA.E.1.1.1: The student displays solutions to problems by generating, collecting, organizing, and analyzing data using simple graphs and charts.
   1. Surveys a small group to answer a simple question involving two categories or choices (for example, students who bring lunches or students who buy lunches).
   2. Records data using concrete materials or pictures.
   3. Organizes information into a simple pictograph or concrete graph.
   4. Uses mathematical language to read and interpret data on a simple concrete graph, pictorial graph, or chart. (Tally and Pictographs )

Benchmark MA.E.1.1.2: The student displays data in a simple model to use the concepts of range, median, and mode.
   1. Uses concrete materials, pictures, or graphs to display data and identify range and mode.

Benchmark MA.E.1.1.3: The student analyzes real-world data by surveying a sample space and predicting the generalization onto a larger population through the use of appropriate technology, including calculators and computers.
   1. Discusses a reasonable prediction for a large group using data from a small group.
   2. Uses a calculator to compare data.
   3. Explores computer graphing software.

Benchmark MA.E.2.1.1: The student understands basic concepts of chance and probability.
   1. Knows the likelihood of a given situation (for example, snowing in South Florida).
   2. Explains if an event is certain, probable, or impossible.
   3. Discusses results of games and activities dependent upon chance.

Benchmark MA.E.2.1.2: The student predicts which simple event is more likely, equally likely, or less likely to occur.
   1. Knows if a given event is more likely, equally likely, or less likely to occur (for example, six blue marbles and two green marbles in a bag).

Benchmark MA.E. 3.1.1: The student designs a simple experiment to answer a class question, collects appropriate information, and interprets the results using graphical displays of information, such as line graphs, pictographs, and charts.
   1. Constructs appropriate questions for a class survey, in a whole group setting.
   2. Collects data for a survey with two or more categories or choices and creates a class chart or pictograph.
   3. Analyzes results of a survey as part of a class discussion.

Benchmark MA.E.3.1.2: The student decides what information is appropriate and how data can be collected, displayed, and interpreted to answer relevant questions.
   1. Determines questions for a two-category survey so that the collected information will answer the question.
   2. Knows appropriate methods to display and interpret information.

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