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Ohio Math Standards - 1st Grade
MathScore aligns to the Ohio 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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View the Ohio Math Standards at other levels.
Number and Number Systems
* Read and write the numerals for numbers to 100.* Use place value concepts to represent whole numbers using numerals, words, expanded notation and physical models with ones and tens. For example: (Place Value to 1000 )
- Develop a system to group and count by twos, fives and tens. (Skip Counting )
- Identify patterns and groupings in a 100's chart and relate to place value concepts. (Counting Squares )
- Recognize the first digit of a two-digit number as the most important to indicate size of a number and the nearness to 10 or 100. (Rounding Numbers )
* Use ordinal numbers to order objects; e.g., first, second, third.
* Recognize and generate equivalent forms for the same number using physical models, words and number expressions; e.g., concept of ten is described by "10 blocks", full tens frame, numeral 10, 5 + 5, 15 - 5, one less than 11, my brother's age.
* Count forward to 100, count backwards from 100, and count forward or backward starting at any number between 1 and 100.
* Represent commonly used fractions using words and physical models for halves, thirds and fourths, recognizing fractions are represented by equal size parts of a whole and of a set of objects. (Fraction Pictures )
* Identify and state the value of a penny, nickel, dime, quarter and dollar.
* Determine the value of a small collection of coins (with a total value up to one dollar) using 1 or 2 different type coins, including pennies, nickels, dimes and quarters. (Counting Money )
* Show different combinations of coins that have the same value. (Making Change 2 )
Meaning of Operations
* Demonstrate that equal means "the same as" using visual representations.* Model, represent and explain addition as combining sets (part + part = whole) and counting on. For example:
- Model and explain addition using physical materials in contextual situations. (Requires outside materials )
- Draw pictures to model addition.
- Write number sentences to represent addition. (Basic Word Problems )
- Explain that adding two whole numbers yields a larger whole number.
* Use conventional symbols to represent the operations of addition and subtraction.
* Model, represent and explain subtraction as take-away and comparison. For example:
- Model and explain subtraction using physical materials in contextual situations. (Requires outside materials )
- Draw pictures to model subtraction.
- Write number sentences to represent subtraction. (Basic Word Problems )
- Explain that subtraction of whole numbers yields an answer smaller than the original number.
* Use conventional symbols to represent the operations of addition and subtraction.
* Model and represent multiplication as repeated addition and rectangular arrays in contextual situations; e.g., four people will be at my party and if I want to give 3 balloons to each person, how many balloons will I need to buy? (Understanding Multiplication )
* Model and represent division as sharing equally in contextual situations; e.g., sharing cookies. (Understanding Division )
Computation and Estimation
* Develop strategies for basic addition facts, such as: (Fast Addition , Fast Addition Reverse )- counting all;
- counting on;
- one more, two more;
- doubles;
- doubles plus or minus one;
- make ten;
- using tens frames;
- identity property (adding zero).
* Develop strategies for basic subtraction facts, such as: (Fast Subtraction )
- relating to addition (for example, think of 7 - 3 = ? as "3 plus ? equals 7"); (Inverse Equations 1 )
- one less, two less;
- all but one (for example, 8 - 7, 5 - 4);
- using tens frames;
- missing addends. (Missing Term )
Measurement Units
* Recognize and explain the need for fixed units and tools for measuring length and weight; e.g., rulers and balance scales.* Tell time to the hour and half hour on digital and analog (dial) timepieces.
* Order a sequence of events with respect to time; e.g., summer, fall, winter and spring; morning, afternoon and night.
Use Measurement Techniques and Tools
* Estimate and measure weight using non-standard units; e.g., blocks of uniform size.* Estimate and measure lengths using non-standard and standard units; i.e., centimeters, inches and feet.
Characteristics and Properties
* Create new shapes by combining or cutting apart existing shapes.* Identify the shapes of the faces of three-dimensional objects.
* Identify, compare and sort two-dimensional shapes; i.e., square, circle, ellipse, triangle, rectangle, rhombus, trapezoid, parallelogram, pentagon and hexagon. For example: (Quadrilateral Types )
- Recognize and identify triangles and rhombuses independent of position, shape or size; (Geometric Shapes )
- Describe two-dimensional shapes using attributes such as number of sides and number of vertices (corners or angles). (Polygon Names )
Spatial Relationships
* Copy figures and draw simple two-dimensional shapes from memory.* Extend the use of location words to include distance (near, far, close to) and directional words (left, right).
Use Patterns, Relations and Functions
* Sort, classify and order objects by two or more attributes, such as color and shape, and explain how objects were sorted.* Extend sequences of sounds, shapes or simple number patterns, and create and record similar patterns. For example:
- Analyze and describe patterns with multiple attributes using numbers and shapes; e.g., AA, B, aa, b, AA, B, aa, b,... (Patterns: Numbers )
- Continue repeating and growing patterns with materials, pictures and geometric items; e.g., XO, XOO, XOOO, XOOOO. (Patterns: Shapes )
* Describe orally the basic unit or general plan of a repeating or growing pattern.
Use Algebraic Representations
* Describe orally and model a problem situation using words, objects or number phrase or sentence. (Arithmetic Word Problems )* Solve open sentences by representing an expression in more than one way using the commutative property; e.g., 4 + 5 = 5 + 4 or the number of blue balls plus red balls is the same as the number of red balls plus blue balls (R + B = B + R). (Commutative Property 1 )
Data Collection
* Construct a question that can be answered by using information from a graph.* Identify multiple categories for sorting data.
* Collect and organize data into charts using tally marks.
* Display data in picture graphs with units of 1 and bar graphs with intervals of 1.
* Read and interpret charts, picture graphs and bar graphs as sources of information to identify main ideas, draw conclusions, and make predictions. (Tally and Pictographs , Bar Graphs )
Statistical Methods
* Arrange five objects by an attribute, such as size or weight, and identify the ordinal position of each object.* Answer questions about the number of objects represented in a picture graph, bar graph or table graph; e.g., category with most, how many more in a category compared to another, how many altogether in two categories. (Tally and Pictographs , Bar Graphs )
Probability
* Describe the likelihood of simple events as possible/impossible and more likely/less likely; e.g., when using spinners or number cubes in classroom activities.Learn more about our online math practice software.
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