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Tennessee Math Standards - 1st Grade
MathScore aligns to the Tennessee 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 Tennessee Math Standards at other levels.
Numbers and Operations
1.1.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems.a. count by twos, fives, and tens to 100; (Skip Counting )
b. count a group of objects by ones to 100;
c. count a group of objects by twos, fives, and tens up to 30; (Skip Counting )
d. count forward or backward by one beginning with any number less than 100;
e. recognize the place value of a digit in numbers to 99; (Place Value to 1000 )
f. read and write numerals up to 100;
g. count by tens from any number using a hundred chart; (Skip Counting )
h. use manipulatives to model whole numbers to 99 (e.g., base-ten blocks, sticks, straws); (Requires outside materials )
i. identify odd and even whole numbers to 50; (Odd or Even )
j. model halves and fourths of a single object or figure;
k. model halves and fourths of a set of objects;
l. match the spoken, written, concrete, and pictorial representations of 1/2 and 1/4;
m. recognize one whole as two halves or four fourths;
n. count the value of a set of coins up to fifty cents; (Counting Money )
o. order whole numbers less than 100;
p. represent numbers in flexible ways using a variety of materials (e.g., 23 as 23 ones, 1 ten and 13 ones, and/or 2 tens and 3 ones);
q. apply the language of ordinal numbers up to twelfth;
r. compare two numbers using the appropriate symbol (i.e., <, >, =); (Number Comparison )
s. use a number line or hundred grid to determine one more or one less than any number to 50.
1.1.2 Understand meanings of operations and how they relate to one another.
a. explain the reasonableness of a solution;
b. solve simple story problems involving addition and subtraction with numbers less than 20; (Basic Word Problems )
c. develop story problems that illustrate basic addition and subtraction facts.
1.1.3 Solve problems, compute fluently, and make reasonable estimates.
a. use words, actions, pictures, and manipulatives to solve problems; (Requires outside materials )
b. use pictures or objects, such as ten frames, to show one more or one less than any number to 99; (Requires outside materials )
c. estimate the number of objects in a group and explain the reasoning for the estimate;
d. explain and justify solutions and strategies in problem solving;
e. use a variety of strategies to add and subtract two-digit whole numbers (e.g., counting up or back, taking away, doubles plus one, comparison, number relationships, modeling); (Long Addition to 1000 , Long Subtraction to 1000 )
f. use calculators in problem-solving situations.
Algebra
1.2.1 Sort and classify objects by size, number, and other properties.a. sort objects by two attributes;
b. describe how objects in a group are alike and how they are different.
1.2.2 Represent and analyze patterns and functions.
a. identify and describe growing patterns found in literature, in the environment, in physical arrangements, and in pictures; (Patterns: Shapes )
b. translate a repeating pattern from one medium to another (e.g., red-blue-blue to snap-clap-clap);
c. create, describe, and extend concrete, visual, auditory, and number patterns; (Patterns: Numbers , Patterns: Shapes )
d. identify the unit of a two-part repeating pattern. (Patterns: Shapes )
1.2.3 Use concrete, pictorial, and verbal representations to develop an understanding of the language and symbols of mathematics.
a. use manipulatives to demonstrate addition and subtraction sentences written symbolically involving numbers 0-20;
b. communicate and use mathematical terms and symbols appropriately;
c. interpret and solve simple open addition sentences. (Fast Addition , Fast Addition Reverse )
1.2.4 Illustrate general properties of operations.
a. apply the commutative property of addition. (Commutative Property 1 )
1.2.5 Analyze change in various contexts.
[no accomplishments for this learning expectation at the first grade level].
Geometry
1.3.1 Analyze characteristics and properties of geometric shapes.a. recognize basic properties of and similarities and differences between simple geometric figures (e.g., number of sides, corners); (Geometric Shapes )
b. predict and describe the results of putting together and taking apart two- and three-dimensional geometric figures.
1.3.2 Specify locations and describe spatial relationships.
a. uses directional terms in a variety of situations (e.g., over, under, forward, backward, between, right, left);
b. apply spatial sense to create a figure from memory;
c. identify the position of a whole number on the number line.
1.3.3 Recognize and apply flips, slides, and turns.
[no accomplishments for this learning expectation at the first grade level].
Measurement
1.4.1 Demonstrate understanding of units of measure and measurable attributes of objects.a. compare and order objects according to length, capacity, and weight;
b. recognize the need for standard units of measurement.
1.4.2 Apply appropriate techniques and tools to determine measurements.
a. demonstrate understanding of the concept of length;
b. measure and estimate length using a variety of non-standard units;
c. measure to the nearest inch or centimeter;
d. measure weight to nearest pound or kilogram;
e. recognize a calendar is a way of measuring time;
f. describe the relationship between days and months;
g. read and write time to the hour and half-hour;
h. compare units of time;
i. use a thermometer to measure temperature.
Data Analysis and Probability
1.5.1 Develop, select, and use appropriate methods to collect, organize, display, and analyze data.a. represent and interpret data using concrete objects, pictures, pictographs, and bar graphs. (Tally and Pictographs , Bar Graphs )
1.5.2 Apply the basic concepts of probability.
a. describe events related to students’ experiences as likely or unlikely.
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