School Improvement in Maryland

Using the State Curriculum: Mathematics, Grade 1




State Curriculum Toolkit

Tools aligned to State Curriculum indicators and/or objectives.

  • Clarification of Indicator and/or Objective
    Explanation and/or examples of indicator and/or objective
  • Prerequisite Skills
    Concepts students should understand before further instruction
  • Lesson Seeds
    Ideas/seeds for an objective-aligned activity
  • Higher Order
    Thinking Skills

    Examples of questions at various levels of cognitive demand
  • Sample Assessments
    Items and annotated student responses as appropriate

Standard 1.0 Knowledge of Algebra, Patterns, and Functions

Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships.


A. Patterns and Functions


  • 1. Identify, describe, extend, and create numeric patterns
  1. Represent and analyze numeric patterns using skip counting by multiples of 2 and 10 starting with any whole number, and using manipulatives and the 100 chart
  2. Represent and analyze numeric patterns using skip counting backward by 10s starting with a multiple of 10, and using manipulatives


  • 2. Identify, copy, describe, create and extend non-numeric patterns
  1. Represent and analyze growing patterns kinesthetically such as: clap/snap, clap/snap/snap, clap/snap/snap/snap, ...
  2. Represent and analyze repeating patterns using no more than 3 different objects in the core of the pattern
  3. Transfer a repeating pattern from one medium to a different medium using no more than 3 different objects in the core of the pattern
  4. Identify patterns in real-world situations


B. Expressions, Equations, and Inequalities


  • 1. Write and identify expressions
  1. Represent numeric quantities using concrete and pictorial representations and operational symbols (+, -) with whole numbers to 20


  • 2. Identify, write, and solve equations and inequalities
  1. Represent relationships using the terms greater than, less than, and equal to for quantities up to 100
  2. Find the missing number (unknown) in a number sentence using operational symbols (+, -) with whole numbers to 20 using pictures and manipulatives


C. Numeric and Graphic Representations of Relationships


  • 1. Locate points on a number line
  1. Identify and represent whole numbers up to 50 on a number line using manipulatives and symbols

Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.

June 2004