Grade 1 Overview of Revisions from 2009 to 2016 Purpose Overview of the 2016 Mathematics Standards of Learning and the Curriculum Framework Highlight information included in the Essential Knowledge and Skills and the Understanding the Standard sections of the Curriculum Framework 2 Agenda Implementation Timeline Resources Currently Available Crosswalk (Summary of Revisions) Standards and Curriculum Frameworks

Comparison of 2009 to 2016 Standards Number and Number Sense Computation and Estimation Measurement and Geometry Probability and Statistics Patterns, Functions, and Algebra 3 Implementation Timeline 2016-2017 School Year Curriculum Development VDOE staff provides a summary of the revisions to assist school

divisions in incorporating the new standards into local written curricula for inclusion in the taught curricula during the 2017-2018 school year. 2017-2018 School Year Crossover Year 2009 Mathematics Standards of Learning and 2016 Mathematics Standards of Learning are included in the written and taught curricula. Spring 2018 Standards of Learning assessments measure the 2009 Mathematics Standards of Learning and include field test items measuring the 2016 Mathematics Standards of Learning. 2018-2019 School Year Full-Implementation Year Written and taught curricula reflect the 2016 Mathematics Standards of Learning. Standards of Learning assessments measure the 2016 Mathematics Standards of Learning. 4 2016 SOL Revisions Improve the vertical progression of mathematics content

Ensure developmental appropriateness of student expectations Increase support for teachers in mathematics content (including definitions, explanations, examples, and instructional connections) Clarify expectations for teaching and learning Improve precision and consistency in mathematical vocabulary and format Ensure proficiency of elementary students in computational skills 5 Changes to the Curriculum Framework Reduction of columns from 3 to 2 Understanding the Standard (US) information that supports mathematics content knowledge Essential Knowledge and Skills (EKS) information that provides expectations for student learning

Indicators of SOL sub-bullet added to each bullet within the Essential Knowledge and Skills 6 Support for Teachers Significant additions to the Understanding the Standard column including Definitions Explanations Examples Instructional connections

Improvements in precision, clarity, and consistency in language K-12 7 Overview of Changes in Grade 1 2009 Strand Number and Number Sense Computation and Estimation Measurement Geometry Probability and Statistics Patterns, Functions,

and Algebra Total 2016 # of Standards # of Standards 3 5 3 2 Number and

Number Sense Computation and Estimation 4 Measurement and Geometry 1 Probability and Statistics Patterns, Functions, and Algebra Total 5

2 2 3 3 18 15 Strand 9 Mathematics Process Goals for Students The content of the mathematics standards is intended to support the five process goals for students - 2009 and 2016 Mathematics Standards of Learning

Communication Connections Problem Solving Representations Mathematical Understanding Reasoning 10 Standards of Learning Curriculum Frameworks Introduction includes: Mathematical Process Goals for Students

Instructional Technology Computational Fluency New Algebra Readiness Equity 11 2009 2016 12 NUMBER AND NUMBER SENSE 2009 SOL

2016 SOL 1.1 The student will a) count from 0 to 100 and write the corresponding numerals; and b) group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value. [Moved to 1.2a] 1.1 The student will a) count forward orally by ones to 110, starting at any number between 0 and 110 [Moved from 1.2]; b) write the numerals 0 to 110 in sequence and out-of-sequence; c) count backward orally by ones when given any number between 1 and 30; [Moved from 1.2]

and d) count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. [Moved from 1.2] 1.2 The student will count forward by ones, twos, fives, and tens to 100 and backward by ones from 30. [Moved to 1.1c, d] Revisions: 1.1a Counting forward orally increased from 100 to 110 1.1b Write numerals in sequence and out-of-sequence

1.1c Counting backward orally by ones when given any number between 1 and 30 1.1d Skip count as strategy for determining total number of objects up to 110 2009 SOL 2016 SOL New 1.2 The student, given up to 110 objects, will a) group a collection into tens and ones and write the corresponding numeral; [Moved from 1.1b] b) compare two numbers between 0 and 110

represented pictorially or with concrete objects, using the words greater than, less than or equal to; and c) order three or fewer sets from least to greatest and greatest to least. Revisions: 1.2b Compare two numbers between 0 and 110 represented pictorially or with objects using the words greater than, less than or equal to 1.2c Order three or fewer sets (of up to 110 objects) from least to greatest and greatest to least 2009 SOL

2016 SOL 1.3 The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. [Moved from K.3] Revisions: New Ordinal numbers first through tenth moved from K.3 2009 SOL 2016 SOL 1.3 The student will identify the parts of a set 1.4 The student will

and/or region that represent fractions for halves, a) represent and solve practical problems involving thirds, and fourths and write the fractions. equal sharing with two or four sharers; and b) represent and name fractions for halves and fourths, using models. Revisions: Greater emphasis on conceptual understanding of fractions through practical problems involving equal sharing with two or four sharers (halves and fourths) 2009 SOL 1.4 The student, given a familiar problem situation involving magnitude, will a) select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral

(e.g., 5, 50, 500); and b) explain the reasonableness of the choice. [Moved from Computation and Estimation Strand to Number and Number Sense Strand] 2016 SOL 1.5 The student, given a familiar problem situation involving magnitude, will a) select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500); and b) explain the reasonableness of the choice. Revisions: Moved from Computation and Estimation Strand 1.4

COMPUTATION AND ESTIMATION 2009 SOL 2016 SOL 1.5 The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts. [Moved to 1.7b; fluency for 11 to 18 included in 2.5b] Revisions: Fluency for addition and subtraction to 10 moved to 1.7b

Fluency for addition and subtraction for 11-18 already included in 2.5b 2009 SOL 1.6 The student will create and solve one-step story and picture problems using basic addition facts with sums to 18 or less and the corresponding subtraction facts. 2016 SOL 1.6 The student will create and solve single-step story and picture problems using addition and subtraction within 20. Revisions: Create and solve single-step story and picture problems using addition and subtraction

increased from 18 to 20 New EKS Combine parts contained in larger numbers up to 20 by using related combinations (e.g., 9 + 7 can be thought of as 9 broken up into 2 and 7; using doubles 7 + 7 = 14; 14 + 2 = 16 or 7 broken up into 1 and 6; making a ten 1 + 9 = 10; 10 + 6 = 16) New EKS Explain strategies used to solve addition and subtraction problems within 20 using spoken words, objects, pictorial models, and number sentences Problem Type Chart Included in the Understanding the Standard Section of Curriculum Framework

2009 SOL 2016 SOL New 1.7 The student will a) recognize and describe with fluency part-whole relationships for numbers up to 10; and b) demonstrate fluency with addition and subtraction within 10. [Moved from 1.5] Revisions: 1.7a Recognize and describe with fluency part-whole relationships for numbers up to 10

1.7a EKS Recognize and describe with fluency part-whole relationships for numbers up to 10 in a variety of configurations 1.7b Demonstrate fluency for addition and subtraction limited to within 10 [Moved from 1.5] Fluency for addition and subtraction for 11-18 already included in 2.5b MEASUREMENT AND GEOMETRY 2009 SOL 2016 SOL

1.7 The student will 1.8 The student will determine the value of a a) identify the number of pennies equivalent to a collection of like coins (pennies, nickels, or nickel, a dime, and a quarter; [Included in K.7] dimes) whose total value is 100 cents or less. and b) determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less. Revisions: Identifying equivalencies has been deleted [Included in K.7]

Determining the value of a collection of coins has been limited to a collection of like coins (pennies, nickels, or dimes) New EKS Group a collection of pennies by fives and tens as a way to determine the value of the collection limited to 100 cents or less 2009 SOL 1.8 The student will tell time to the half-hour, using analog and digital clocks. 2016 SOL 1.9 The student will investigate the passage of time and a) tell time to the hour and half-hour, using analog and digital clocks; and

b) read and interpret a calendar. [Moved from 1.11] Revisions: Tell time to the hour moved from K.9 Read and interpret a calendar [Moved from 1.11] New EKS Identify different types of clocks (analog and digital) as instruments to measure time [Moved from K.8]

New EKS Determine the days/dates before and after a given day/date (e.g., today is the 30th, so yesterday must have been the ?) 2009 SOL 1.9 The student will use nonstandard units to measure length, weight/mass, and volume. 2016 SOL 1.10 The student will use nonstandard units to measure and compare length, weight, and volume. 1.10 The student will compare, using the concepts of more, less, and equivalent, a)

the volumes of two given containers; and b) the weight/mass of two objects, using a balance scale. [Compare combined with new 1.10] Revisions: 1.9 and 1.10 Measure and compare length, weight, and volume combined 2009 SOL 1.11 The student will use calendar language appropriately (e.g., names of the months, today, yesterday, next week, last week). [Moved to K.8 and 1.9b] Revisions:

Names of the months moved to K.8 and 1.9b 2016 SOL 2009 SOL 1.12 The student will identify and trace, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to number of sides, vertices, and right angles. [Moved to 1.11a] 2016 SOL 1.11 The student will a) identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles)

according to number of sides, vertices, and angles; and b) identify and describe representations of circles, 1.13 The student will construct, model, and describe squares, rectangles, and triangles in different objects in the environment as geometric environments, regardless of orientation, and shapes (triangle, rectangle, square, and circle) explain reasoning. [Moved from 1.13] and explain the reasonableness of each choice. [Moved to 1.11b] Revisions: 1.12 and 1.13 combined to form new 1.11 PROBABILITY AND STATISTICS

2009 SOL 2016 SOL 1.14 The student will investigate, identify, and 1.12 The student will describe various forms of data collection (e.g., a) collect, organize, and represent various forms of recording daily temperature, lunch count, data using tables, picture graphs, and object attendance, favorite ice cream) [Examples graphs; and moved to 1.12 US], using tables, picture graphs, b) read and interpret data displayed in tables, and object graphs. [Moved to 1.12a] picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less 1.15 The student will interpret information than, and equal to. [Moved from 1.15]

displayed in a picture or object graph, using the vocabulary more, less, fewer, greater than, less than, and equal to. [Moved to 1.12b] Revisions: 1.14 and 1.15 combined to form new 1.12 PATTERNS, FUNCTIONS, AND ALGEBRA 2009 SOL 1.16 The student will sort and classify concrete objects according to one or more attributes, including color, size, shape, and thickness. [Attributes included in EKS]

2016 SOL 1.13 The student will sort and classify concrete objects according to one or two attributes. Revisions: Limited to no more than two attributes New EKS Label attributes of a set of objects that has been sorted New EKS Name multiple ways to sort a set of objects 2009 SOL

1.17 The student will recognize, describe, extend, and create a wide variety of growing and repeating patterns. 2016 SOL 1.14 The student will identify, describe, extend, create, and transfer growing and repeating patterns. [Transfer included to match EKS] Revisions: Transfer added to SOL content was already included in 2009 EKS 2009 SOL 2016 SOL

1.18 The student will demonstrate an understanding 1.15 The student will demonstrate an understanding of equality through the use of the equal sign. of equality through the use of the equal symbol. Revisions: 1.15 EKS Identify equivalent values and represent equalities through the use of objects, words and the equal symbol 1.15 EKS Identify and describe expressions that are not equal (using words) Questions? Please contact the VDOE Mathematics Team [email protected]

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