Clarification ~ VSC 1.A.1.a ~ Mathematics Grade 1 ~ School Improvement in Maryland

Clarifications: Each clarification provides an explanation of the indicator/objective to help teachers better understand the concept. Classroom examples are often included to further illustrate the concept. While classroom examples could be shared with the students, the intended audience for the explanation/clarification is the classroom teacher-not the student. In addition, classroom examples may or may not reflect the assessment limits.

Standard 1.0 Knowledge of Algebra, Patterns, and Functions

Topic A. Patterns and Functions

Indicator 1. Identify, describe, extend, and create numeric patterns

Objective a. 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

Clarification
A hundreds chart can be used with young students to help provide a visual representation of the numbers 1-100. Providing children with experiences of looking for patterns on the hundreds chart helps them to develop a deeper understanding of number relationships (e.g., What pattern is seen when all of the numbers that have a 4 in them are marked?) Students see visual patterns emerge when they mark numbers on the 100 chart in this manner. When they count by 2s, 5s, or 10s on the 100 chart, patterns become visually apparent for students. Students' familiarity with these patterns helps them to be able to make predictions about numbers. These experiences deepen students' understandings about number relationships and number sense. A 100 chart can be reproduced on a large sheet of tag board and laminated for durability. 100 pocket charts can also be purchased in many teacher supply catalogs and stores. Note: Counting by 10s and 2s should also be presented to students beginning with different numbers such as 7 or 23. This is more difficult for students but indicates a deeper understanding of counting by groups. For example, 7, 17, 27, 37, 47… or 7, 9, 11, 13, 15, 17… Resources: Susan J. Russell & A. Stone. Used Numbers-Counting: Ourselves and Our Families. Dale Seymour Publications, 1990.
/instruction/clarification/mathematics/grade1/xml/1A1a.xml

Clarification

A hundreds chart can be used with young students to help provide a visual representation of the numbers 1-100. Providing children with experiences of looking for patterns on the hundreds chart helps them to develop a deeper understanding of number relationships (e.g., What pattern is seen when all of the numbers that have a 4 in them are marked?) Students see visual patterns emerge when they mark numbers on the 100 chart in this manner. When they count by 2s, 5s, or 10s on the 100 chart, patterns become visually apparent for students. Students' familiarity with these patterns helps them to be able to make predictions about numbers. These experiences deepen students' understandings about number relationships and number sense.

A 100 chart can be reproduced on a large sheet of tag board and laminated for durability. 100 pocket charts can also be purchased in many teacher supply catalogs and stores.

Note: Counting by 10s and 2s should also be presented to students beginning with different numbers such as 7 or 23. This is more difficult for students but indicates a deeper understanding of counting by groups. For example, 7, 17, 27, 37, 47… or 7, 9, 11, 13, 15, 17…

Resources:
Susan J. Russell & A. Stone. Used Numbers-Counting: Ourselves and Our Families. Dale Seymour Publications, 1990.

/instruction/clarification/mathematics/grade1/xml/1A1a.xml

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