New Budget of Work in Mathematics for Grade One

Grade One

Expectation:     At the end of Grade I, the child is expected to demonstrate understanding of basic concepts and skills on whole numbers up to one hundred including money, fraction and measurement; perform addition and subtraction of 1 to 3-digit numbers; and apply the concepts learned to solve problems.

I.    WHOLE NUMBERS

      Standard:    The child shows a clear understanding of the concept of whole  number and enjoys using the concept to interpret and give meaning to objects and things including money that he/she sees in his/her environment.

A. Comprehension of Whole Numbers

1.  Recognize cardinal numbers from 0 to 100

1.1         Identify common objects according to:

1.1.1   color

1.1.2   size (length, height, thickness, position, etc.)

1.1.3   shape

1.2         Classify sets using common objects according to:

1.2.1   color

1.2.2   size (length, height, thickness, position, etc.)

1.2.3   shape

1.3         Construct sets with objects 1 to 10 in

1.3.1     the one more order

1.3.2     the one less order 

1.4         Compare two sets using the expressions “fewer than”, “more than”, and “as many as”

1.5         Order sets with 1 to 10 objects from least to greatest and vice-versa

1.6         Associate numbers with sets having objects 0 to 10 and tell the number   of    objects in a set

1.7         Order numbers 0 to 10 from least to greatest and vice-versa

1.8         Read and write numbers from 0 to 10 in symbols

1.9         Tell the relationship of numbers  from 0 to 10 using the expressions “less than”,   “greater than”, “equal”

1.10      Associate numbers with sets 11-50 and identify the number of  objects

1.11      Count by 1’s through 50 

1.12      Skip count by 2’s, 5’s and 10’s through 50                

1.13      Associate numbers with sets having 51 up to 100 objects and identify the   number of objects in a set 

2.   Read and write numbers through 100 in symbols and in words

2.1         Read numbers from 11 through 100 in symbols and in words             

2.2         Write numbers from 11 through 100 in symbols and in words             

2.3         Give the place value of each digit in a one to two-digit numbers

2.4         Regroup sets of ones into sets of tens and sets of tens into hundred using objects

2.5         Write numbers from 11 through 100 in expanded form

3.  Read and write ordinal numbers 1st, 2nd, 3rd up to 10th

      3.1    Identify the 1st, 2nd, 3rd up to the 10th object in a given set from a given   set of reference

4. Read and write money up to 50

4.1         Read and write the symbol of Ë for centavo and  for pesos

4.2         Tell the value of a given set of coins and paper bills up to 50

4.3         Compare values of the different denominations of coins and paper bills

         through 50 using the relation symbols

4.4         Skip count by 5s, 10s up to 50

B. Addition and Subtraction of Whole Numbers

Standard:    The child understands the concept of addition and subtraction of whole numbers including money and appreciates using them to solve everyday problems.

Addition of Whole Numbers

 1. Add one to two-digit numbers with sum through 99 without and with regrouping

 1.1   Add two to three one-digit numbers horizontally and vertically with sums up  to 18

  1.1.1  Join two sets with one to nine objects

  1.1.2  Show the relationship of joining sets to addition of whole numbers

  1.1.3   Add two one-digit numbers having sums of :

                    - 6 and less

                    - 7 through 10 (after concept of 1-10)

  1.1.4   Illustrate that any given number plus zero is the same number

  1.1.5   Show that changing the order of two addends does not affect the sum

  1.1.6  Add three one-digit numbers having sums up to 18

  1.1.7  Show that changing the grouping of three or more addends helps make   computation easy and does not change the sum

2.  Add one to two-digit numbers with sums through 99

§   without regrouping

§   with regrouping

3.  Add mentally two to three one-digit numbers with sums up to 18   

4.  Application of Addition 

4.1     Solve one-step word problems involving addition of whole numbers including money with sums up to 99 without and with regrouping   

4.1.1  Analyze the word problem

4.1.1.1  Tell:

§  what is asked

§  what is/are given

§  the word clues

§  the operation to be used

4.2     Transform the word problem into a number sentence

4.3     Use the correct operation

4.4     State the complete answer

Comprehension of Subtraction

1.       Subtract one to two-digit numbers from one to two-digit numbers with minuends up to 99 without and with regrouping         

              Visualize situations when subtraction is used

      Remove a subset from a given set of objects (taking away)

1.1.1.1     Show the relationship of the removal of a group of objects from a given set to subtracting of whole numbers

1.1.1.2     Show that subtraction is the inverse of addition      

1.2     Subtract one-digit numbers with minuends through 18 (basic facts)

1.3     Subtract one to two-digit numbers with minuends up to 99

1.3.1   without regrouping

1.3.2   with regrouping

2.       Subtract mentally one-digit numbers from minuends up to 18 without regrouping

3.       Application of Subtraction

                     Solve word problems involving subtraction of whole numbers including   money with minuends up to 99 without and with regrouping

            Analyze the word problems

  3.1.1.1  Tell:

§ what is asked

§ what is/are given

§ the word clues

§ the operation to be used

            Transform the word problem into a number sentence

            Use the correct operation

            State the complete answers

II.  RATIONAL NUMBERS

Standard:    The child understands the concept of halves and fourths and derives satisfaction in applying the concept in separating an object or a group of objects.

A.  Comprehension of Fractions         

1.       Recognize  and  of a whole

2.       Separate a whole object into halves/fourths

3.       Separate group of objects into halves/fourths

III.  MEASUREMENT

      

 Standard 4:   The child understands that things around him/her differ and that  the differences can be compared and measured in different ways.

A.                Comprehension of time measure

1.       Tell the number of days in a week; months in a year using the calendar

2.       Indicate time to the hour/half hour

2.1     Show that 60 minutes make an hour

2.2           Express the relationship between the “hour hand” and the “minute hand”  of the clock

3.   Indicate time to the nearest 15 minutes of an hour like 1:15, 1:30, 1:45

4.   Read and write time as shown on the clock

B. Comprehension of Linear Measure

1.       Make measurement using non-standard units of linear measures

2.       Compare among the non-standard units of mass measure in terms of consistency  and accuracy

C. Comprehension of Mass Measure     

1.       Measure mass using non-standard units of mass measures

2.       Compare among the non-standard units of mass measure in terms of consistency and accuracy

D.  Comprehension of Area

1.       Measure area using non-standard units

2.       Compare among the non-standard units of measuring area in terms of consistency and accuracy

E.   Comprehension of Capacity

1.       Measure capacity using non-standard units

2.       Compare among the non-standard units of capacity measure in terms of accuracy of measurement