Common Core ELA & MATH Standards I Can Statements for First Grade

Common Core ELA & MATH Standards I Can Statements for First Grade
Common Core ELA & MATH Standards I Can Statements for First Grade
Common Core ELA & MATH Standards I Can Statements for First Grade
Common Core ELA & MATH Standards I Can Statements for First Grade
Common Core ELA & MATH Standards I Can Statements for First Grade
Common Core ELA & MATH Standards I Can Statements for First Grade
Common Core ELA & MATH Standards I Can Statements for First Grade
Common Core ELA & MATH Standards I Can Statements for First Grade
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(144 MB|200+)
Standards
2 Products in this Bundle
2 products
  1. These EDITABLE student friendly "I can" statements are aligned to the Common Core Standards. In this resource you will find every ELA standard for first grade rewritten as an I Can statement. As an experienced evaluator, I know the importance of having standards written in kid-friendly terms that al
  2. These EDITABLE student friendly "I can" statements are aligned to the first grade math Common Core Standards. In this resource you will find every MATH standard for 1st grade rewritten as an I Can statement. Some of the standards are divided up into various I can statements to allow students to rea
Also included in:
  1. This huge bundle of EDITABLE student-friendly "I can" statements is aligned to the Common Core & NGSS Standards. In this resource you will find every ELA, Science, & MATH standard for first grade rewritten as an I Can statement. As an experienced evaluator, I know the importance of having st
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  • StandardsNEW

This huge EDITABLE bundle of student friendly "I can" statements are aligned to the Common Core Standards. In this resource, you will find every ELA & MATH standard for first grade rewritten as an I Can statement. As an experienced evaluator, I know the importance of having standards written in kid-friendly terms that allow students to focus on the intended learning. Some of the standards are divided up into various I can statements to allow students to reach mastery.

  • Update! I recently added the Science I Can statements for First Grade! Purchase THIS bundle to save even more money!!!

First Grade I Can Bundle of all Common Core & NGSS Statements

These are FULL PAGE allowing your students to easily read them. They look beautiful on a bulletin board. At the top of the page you will find the student-friendly I can statement and on the bottom in a smaller font, you will find the complete standard for your quick-reference.

I have included both color and printer-friendly black & white versions of these. I have also recently added EDITABLE pages in case you would like to alter the wording or create your own! (Hint - The black and white versions make the perfect coloring sheets at the end of an observation or as a way to celebrate mastery of a particular standard!)

Please look through the preview for an up-close look at this beautiful format!

This is a LARGE 200+ page document!

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Hilary Statum

Pencils to Pigtails

Log in to see state-specific standards (only available in the US).
Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Total Pages
200+
Answer Key
N/A
Teaching Duration
1 Year
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