Understanding the Mathematics Report Card
These are the 6 categories on the report card. Below is some information about what each one means and what we have been learning. 
1. Working at grade level expectations
This is an overall score of their skills at the end of 1st quarter in first grade compared to what is expected at this time. Expectations are based on state standards and assessments. The unit tests should have a score of 80% or above. It is important to look at all data including MAP and in-class activities.
At this point some things students should know are:
Recognize # 0 – 100 fluently (quick recall)
Count 0 – 100
Skip count by 5’s and 10’s
Count on 1 (e.g. one more than 43)
Count back 1 (e.g. one less than 38)
Identify days of the week and months of the year
Identify yesterday and tomorrow (Today is Wednesday. What is tomorrow? What was yesterday?) 
Recognize and count pennies
Add 2 digit numbers to 20
Beginning understanding of even and odd numbers
2. Communicates Ideas and Solutions
This means that students can tell how they solved a problem and express ideas about math.   At this point in the year, this is mostly verbal except for addition. 
3. Demonstrates and understanding of concepts
We have covered calendar concepts (skip counting, months, days, even/odd, place value (base 10), number recognition 0 – 100, addition (plus sign, sum, solving problem with sums to 20), pennies, and nickels.
4. Knows basic facts
Our goal is to have mastered all our sums of 5 and sums of 10 by the end of 2nd quarter. 
Sums of 5 are 5+0, 4+1, 3+2, 2+3, 1+4, 0+5
Sums o f10 are 10+0, 9=1, 8+2, 7+3, 6+4, 5+5, 4+6, 3+7, 2+8, 1+9, 0+10
5. Works accurately
This means that they complete their work correctly, recognize when answers are incorrect (e.g. 5+2=4 where the sum must be more than 5), and recognize what steps to take (+ means to add).
6. Applies appropriate problem solving strategies
There are many ways to solve mathematical problems. In addition we have focused on using our fingers, drawing a picture, using manipulatives (counters), and counting on. An example of not choosing an appropriate strategy would be to draw a picture for a 33+4. In this problem, a student should count on.
Next Topics for 2nd Quarter
Continuing to review addition
Connection between addition and subtraction
Number Sense (quantity of a number, recognizing numbers within numbers)
Base 10 (place value)
Even and Odd