Counting and number sense
Students count past 100 and learn that the digits in a number stand for tens and ones. They compare numbers and start to see patterns on a number chart.
What does a student learn in
This is the year counting turns into adding and subtracting within twenty. Students learn that ten ones make a ten, and they start pulling numbers apart to solve problems faster. They also begin measuring with rulers, telling time on a clock, and sorting shapes by their parts. By spring, students can solve a word problem like 8 plus 6 and explain how they got the answer.
- Adding and subtracting
- Place value
- Word problems
- Measurement
- Telling time
- Shapes
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Adding and subtracting within 20
Students practice quick ways to add and subtract small numbers, like making ten or counting on. They solve simple word problems about things being joined, taken away, or compared.
- 3
Working with bigger numbers
Students add two-digit numbers and find ten more or ten less in their head. They use what they know about tens and ones to solve problems with larger amounts.
- 4
Measuring and telling time
Students measure length by lining up smaller objects end to end, and learn to read a clock to the hour and half hour. They also sort objects into groups and answer questions about the totals.
- 5
Shapes and equal parts
Students name and build flat and solid shapes by their features, like sides and corners. They split shapes into halves and quarters and see that a whole can be cut into equal pieces.
Mastery Learning Standards
The required skills a student should display by the end of Grade 1.
Standards for Mathematical Practice
Standards for Mathematical Practice
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Make Sense of Problems
Students learn to slow down, understand what a problem is asking, and keep trying even when the answer isn't obvious right away.
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Reason Abstractly
Students take a word problem and translate it into numbers and symbols to solve it, then explain what the answer actually means in real life. Math and meaning stay connected.
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Construct Arguments
Students explain why their math answer makes sense, then listen to how a classmate solved the same problem and decide whether that reasoning holds up.
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Model with Mathematics
Students use math to make sense of real situations, like figuring out how many apples to buy or splitting a snack evenly. They show their thinking with pictures, numbers, or simple equations.
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Use Tools Strategically
Students choose the right tool for a math problem, such as a ruler for measuring or counters for adding. They learn when to calculate by hand and when to estimate.
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Attend to Precision
Students choose the right math words, label answers with the correct units (inches, cents, minutes), and check their arithmetic carefully.
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Use Structure
Students notice patterns and how numbers or shapes are put together. Spotting that structure helps them solve new problems faster, like seeing that adding 3 + 7 is the same as adding 7 + 3.
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Express Regularity
Students notice when the same steps keep working the same way, like adding zero always leaving a number unchanged. They use that pattern as a shortcut instead of starting from scratch each time.
| Standard | Definition | Code |
|---|---|---|
| Make Sense of Problems | Students learn to slow down, understand what a problem is asking, and keep trying even when the answer isn't obvious right away. | ME-MATH.MP.1.1 |
| Reason Abstractly | Students take a word problem and translate it into numbers and symbols to solve it, then explain what the answer actually means in real life. Math and meaning stay connected. | ME-MATH.MP.1.2 |
| Construct Arguments | Students explain why their math answer makes sense, then listen to how a classmate solved the same problem and decide whether that reasoning holds up. | ME-MATH.MP.1.3 |
| Model with Mathematics | Students use math to make sense of real situations, like figuring out how many apples to buy or splitting a snack evenly. They show their thinking with pictures, numbers, or simple equations. | ME-MATH.MP.1.4 |
| Use Tools Strategically | Students choose the right tool for a math problem, such as a ruler for measuring or counters for adding. They learn when to calculate by hand and when to estimate. | ME-MATH.MP.1.5 |
| Attend to Precision | Students choose the right math words, label answers with the correct units (inches, cents, minutes), and check their arithmetic carefully. | ME-MATH.MP.1.6 |
| Use Structure | Students notice patterns and how numbers or shapes are put together. Spotting that structure helps them solve new problems faster, like seeing that adding 3 + 7 is the same as adding 7 + 3. | ME-MATH.MP.1.7 |
| Express Regularity | Students notice when the same steps keep working the same way, like adding zero always leaving a number unchanged. They use that pattern as a shortcut instead of starting from scratch each time. | ME-MATH.MP.1.8 |
K-8 Mathematics Content
K-8 Mathematics Content
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Counting and Number
Counting, comparing, and working with whole numbers are the core skills here. Students count objects, read and write numbers, and start building the number sense they'll use in every math lesson that follows.
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Operations and Algebraic Thinking
Adding, subtracting, multiplying, and dividing show up in word problems and equations. Students figure out which operation fits the situation and use it to find the answer.
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Measurement and Data
Reading a simple bar graph or tally chart, then answering questions about what it shows. Students collect information, organize it into a table or picture graph, and explain what the data means.
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Geometry
Students sort flat shapes like squares and triangles and solid shapes like cubes and cylinders by their sides, corners, and faces. They also compare and measure shapes using basic tools.
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Ratios and Proportional Relationships
Ratio reasoning shows up in first grade as comparing groups, sharing fairly, and noticing patterns like "two for every one." Students use that thinking to solve everyday math problems with objects, pictures, and simple numbers.
| Standard | Definition | Code |
|---|---|---|
| Counting and Number | Counting, comparing, and working with whole numbers are the core skills here. Students count objects, read and write numbers, and start building the number sense they'll use in every math lesson that follows. | ME-MATH.K8.1.1 |
| Operations and Algebraic Thinking | Adding, subtracting, multiplying, and dividing show up in word problems and equations. Students figure out which operation fits the situation and use it to find the answer. | ME-MATH.K8.1.2 |
| Measurement and Data | Reading a simple bar graph or tally chart, then answering questions about what it shows. Students collect information, organize it into a table or picture graph, and explain what the data means. | ME-MATH.K8.1.3 |
| Geometry | Students sort flat shapes like squares and triangles and solid shapes like cubes and cylinders by their sides, corners, and faces. They also compare and measure shapes using basic tools. | ME-MATH.K8.1.4 |
| Ratios and Proportional Relationships | Ratio reasoning shows up in first grade as comparing groups, sharing fairly, and noticing patterns like "two for every one." Students use that thinking to solve everyday math problems with objects, pictures, and simple numbers. | ME-MATH.K8.1.5 |
No state assessments at this grade
Students take their next one in Grade 3.
Maine Through Year Assessment: Mathematics (Grades 3-8)
Through-year mathematics assessment for grades 3 through 8, aligned to the Maine Learning Results.
- When given:
- multiple windows across the year
- Frequency:
- multiple windows annually
Common Questions
What math should students know by the end of the year?
Students should add and subtract within 20, count to 120, and tell time on a clock to the hour and half hour. They should also compare lengths, sort shapes, and solve simple word problems with pictures or objects.
How can I help with math at home in just a few minutes?
Count steps to the car, add up coins from a jar, or ask how many more grapes are on one plate than the other. Five minutes of real counting and comparing each day does more than a worksheet.
My child counts on fingers. Is that a problem?
No. Finger counting is how students build a feel for numbers at this age. Over the year they will start to just know small sums like 4 and 3, and finger use will fade on its own.
How should I sequence the year?
Start with counting, number sense, and addition and subtraction within 10. Move to within 20, then place value with tens and ones, then measurement, time, and shapes. Word problems should run through every unit, not sit at the end.
What usually needs the most reteaching?
Subtraction within 20, the difference between teen numbers like 13 and 31, and word problems where the unknown is at the start or in the middle. Plan extra small-group time for these and revisit them all year.
What does mastery of addition and subtraction look like at this grade?
Students solve addition and subtraction problems within 20 and know sums within 10 quickly from memory. They can also explain their thinking with objects, drawings, or a number line.
How do I know students are ready for next year?
They count past 100, add and subtract within 20 with confidence, and can solve a one-step word problem without a prompt. They can also read a clock to the half hour and name common shapes by their parts.
How can I help if a word problem stumps a student at home?
Read it together, then act it out with snacks, coins, or toy cars. Ask what the question is asking before solving. The picture or the objects matter more than the right answer on the first try.