Counting and number sense
Students count, read, and write numbers up to 120. They start to see that the digits in a number stand for tens and ones, like 23 being two tens and three.
What does a student learn in
This is the year math grows past counting into adding and subtracting within 20. Students start to see numbers in tens and ones, which makes bigger numbers feel less scary. They also measure with rulers, tell time on a clock, and sort simple shapes. By spring, students can solve a word problem like "I had 8 apples and got 5 more" without counting on fingers one by one.
- Adding and subtracting
- Place value
- Word problems
- Telling time
- Measurement
- 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 learn quick ways to add and subtract small numbers, including making ten and using doubles. They practice until simple sums feel automatic.
- 3
Word problems and number sentences
Students solve short story problems about joining, taking away, and comparing amounts. They write number sentences to match the story and explain how they got the answer.
- 4
Place value to 100
Students work with two-digit numbers and start adding and subtracting larger amounts, like 40 plus 30. They compare numbers using greater than and less than.
- 5
Measuring and telling time
Students measure objects with rulers and everyday items to compare lengths. They learn to tell time on a clock to the hour and half hour.
- 6
Shapes and equal shares
Students name and build flat and solid shapes, then split them into halves and quarters. They also sort objects into groups and read simple picture graphs.
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 read a math problem carefully, figure out what it's asking, and keep trying even when the first approach doesn't work.
-
Reason Abstractly
Students take a word problem and translate it into numbers, then check that the answer still makes sense in the original situation. The math and the story stay connected.
-
Construct Arguments
Students explain why their math answer makes sense and listen to how classmates solved the same problem. They practice agreeing or disagreeing with a reason, not just an answer.
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Model with Mathematics
Students use math to make sense of real situations, like sharing snacks equally or figuring out if they have enough money. They show their thinking with drawings, numbers, or objects.
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Use Tools Strategically
Students choose the right tool for the math problem in front of them. That might mean reaching for a ruler, counting on fingers, or using estimation when an exact answer isn't needed.
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Attend to Precision
Students choose the right math words and units when solving problems. They say "centimeters" instead of "little marks," write numbers clearly, and check that their answers make sense.
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Use Structure
Students notice patterns and rules in numbers and shapes, then use what they spot to solve problems. For example, recognizing that a clock face always has 12 numbers helps them read new clocks faster.
-
Express Regularity
Students notice when the same steps keep producing the same result, then use that pattern as a shortcut. For example, adding zero to any number always gives back that number.
| Standard | Definition | Code |
|---|---|---|
| Make Sense of Problems | Students read a math problem carefully, figure out what it's asking, and keep trying even when the first approach doesn't work. | MD-MATH.MP.1.1 |
| Reason Abstractly | Students take a word problem and translate it into numbers, then check that the answer still makes sense in the original situation. The math and the story stay connected. | MD-MATH.MP.1.2 |
| Construct Arguments | Students explain why their math answer makes sense and listen to how classmates solved the same problem. They practice agreeing or disagreeing with a reason, not just an answer. | MD-MATH.MP.1.3 |
| Model with Mathematics | Students use math to make sense of real situations, like sharing snacks equally or figuring out if they have enough money. They show their thinking with drawings, numbers, or objects. | MD-MATH.MP.1.4 |
| Use Tools Strategically | Students choose the right tool for the math problem in front of them. That might mean reaching for a ruler, counting on fingers, or using estimation when an exact answer isn't needed. | MD-MATH.MP.1.5 |
| Attend to Precision | Students choose the right math words and units when solving problems. They say "centimeters" instead of "little marks," write numbers clearly, and check that their answers make sense. | MD-MATH.MP.1.6 |
| Use Structure | Students notice patterns and rules in numbers and shapes, then use what they spot to solve problems. For example, recognizing that a clock face always has 12 numbers helps them read new clocks faster. | MD-MATH.MP.1.7 |
| Express Regularity | Students notice when the same steps keep producing the same result, then use that pattern as a shortcut. For example, adding zero to any number always gives back that number. | MD-MATH.MP.1.8 |
K-8 Mathematics Content
K-8 Mathematics Content
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Counting and Number
Students count, compare, and work with whole numbers up to 120. They start to explore simple fractions by splitting shapes into equal parts.
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Operations and Algebraic Thinking
Adding and subtracting whole numbers to solve simple word problems. Students use objects, drawings, or equations to show their work and find the answer.
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Measurement and Data
Reading a simple chart or graph and answering questions about it. Students collect information, organize it into a picture graph or tally table, and explain what the data shows.
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Geometry
Students sort and describe flat shapes like circles and squares, and solid shapes like cubes and cones. They notice how shapes are alike or different by counting sides and corners.
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Ratios and Proportional Relationships
Students use ratio thinking to solve everyday math problems at the first-grade level. That might mean comparing groups of objects or figuring out how many of one thing match up with another.
| Standard | Definition | Code |
|---|---|---|
| Counting and Number | Students count, compare, and work with whole numbers up to 120. They start to explore simple fractions by splitting shapes into equal parts. | MD-MATH.K8.1.1 |
| Operations and Algebraic Thinking | Adding and subtracting whole numbers to solve simple word problems. Students use objects, drawings, or equations to show their work and find the answer. | MD-MATH.K8.1.2 |
| Measurement and Data | Reading a simple chart or graph and answering questions about it. Students collect information, organize it into a picture graph or tally table, and explain what the data shows. | MD-MATH.K8.1.3 |
| Geometry | Students sort and describe flat shapes like circles and squares, and solid shapes like cubes and cones. They notice how shapes are alike or different by counting sides and corners. | MD-MATH.K8.1.4 |
| Ratios and Proportional Relationships | Students use ratio thinking to solve everyday math problems at the first-grade level. That might mean comparing groups of objects or figuring out how many of one thing match up with another. | MD-MATH.K8.1.5 |
No state assessments at this grade
Students take their next one in Grade 3.
MCAP: Mathematics (Grades 3-8)
Maryland's spring summative math test for grades 3 through 8, aligned to the Maryland College and Career-Ready Standards for Mathematics.
- When given:
- spring
- Frequency:
- annual
Common Questions
What math should students know by the end of the year?
Students should add and subtract within 20, count to 120, and start with place value by seeing numbers like 34 as 3 tens and 4 ones. They should also tell time to the hour and half hour, compare lengths, and name basic shapes.
How can families practice math at home in a few minutes a day?
Count steps to the car, add up coins, or ask how many minutes until dinner. Board games with dice and card games like Go Fish or War give steady practice with adding and comparing numbers without feeling like homework.
What should families do when a child gets stuck on a word problem?
Read the problem out loud together and ask what is happening in the story before touching the numbers. Drawing a quick picture or pulling out cereal pieces to act it out helps more than jumping straight to plus or minus.
How should addition and subtraction be sequenced across the year?
Start with sums and differences within 10 using counters and number paths, then move to making ten as a strategy, then sums within 20. Save two-digit addition for the second half of the year once place value is solid.
Which skills usually need the most reteaching?
Subtraction within 20 and the meaning of the equal sign are the two big sticking points. Many students read 8 = 5 + 3 as wrong because the answer is on the left, so plan to revisit balanced equations across the year.
Do students need to memorize math facts this year?
Fluency within 10 is the goal, and students should know sums and differences within 20 by sight by spring. Short, daily practice with flashcards or quick games works better than long sessions once a week.
How much should place value be pushed in first grade?
Students need to see a two-digit number as tens and ones, compare numbers using greater than and less than, and add a one-digit number to a two-digit number. Save regrouping across a ten for second grade unless a class is clearly ready.
How will families know students are ready for next year?
By June, students should add and subtract within 20 without counting every finger, read and write numbers to 120, and solve simple story problems on their own. They should also measure with paper clips or cubes and tell time on an analog clock.