Counting and adding within ten
Students build quick recall of small sums and differences. They count objects, draw pictures, and use fingers or cubes to figure out problems like 6 plus 3 or 8 minus 5.
What does a student learn in
This is the year math grows from counting one by one to thinking in groups of ten. Students add and subtract within 20, learn that a number like 47 means 4 tens and 7 ones, and start solving word problems by drawing or acting them out. They also tell time on a clock and compare lengths using a ruler or paper strip. By spring, students can solve a simple word problem and explain how they got the answer.
- Adding and subtracting
- Place value
- Word problems
- Telling time
- Measuring length
- 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
Story problems and number sentences
Students solve word problems about putting groups together, taking some away, or comparing two amounts. They learn to write a number sentence that matches the story.
- 3
Place value to one hundred
Students see that a two-digit number is made of tens and ones. They count by tens, compare numbers, and understand why 42 is bigger than 24.
- 4
Adding and subtracting larger numbers
Students add and subtract within twenty quickly and start working with bigger numbers up to one hundred. They use tens and ones to add a two-digit number and a one-digit number.
- 5
Measuring, time, and shapes
Students measure length by lining up small units end to end and tell time to the hour and half hour. They sort shapes by their corners and sides and put together shapes to make new ones.
- 6
Halves, fourths, and simple graphs
Students split shapes into equal halves and quarters and learn the words that go with each piece. They also read simple picture graphs and answer questions about the data.
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 figure out what a math problem is asking before they start solving it, then keep trying even when it gets hard.
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Reason Abstractly
Students move back and forth between a real situation and the math that represents it. They turn a story about apples into an equation, then check that the answer still makes sense in the original story.
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Construct Arguments
Students explain how they got their answer and listen to how a classmate solved the same problem. If something seems off, they say why.
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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 the job, whether that means grabbing a ruler, sketching on paper, or estimating in their head. The point is knowing which tool fits the problem, not just reaching for the nearest one.
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Attend to Precision
Students choose words and numbers carefully when explaining their thinking. They label answers with the right units, like inches or cents, so their work is clear and complete.
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Use Structure
Students spot patterns and repeating rules in math, then use those patterns to solve problems. For example, they notice that all the numbers on a clock face follow the same order, then use that to figure out what comes next.
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Express Regularity
Students notice when the same math steps keep showing up and use that pattern as a shortcut. For example, after adding 1 to several numbers, they start to predict the answer instead of counting every time.
| Standard | Definition | Code |
|---|---|---|
| Make Sense of Problems | Students figure out what a math problem is asking before they start solving it, then keep trying even when it gets hard. | MA-MATH.MP.1.1 |
| Reason Abstractly | Students move back and forth between a real situation and the math that represents it. They turn a story about apples into an equation, then check that the answer still makes sense in the original story. | MA-MATH.MP.1.2 |
| Construct Arguments | Students explain how they got their answer and listen to how a classmate solved the same problem. If something seems off, they say why. | MA-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. | MA-MATH.MP.1.4 |
| Use Tools Strategically | Students choose the right tool for the job, whether that means grabbing a ruler, sketching on paper, or estimating in their head. The point is knowing which tool fits the problem, not just reaching for the nearest one. | MA-MATH.MP.1.5 |
| Attend to Precision | Students choose words and numbers carefully when explaining their thinking. They label answers with the right units, like inches or cents, so their work is clear and complete. | MA-MATH.MP.1.6 |
| Use Structure | Students spot patterns and repeating rules in math, then use those patterns to solve problems. For example, they notice that all the numbers on a clock face follow the same order, then use that to figure out what comes next. | MA-MATH.MP.1.7 |
| Express Regularity | Students notice when the same math steps keep showing up and use that pattern as a shortcut. For example, after adding 1 to several numbers, they start to predict the answer instead of counting every time. | MA-MATH.MP.1.8 |
K-8 Mathematics Content
K-8 Mathematics Content
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Counting and Number
Students count, read, and work with whole numbers at the first-grade level. That means counting objects, comparing numbers, and starting to understand what numbers mean on a number line or in everyday situations.
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Operations and Algebraic Thinking
Students practice adding and subtracting to solve simple word problems, like sharing apples or counting steps. They learn how numbers and operations connect before moving into multiplication later on.
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Measurement and Data
Students read and fill in simple charts and graphs, like a bar graph showing favorite colors or a tally of classmates' pets. They use what the data shows to answer basic questions about the information.
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Geometry
Students sort and describe shapes like squares, triangles, and cylinders. They notice how many sides or corners a shape has and start comparing flat shapes with solid ones.
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Ratios and Proportional Relationships
Students use ratio thinking to solve everyday math problems suited to first grade, like figuring out how many apples are needed if each student gets two.
| Standard | Definition | Code |
|---|---|---|
| Counting and Number | Students count, read, and work with whole numbers at the first-grade level. That means counting objects, comparing numbers, and starting to understand what numbers mean on a number line or in everyday situations. | MA-MATH.K8.1.1 |
| Operations and Algebraic Thinking | Students practice adding and subtracting to solve simple word problems, like sharing apples or counting steps. They learn how numbers and operations connect before moving into multiplication later on. | MA-MATH.K8.1.2 |
| Measurement and Data | Students read and fill in simple charts and graphs, like a bar graph showing favorite colors or a tally of classmates' pets. They use what the data shows to answer basic questions about the information. | MA-MATH.K8.1.3 |
| Geometry | Students sort and describe shapes like squares, triangles, and cylinders. They notice how many sides or corners a shape has and start comparing flat shapes with solid ones. | MA-MATH.K8.1.4 |
| Ratios and Proportional Relationships | Students use ratio thinking to solve everyday math problems suited to first grade, like figuring out how many apples are needed if each student gets two. | MA-MATH.K8.1.5 |
No state assessments at this grade
Students take their next one in Grade 3.
MCAS: Mathematics (Grades 3-8)
Massachusetts's spring summative math test for grades 3 through 8, aligned to the Massachusetts Curriculum Framework 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 write numbers in that range. They should also tell time to the hour and half hour, compare lengths, and recognize basic shapes like rectangles, triangles, and circles.
How can I help with math at home in just a few minutes a day?
Count things together while cooking, walking, or cleaning up. Ask quick questions like how many more spoons we need or what time it is on the clock. Five minutes of real counting beats a worksheet most nights.
My child counts on fingers. Is that a problem?
No. Fingers are a normal first tool for adding and subtracting. Over the year, students start to remember small sums and lean on fingers less. Pushing them off fingers too early usually backfires.
How should I sequence the year?
Most plans start with counting and number sense, move into addition and subtraction within 20, then place value to 120, then measurement and shapes. Word problems run through every unit, not just one.
Which skills usually need the most reteaching?
Subtraction within 20 and the meaning of the equal sign give the most trouble. Many students read the equal sign as means the answer rather than means the same as. Build in time to revisit both across the year.
What does a strong word problem look like at this level?
A strong problem uses small numbers and a real situation students can picture, like sharing crackers or counting birds. Students should be able to draw it, act it out, or use counters before writing a number sentence.
How do I help if my child gets stuck on a math problem?
Ask them to show it with objects, fingers, or a quick drawing. Read the problem again together and ask what is happening in the story. The goal is to help them picture it, not to give the answer.
How do I know students are ready for next year?
By spring, students should add and subtract within 20 with growing fluency, understand tens and ones up to 100, and solve simple word problems on their own. If those are shaky, second grade place value will feel hard.