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Learning Standards Standards

What does a student learn in ?

This is the year math stretches past counting into adding and subtracting within 20. Students learn that numbers can be grouped in tens, so 47 means four tens and seven ones. They start solving small word problems and explaining how they got an answer. By spring, students can add and subtract within 20, tell time on a clock to the half hour, and measure a pencil with a ruler.

  • Adding and subtracting
  • Place value
  • Word problems
  • Telling time
  • Measurement
  • Shapes
Source: New Hampshire New Hampshire College and Career Ready Standards
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. 1

    Counting and number sense

    Students count to 120 and start reading and writing those numbers. They learn that the digits in a number stand for tens and ones, so 34 means three tens and four ones.

  2. 2

    Adding and subtracting within 20

    Students solve addition and subtraction problems with small numbers, often by drawing or using fingers and counters. They start learning facts by heart and notice patterns that make the math faster.

  3. 3

    Word problems and number stories

    Students tackle short word problems about putting things together, taking some away, or comparing two amounts. They learn to pick the operation that matches the story and check that the answer makes sense.

  4. 4

    Measuring and telling time

    Students compare lengths and measure objects using paper clips or cubes lined up end to end. They also learn to tell time on a clock to the hour and half hour.

  5. 5

    Shapes and simple graphs

    Students name and build shapes like rectangles, triangles, and cubes, and 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

  • Make Sense of Problems

    NH-MATH.MP.1.1

    Students figure out what a math problem is asking before they start solving it, then keep trying even when it gets hard.

  • Reason Abstractly

    NH-MATH.MP.1.2

    Students take a word problem and turn it into numbers and symbols to solve it, then translate the answer back into what it means in real life. Math and meaning connect in both directions.

  • Construct Arguments

    NH-MATH.MP.1.3

    Students explain why their math answer makes sense and listen to how a classmate solved the same problem. They practice disagreeing respectfully and changing their mind when a better reason comes along.

  • Model with Mathematics

    NH-MATH.MP.1.4

    Students use math to make sense of real situations, like figuring out how many chairs are needed at a table or how many apples are left after sharing. Math becomes a tool for solving problems they actually run into.

  • Use Tools Strategically

    NH-MATH.MP.1.5

    Students choose the right tool for the problem, whether that means a ruler, a number line, scratch paper, or a calculator. They think before grabbing something and use what actually helps them get to the answer.

  • Attend to Precision

    NH-MATH.MP.1.6

    Students choose the right math words and check their work carefully. If a problem involves inches or dollars, they use those labels in the answer.

  • Use Structure

    NH-MATH.MP.1.7

    Students notice patterns and shapes in numbers and math problems, then use those patterns to solve new problems. For example, recognizing that tens and ones always combine the same way helps students add faster.

  • Express Regularity

    NH-MATH.MP.1.8

    Students notice when the same steps keep appearing in math problems and use that pattern as a shortcut. Instead of starting from scratch each time, they recognize the rule behind the repetition.

K-8 Mathematics Content

  • Counting and Number

    NH-MATH.K8.1.1

    Students count, compare, and work with whole numbers up to 120 and start exploring simple fractions. They build number sense by adding, subtracting, and understanding how numbers fit together on a number line.

  • Operations and Algebraic Thinking

    NH-MATH.K8.1.2

    Students add and subtract to solve simple word problems, like sharing crayons or counting apples. They figure out how many are left, how many more are needed, or how many in all.

  • Measurement and Data

    NH-MATH.K8.1.3

    Students read simple tables and picture graphs to answer questions like "how many more?" or "which has the least?" They learn to organize information so it's easier to compare.

  • Geometry

    NH-MATH.K8.1.4

    Students sort flat shapes like squares and triangles and solid shapes like cubes and spheres by describing their sides, corners, and faces. They also take simple measurements to compare shapes.

  • Ratios and Proportional Relationships

    NH-MATH.K8.1.5

    Students use ratio reasoning to solve everyday problems at the first-grade level, such as comparing groups of objects or figuring out how many of one thing go with another.

No state assessments at this grade
Students take their next one in Grade 3.
State Summative

NHSAS: Mathematics (Grades 3-8)

New Hampshire's spring summative math test for grades 3 through 8, aligned to New Hampshire's College and Career Ready Standards for Math.

When given:
spring
Frequency:
annual
Official source
Common Questions
  • What math should students know by the end of the year?

    Students should add and subtract small numbers fluently, count past 100, and solve simple word problems with objects or pictures. They should also tell time on a clock, measure with a ruler, and name basic shapes like rectangles and triangles.

  • How can families practice math at home in just a few minutes?

    Count steps to the car, sort coins on the table, or ask how many forks are needed for dinner. Quick questions like these build number sense without feeling like homework.

  • What should families do when a student gets stuck on a math problem?

    Hand them something to count with, like buttons, beans, or fingers. Ask them to draw the problem or act it out with toys. Getting unstuck matters more than getting the right answer quickly.

  • How should addition and subtraction be sequenced across the year?

    Start with counting and number bonds within 10, then build to facts within 20 using strategies like making ten and doubles. Save two-digit addition for later in the year, once students can explain their thinking with objects and drawings.

  • Which skills usually need the most reteaching?

    Subtraction within 20 and word problems with an unknown in the middle or start. Many students can solve "5 plus 3" but freeze on "5 plus what equals 8." Plan extra practice with missing-number problems and story problems told out loud.

  • Do students need to memorize math facts this year?

    Students should know addition and subtraction facts within 10 quickly by the end of the year, and be working toward facts within 20. Short, frequent practice with flashcards or games works better than long drill sessions.

  • How do students learn to measure and tell time at this age?

    Students learn to measure length by lining up same-size objects end to end, then move to rulers. For time, they read clocks to the hour and half hour. Cooking, building, and pointing at the kitchen clock all reinforce these skills.

  • What does mastery look like for shapes and geometry?

    Students should name and describe common shapes by their sides and corners, and put shapes together to make new ones. They should also recognize shapes from different angles, so a triangle stays a triangle even when it is upside down.

  • How can families tell if a student is ready for second grade math?

    Watch for confidence with adding and subtracting within 20, counting and writing numbers to 120, and solving short word problems without giving up. Comfort with a ruler and a clock face is a good sign too.