Counting and number sense
Students count, read, and write numbers past 100 and learn that the digits in a number stand for tens and ones. They start to see ten as a building block instead of ten separate things.
What does a student learn in
This is the year math moves from counting one by one to thinking in groups of ten. Students add and subtract within twenty and start to see that 14 is one ten and four ones. They measure with rulers, tell time on a clock, and sort shapes by their parts. By spring, students can solve a word problem like "I had 8 stickers and got 5 more" and explain how they got the answer.
- 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 add and subtract small numbers using fingers, drawings, and number lines. By the end of this stretch, many sums and differences within 20 become quick recall instead of slow counting.
- 3
Word problems and number stories
Students solve short story problems about adding to, taking from, and comparing groups. Parents might notice them drawing pictures or writing a number sentence to match a story about toys, snacks, or friends.
- 4
Measuring and telling time
Students measure objects by lining them up with paper clips or cubes and start telling time on a clock to the hour and half-hour. Parents may hear questions about how long something is or what time it is.
- 5
Shapes and equal parts
Students name and build shapes like rectangles, triangles, and cubes, then split shapes into halves and quarters. This sets up early ideas about fractions using pictures of pizza, pie, or paper.
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 the answer doesn't come right away.
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Reason Abstractly
Students take a word problem and translate it into numbers, then check that the answer still makes sense in the real situation. They move back and forth between the math on paper and what it actually means.
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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. Math becomes a tool for solving problems that actually come up in daily life.
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Use Tools Strategically
Students choose the right tool for the job, whether that means using a ruler, counting blocks, or pencil-and-paper to solve a problem. They think before grabbing a tool and pick the one that actually helps.
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Attend to Precision
Students use the right math words and pay attention to units like inches or minutes when measuring and calculating. Getting those details right is what makes their answers make sense.
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Use Structure
Students notice patterns and shapes in numbers and figures, then use those patterns to solve problems. For example, seeing that a clock face repeats the same numbers helps students count around it.
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Express Regularity
Students notice when a math step keeps working the same way and use that pattern as a shortcut. For example, adding zero to any number always leaves it unchanged.
| 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 the answer doesn't come right away. | NJ-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 real situation. They move back and forth between the math on paper and what it actually means. | NJ-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. | NJ-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. Math becomes a tool for solving problems that actually come up in daily life. | NJ-MATH.MP.1.4 |
| Use Tools Strategically | Students choose the right tool for the job, whether that means using a ruler, counting blocks, or pencil-and-paper to solve a problem. They think before grabbing a tool and pick the one that actually helps. | NJ-MATH.MP.1.5 |
| Attend to Precision | Students use the right math words and pay attention to units like inches or minutes when measuring and calculating. Getting those details right is what makes their answers make sense. | NJ-MATH.MP.1.6 |
| Use Structure | Students notice patterns and shapes in numbers and figures, then use those patterns to solve problems. For example, seeing that a clock face repeats the same numbers helps students count around it. | NJ-MATH.MP.1.7 |
| Express Regularity | Students notice when a math step keeps working the same way and use that pattern as a shortcut. For example, adding zero to any number always leaves it unchanged. | NJ-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 and simple fractions at a first-grade level. This includes reading and writing numbers, understanding place value in two-digit numbers, and beginning to recognize equal parts of a shape or group.
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Operations and Algebraic Thinking
Students add, subtract, multiply, and divide to solve everyday word problems. They learn to set up and solve number sentences that match real situations, like sharing items equally or finding a total.
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Measurement and Data
Students read and fill in simple charts and graphs to answer questions about a group, like how many classmates chose each lunch option or what the tallest plant measured.
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Geometry
Students sort and describe flat shapes like squares and circles, and solid shapes like cubes and spheres. They notice how sides, corners, and faces are alike or different.
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Ratios and Proportional Relationships
Ratio reasoning isn't formally taught until later grades, but first graders build early groundwork by comparing groups. Students figure out whether one group has more, fewer, or the same number of objects as another, and use that thinking to solve simple problems.
| Standard | Definition | Code |
|---|---|---|
| Counting and Number | Students count, compare, and work with whole numbers and simple fractions at a first-grade level. This includes reading and writing numbers, understanding place value in two-digit numbers, and beginning to recognize equal parts of a shape or group. | NJ-MATH.K8.1.1 |
| Operations and Algebraic Thinking | Students add, subtract, multiply, and divide to solve everyday word problems. They learn to set up and solve number sentences that match real situations, like sharing items equally or finding a total. | NJ-MATH.K8.1.2 |
| Measurement and Data | Students read and fill in simple charts and graphs to answer questions about a group, like how many classmates chose each lunch option or what the tallest plant measured. | NJ-MATH.K8.1.3 |
| Geometry | Students sort and describe flat shapes like squares and circles, and solid shapes like cubes and spheres. They notice how sides, corners, and faces are alike or different. | NJ-MATH.K8.1.4 |
| Ratios and Proportional Relationships | Ratio reasoning isn't formally taught until later grades, but first graders build early groundwork by comparing groups. Students figure out whether one group has more, fewer, or the same number of objects as another, and use that thinking to solve simple problems. | NJ-MATH.K8.1.5 |
No state assessments at this grade
Students take their next one in Grade 3.
NJSLA: Mathematics (Grades 3-9)
New Jersey's spring summative math test for grades 3 through 9, aligned to the NJ Student Learning Standards for Math.
- 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 starting from any number, and tell time to the hour and half hour. They should also compare lengths, sort shapes, and solve simple word problems with a picture or objects.
How can I help with math at home in just a few minutes?
Count things around the house: stairs, snacks, socks in the laundry. Ask quick questions like "If we have 7 grapes and eat 3, how many are left?" Five minutes a day of real counting and small story problems does more than a worksheet.
What should students do when they get stuck on a problem?
Ask them to draw it or grab objects like coins or beans to act it out. Talking through what they tried matters more than getting the right answer fast. Struggle is part of learning math at this age.
How do I sequence addition and subtraction across the year?
Start with counting on and counting back, then move to making 10 as a strategy for harder facts. Word problems should run alongside fact work from day one so students learn to read a situation, not just compute. Save fluency drills for later in the year.
Do students need to memorize math facts?
Students should know addition and subtraction facts within 10 from memory by the end of the year, and be quick on facts within 20. Short bursts of practice work better than long sessions. Card games and dice games count.
Which skills usually need the most reteaching?
Place value with teen numbers trips up many students, since the words and the digits do not match. Subtraction word problems with an unknown start are also hard. Plan extra time for both, and use ten-frames and number lines often.
How do I know students are ready for second grade math?
They can add and subtract within 20 without counting on fingers for the easier facts, read and write numbers to 120, and explain their thinking with a picture or a sentence. They can also measure with a ruler and tell time on an analog clock.