Counting and number sense
Students count past 100 and learn to read, write, and compare numbers up to 120. They start to see how tens and ones build bigger numbers.
What does a student learn in
This is the year math grows from counting one by one to thinking in tens. Students learn to add and subtract within 20, and they start seeing numbers up to 100 as groups of tens and leftover ones. They solve simple word problems, measure with rulers, and tell time on a clock. By spring, students can quickly add small numbers in their head and read a clock to the hour and half hour.
- 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 to 20
Students work on quick addition and subtraction with small numbers. They learn strategies like counting on, making ten, and using doubles to solve problems in their head.
- 3
Place value and tens
Students break two-digit numbers into tens and ones. They add and subtract tens, and start adding larger numbers using what they know about place value.
- 4
Measuring and telling time
Students measure objects using paper clips, blocks, or rulers and compare lengths. They learn to tell time on a clock to the hour and half hour.
- 5
Shapes and fractions
Students sort and build flat and solid shapes and notice what makes each one different. They split shapes into halves and quarters to see early fractions.
- 6
Data and word problems
Students sort objects into groups and answer questions using simple picture graphs and tally charts. They pull all the year's skills together to solve word problems.
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 it gets hard.
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Reason Abstractly
Students learn to move between a real problem and the math that describes it. They can turn a story about apples into a number sentence, then look back at that number sentence and remember what the apples meant.
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Construct Arguments
Students explain why their math answer makes sense, using pictures, numbers, or words. They also listen to a classmate's reasoning and say whether they agree with it or why they don't.
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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 how to split a snack evenly. Math becomes a tool for solving problems they actually run into.
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Use Tools Strategically
Students pick the right tool for the job, whether that's a ruler, a number line, or pencil and paper. They think about which tool makes the most sense before they start.
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Attend to Precision
Students use the right math words and label their answers correctly. When counting, measuring, or solving, they check that every number and unit in their work means exactly what they intend.
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Use Structure
Students learn to spot patterns and structure in math, like noticing that adding zero never changes a number or that a shape looks the same on both sides. Seeing those patterns helps students solve problems faster.
-
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 read a math problem carefully, figure out what it's asking, and keep trying even when it gets hard. | RI-MATH.MP.1.1 |
| Reason Abstractly | Students learn to move between a real problem and the math that describes it. They can turn a story about apples into a number sentence, then look back at that number sentence and remember what the apples meant. | RI-MATH.MP.1.2 |
| Construct Arguments | Students explain why their math answer makes sense, using pictures, numbers, or words. They also listen to a classmate's reasoning and say whether they agree with it or why they don't. | RI-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 how to split a snack evenly. Math becomes a tool for solving problems they actually run into. | RI-MATH.MP.1.4 |
| Use Tools Strategically | Students pick the right tool for the job, whether that's a ruler, a number line, or pencil and paper. They think about which tool makes the most sense before they start. | RI-MATH.MP.1.5 |
| Attend to Precision | Students use the right math words and label their answers correctly. When counting, measuring, or solving, they check that every number and unit in their work means exactly what they intend. | RI-MATH.MP.1.6 |
| Use Structure | Students learn to spot patterns and structure in math, like noticing that adding zero never changes a number or that a shape looks the same on both sides. Seeing those patterns helps students solve problems faster. | RI-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. | RI-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 in first grade. They begin building number sense by understanding what numbers mean, how they relate to each other, and how counting connects to adding and subtracting small amounts.
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Operations and Algebraic Thinking
Students practice adding and subtracting to solve simple word problems. By the end of first grade, they're building the number sense they'll use every time math gets harder.
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Measurement and Data
Students read simple graphs and tables to answer questions about information, like how many students chose each lunch option or which group had the most.
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Geometry
Students sort and describe flat shapes like squares and triangles, and solid shapes like cubes and cylinders. They compare sizes and notice what makes each shape different.
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Ratios and Proportional Relationships
Students use simple comparisons, like twice as many or half as much, to solve everyday math problems. They figure out how two amounts relate and use that relationship to find a missing number.
| Standard | Definition | Code |
|---|---|---|
| Counting and Number | Students count, compare, and work with whole numbers in first grade. They begin building number sense by understanding what numbers mean, how they relate to each other, and how counting connects to adding and subtracting small amounts. | RI-MATH.K8.1.1 |
| Operations and Algebraic Thinking | Students practice adding and subtracting to solve simple word problems. By the end of first grade, they're building the number sense they'll use every time math gets harder. | RI-MATH.K8.1.2 |
| Measurement and Data | Students read simple graphs and tables to answer questions about information, like how many students chose each lunch option or which group had the most. | RI-MATH.K8.1.3 |
| Geometry | Students sort and describe flat shapes like squares and triangles, and solid shapes like cubes and cylinders. They compare sizes and notice what makes each shape different. | RI-MATH.K8.1.4 |
| Ratios and Proportional Relationships | Students use simple comparisons, like twice as many or half as much, to solve everyday math problems. They figure out how two amounts relate and use that relationship to find a missing number. | RI-MATH.K8.1.5 |
No state assessments at this grade
Students take their next one in Grade 3.
RICAS: Mathematics (Grades 3-8)
Rhode Island's spring summative math test for grades 3 through 8, modeled on MCAS and aligned to the Rhode Island Core Standards for Math.
- When given:
- spring
- Frequency:
- annual
Common Questions
What math should students know by the end of the year?
By spring, students should add and subtract within 20, count to 120, and read and write those numbers. They should also tell time on a clock to the hour and half hour, compare lengths, and name basic shapes like rectangles, triangles, and circles.
How can I help with math at home in just a few minutes a day?
Count things out loud while walking, cooking, or putting away laundry. Ask quick questions like how many spoons are left if two go on the table, or which pile has more. Five minutes of real counting beats a worksheet.
My child counts fine but freezes on word problems. What helps?
Read the problem together, then act it out with coins, beans, or toy cars. Ask what is happening first, what changed, and what the question is asking. Drawing a simple picture also unlocks a lot at this age.
Do students need to memorize addition facts this year?
Students should get fluent with sums within 10 and start building speed within 20. Memorization helps, but only after students understand that 7 plus 3 makes 10 because three more fills the ten. Practice in short bursts, not long drills.
How should I sequence the year?
Most teachers start with counting, comparing, and addition and subtraction within 10, then build to within 20 by winter. Place value to 120 fits well in the second half, with measurement, time, and shapes woven in. Save data and graphing for shorter units between bigger ones.
Which skills usually need the most reteaching?
Subtraction within 20 is the big one, especially when students have to cross a ten. Place value also takes longer than the pacing guide suggests, because students confuse the tens digit with a single count. Plan extra time for both.
What does mastery look like by June?
A student who is ready for second grade can solve a word problem with numbers to 20, explain their thinking with cubes or a drawing, and tell whether an answer makes sense. They should also measure with a ruler lined up correctly and read a simple bar graph.
How much should students explain their thinking out loud?
A lot. First graders learn math by talking through it, so build in time for students to share how they got an answer and listen to a classmate's different method. This is where reasoning and precision actually grow.