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Learning Standards Standards

What does a student learn in ?

This is the year counting turns into adding and subtracting. Students work with numbers up to 120 and learn to add and subtract within 20 using strategies like making ten. They start to see tens and ones inside bigger numbers, compare lengths, and tell time on a clock. By spring, they can solve a word problem like "I had 8 apples and got 5 more" and explain how they got the answer.

  • Adding and subtracting
  • Counting to 120
  • Place value
  • Word problems
  • Telling time
  • Shapes
Source: Vermont Common Core State 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 past 100 and start to see numbers as groups of tens and ones. They compare numbers and explain which is bigger and by how much.

  2. 2

    Adding and subtracting within 20

    Students solve word problems by adding and subtracting small numbers. They learn quick strategies like counting on and making ten instead of counting every finger.

  3. 3

    Place value and bigger numbers

    Students work with two-digit numbers and see that 34 means three tens and four ones. They add and subtract larger numbers using what they know about tens.

  4. 4

    Measuring and telling time

    Students measure objects with rulers and line up units end to end. They tell time on a clock to the hour and half hour and start reading simple charts.

  5. 5

    Shapes and equal parts

    Students name and build shapes like rectangles, triangles, and cubes. They split shapes into halves and quarters and talk about fair shares.

Mastery Learning Standards
The required skills a student should display by the end of Grade 1.
Standards for Mathematical Practice

  • Make Sense of Problems

    VT-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

    VT-MATH.MP.1.2

    Students take a word problem and turn it into numbers and symbols to solve it, then explain what the answer actually means in real life.

  • Construct Arguments

    VT-MATH.MP.1.3

    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 a guess.

  • Model with Mathematics

    VT-MATH.MP.1.4

    Students use drawings, numbers, or simple equations to make sense of everyday situations, like splitting snacks or counting coins. Math becomes a tool for figuring out real problems, not just a worksheet exercise.

  • Use Tools Strategically

    VT-MATH.MP.1.5

    Students pick the right tool for the job, whether that means grabbing a ruler, sketching on paper, or using a calculator. The goal is knowing when each one helps.

  • Attend to Precision

    VT-MATH.MP.1.6

    Students choose the right words and units when explaining their math work. They check that numbers in a problem, like inches on a ruler or cents in a coin problem, match what the question is actually asking.

  • Use Structure

    VT-MATH.MP.1.7

    Students spot patterns and rules hiding inside math problems, like noticing that adding zero never changes a number. Then they use those patterns as shortcuts to solve new problems faster.

  • Express Regularity

    VT-MATH.MP.1.8

    Students notice when the same steps keep showing up in a problem and use that pattern as a shortcut. Instead of starting from scratch each time, they ask why it keeps working.

K-8 Mathematics Content

  • Counting and Number

    VT-MATH.K8.1.1

    Students count, compare, and work with whole numbers in first grade. They begin building the number sense they will use every time they count objects, read a number line, or figure out which number is bigger.

  • Operations and Algebraic Thinking

    VT-MATH.K8.1.2

    Adding and subtracting are the main focus, but students also start building the groundwork for multiplication and division. They use pictures, objects, and simple equations to figure out what a number sentence is asking them to find.

  • Measurement and Data

    VT-MATH.K8.1.3

    Students read and build simple tables and graphs to answer questions about real data, like how many classmates chose each lunch option or how tall different plants grew.

  • Geometry

    VT-MATH.K8.1.4

    Students sort flat and solid shapes by their sides, corners, and faces. They learn why a square is a rectangle but a rectangle is not always a square.

  • Ratios and Proportional Relationships

    VT-MATH.K8.1.5

    Students use ratio reasoning to solve simple everyday problems, like figuring out how many apples are needed if each bag holds the same amount. This is an early introduction to comparing quantities that grow together.

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

VTCAP: Mathematics (Grades 3-9)

Vermont's spring summative math test for grades 3 through 9, aligned to Vermont's Common Core-based math standards.

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

    Students should count, read, and write numbers to 120. They should add and subtract within 20, tell time on a clock to the half hour, and compare lengths of two objects. They should also sort shapes by how many sides and corners they have.

  • How can families help with math at home?

    Count steps on a walk, add up coins from a jar, or ask how many minutes until dinner. Ten minutes of real-life counting and adding a few times a week does more than a worksheet. Let students explain their thinking out loud, even when the answer is wrong.

  • What if a student is still counting on fingers?

    Finger counting is fine at this age and shows students are tracking the math. Over the year, push gently toward quicker strategies like making ten or remembering doubles. Speed comes after the thinking is solid, not before.

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

    Start with sums and differences within 10 using objects and drawings. Move to adding and subtracting within 20 using strategies like making ten, doubles, and counting on. Save fluency practice within 10 for ongoing review once strategies are solid.

  • Which skills usually need the most reteaching?

    Subtraction within 20 and the meaning of the equal sign take the longest. Many students read the equal sign as the answer comes next rather than both sides match. Build in regular practice with equations like 8 equals 3 plus blank.

  • Does a student need to memorise math facts this year?

    Memorising every fact is not the goal yet. Students should add and subtract within 10 quickly and use smart strategies for facts within 20. Practice through card games, dice, and quick mental questions works better than flashcard drills.

  • How do students learn to measure without rulers with numbers?

    Early measuring uses paper clips, cubes, or footsteps laid end to end. Students learn that units have to be the same size and cannot have gaps. This builds the thinking behind a ruler, which they will read more carefully next year.

  • How do I know a student is ready for next year?

    Students should solve word problems within 20, count to 120 from any starting number, and understand that the two digits in a number show tens and ones. They should also tell time to the half hour and compare two numbers using more, less, or equal.

  • What does word problem work look like at this age?

    Word problems should be read aloud and acted out with cubes, drawings, or fingers. Students learn to find the unknown in different spots, such as 5 plus blank equals 12. Asking what is the question and what do we know matters more than getting a fast answer.