What does a student learn in StateMinnesota,GradeGrade 1,SubjectMathematics?

Students look at a set of data, spot a pattern in it, and then come up with a question that could be answered by collecting more data. A teacher helps guide the process.

Students gather information to answer a simple question, then show what they found using drawings, tally marks, or a bar graph.

Some things can never happen, some might happen, and some will always happen. Students sort everyday events into those three groups, like deciding whether it could ever snow in July or whether the sun will set tonight.

Students line up three objects from shortest to longest, then figure out which of two objects is longer by comparing each one to a third object, like a piece of string or a pencil.

Students pick a small object, like a paper clip or a crayon, and use it as a measuring tool. They line up copies of it end to end along something longer to find out how many fit.

Students identify pennies, nickels, and dimes, then add up a small group of those coins to find the total amount, up to one dollar.

Students look at shapes like triangles, squares, and boxes and describe what they notice: how many sides, whether edges are straight or curved, and whether the shape is flat or solid.

Students put simple shapes together to build a new, larger shape, then take that larger shape apart to name the pieces inside it.

Students name the shapes they see in everyday objects, like a door being a rectangle or a clock being a circle, and say where those objects are using "left" and "right."

A triangle is still a triangle even when it's tilted or flipped. Students recognize shapes like squares and circles no matter which way they're turned.

Students count a pile of objects by grouping them into fives or tens instead of counting one by one. It's the same skill used when counting coins or tallying a score.

Students read, write, and compare numbers up to 120 using tools like number lines, tally marks, and base-ten blocks. They also learn that numbers like 30 or 70 are made of groups of tens.

Students count forward and backward starting from any number up to 120, with or without objects in hand. This builds the mental number line they use for adding and subtracting later.

Numbers like 43 mean 4 groups of ten and 3 leftover ones. Students use pictures and objects to see how any number up to 120 is built from tens and ones.

Students look at a group of objects and make a close guess at how many there are by thinking in fives or tens. They do not need to count every single one.

Students solve simple addition and subtraction word problems using numbers up to 20. They figure out missing numbers whether the unknown is the starting amount, the change, or the answer.

Students add numbers up to 100, like 47 + 6 or 47 + 30, using blocks or drawings. They learn that when ones pile up past 9, those extra ones group together to make a new ten.

Students break a number like 7 into two smaller numbers in different ways, such as 3 and 4 or 5 and 2, then draw a picture or write an equation to show each split.

Students add and subtract numbers up to 20, building enough practice with numbers up to 10 to work quickly and accurately. They use shortcuts like counting forward, splitting numbers apart, or swapping addition for subtraction to find answers.

Students use the fact that 10 makes a new ten to add across round numbers, like jumping from 28 to 38 by adding 10. This builds the mental math shortcut for adding through 100.

Students split a group of objects into 2 equal shares and call each share "one half." For example, 6 apples shared between 2 friends means each friend gets one half, or 3 apples.

Students look at two numbers like 34 and 52 and decide which is bigger by checking the tens place first, then the ones place if needed.

Students look at a math sentence like 3 + 4 = 5 + 2 and decide if both sides actually equal the same number. The equal sign means "the same as," not just "write the answer here."

Students find the missing number that makes an addition or subtraction equation balance. For example, if 3 + ? = 7, they figure out what goes in the blank.

Students make simple patterns using objects, pictures, or numbers, then figure out the rule behind them. They practice spotting what comes next in patterns that repeat, grow, or shrink.

Students count by 2s, 5s, and 10s instead of counting every number one by one. They practice jumping ahead in a sequence, like landing on 5, 10, 15, 20, all the way up to 120.

Students look at a pattern that grows (like a row of shapes that gets one bigger each time) and say out loud what changes and what stays the same from step to step.