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

Students count collections of objects up to 120, using strategies like counting on from a number instead of starting from one each time.

Students count out loud starting from any number, not just zero, and keep going up to 120. This is the foundation for all the addition they'll do this year.

Starting from any number up to 30, students count down out loud, one at a time, without skipping or pausing. This is the same skill a child uses when counting down to launch a rocket.

Counting by 5s and 10s, students practice skip-counting up to 120 using coins, a number chart, or small objects grouped together.

Counting by 2s means skipping every other number: 2, 4, 6, 8. Students practice this pattern up to 30 using tools like number charts or bead strings.

Students sort a pile of objects into groups of ten, then count the leftover ones to find the total. This is how place value works: 5 groups of ten plus 6 ones equals 56.

Students learn to tell apart a penny, nickel, and dime by how they look and feel. They practice counting out five pennies to match a nickel and ten pennies to match a dime.

Students count a small pile of matching coins, pennies, nickels, or dimes, by ones, fives, or tens to find the total. The total stays at one dollar or under.

Students count, write, and arrange numbers up to 120, then compare them to decide which is larger or smaller. Think of it as putting numbers in the right order on a number line.

Reading and writing numbers from 0 to 120, both in order and scrambled. Students practice recognizing and writing each number whether it shows up in a list or appears on its own out of nowhere.

Students make a quick guess about how many objects are in a group, then explain why their guess makes sense. This builds the habit of checking whether an answer is reasonable before moving on.

Students group a number into tens and leftover ones, then write the numeral that matches. For example, 47 is 4 groups of ten with 7 left over.

Students look at a two-digit number and explain how many tens and how many ones it contains. For example, 47 means 4 groups of ten and 7 leftover ones, and students say why that makes sense.

Students look at two groups of objects or pictures and decide which group has more, which has less, or whether both groups are the same size. They use the phrases "greater than," "less than," and "equal to" to describe what they see.

Students look at three groups of objects and arrange them in order from smallest to biggest, then flip the order from biggest to smallest. Groups can have up to 120 objects each.

Students cut shapes or objects into 2 or 4 equal pieces and explain how they know each piece is the same size.

Students split a shape or object into two or four equal pieces so every share is the same size. They show what each person's fair share looks like when dividing something real, like a sandwich or a pie.

Students split a shape or a small group of objects into two or four equal parts and name each part a half or a fourth. They practice with drawings, folded paper, and small collections like two eggs or four coins.

Students explain why splitting a shape or object into halves or fourths means every piece is the same size, using pictures or words to show their thinking.

Students memorize addition and subtraction facts up to 10, then use those facts to solve simple addition and subtraction problems with numbers up to 20. They also explain how they got their answer.

Students learn that any number up to 10 can be split into two parts. For example, 7 can be 3 and 4, or 5 and 2, and students practice seeing those combinations quickly without counting.

Students practice adding and subtracting numbers up to 10 until the answers come quickly, using tricks like counting forward, doubling a number, or building up to 10.

Students memorize every addition and subtraction fact up to 10 so they can answer without stopping to count on their fingers.

Students break a number into two smaller parts and put them back together, using tools like ten frames or bead racks. This builds the understanding that 13, for example, is just 8 and 5 joined.

Students add and subtract numbers up to 20 using shortcuts like making a ten first or breaking a number into smaller pieces. The goal is to find the right answer and explain how they got there.

Students solve simple addition and subtraction problems with numbers up to 20, then show how they got the answer using a drawing, objects, or written numbers.

Students figure out the missing number in an addition or subtraction problem when the answer is 10 or 20. For example, they find what goes in the blank in 14 minus blank equals 10.

Students learn that the plus sign means to add numbers together and the minus sign means to take one away from another. They use both symbols when writing and solving math problems.

Students learn that the equals sign means "the same as," not just "the answer goes here." Both sides of an equation must balance, like a scale: 6 + 1 = 4 + 3 because both sides equal 7.

Students use blocks or counters to show why two math expressions give different answers, like proving that 10 minus 3 is not the same as 3 plus 5.

Students use blocks or counters to show why both sides of an equation balance, like seeing that 3 + 4 and 5 + 2 both equal 7. This builds the idea that an equals sign means "the same as," not just "the answer."

Students read or listen to a simple problem and write a number sentence, like 6 + 4 = 10, that shows how they solved it.

Students use everyday objects like paper clips or blocks to measure how long, heavy, or full something is, then compare two objects to see which measures more or less.

Students pick a small object (like a paper clip or a block) and use it as a measuring tool, lining up copies end to end to find how long something is.

Students line up small objects end to end along two things, count the units, and say which one is longer, shorter, or the same length.

Students use a balance scale to weigh two objects, then say which one is heavier, which is lighter, or whether they weigh the same.

Students fill two containers with water or sand, then say which one holds more, holds less, or holds the same amount.

Students measure the same object twice using two different tools (like paper clips and crayons) and explain why the two numbers come out different.

Students name and draw flat shapes like circles, triangles, squares, and rectangles, then put two or more of those shapes together to make a bigger one.

Students learn words for talking about shapes. They describe a triangle or square by counting its sides, corners, and angles, and describe a circle as round and curved.

Students sort shapes into groups by counting their sides or corners. A triangle goes with other three-sided shapes; a circle, which has no sides, goes in its own group.

Students look at clues about sides and corners, then draw and name the matching shape. For example, three sides and three corners means a triangle.

Students spot circles, squares, rectangles, and triangles in the world around them, name each shape, and explain how they know what it is, even when a shape is tilted or turned.

Students learn that the corners of squares and rectangles are called right angles. They look like the corner of a piece of paper or the letter L.

Students put two or three basic shapes together to build a bigger shape. A triangle and a square might combine to make a house shape.

Students read clocks to the nearest hour and half-hour and use a calendar to track days, weeks, and months.

Students learn that clocks show the time of day and calendars show days, weeks, and months. They practice naming the right tool to use depending on whether they need to track hours or dates.

Students learn that a clock's short hand tracks hours and its long hand tracks minutes. They practice naming both units and explaining what each hand measures.

Reading a clock with hands and a clock with numbers, students tell time to the hour and half-hour. They learn what both kinds of clocks show and how to match what each one says.

Students look at the short hand on an analog clock and say where it points to name the hour, or notice when it sits halfway between two numbers to name the half-hour.

Students learn where the minute hand points when a clock shows exactly the hour (straight up to 12) and when it shows the half-hour (straight down to 6).

Students match a digital clock (like 3:00 or 3:30) to the same time shown on an analog clock with hands. They practice both the hour and the half-hour.

Students read a calendar to find specific days and dates, such as naming which date falls on a Saturday or counting how many times a Friday appears in a month.

Students use ordinal numbers like first, second, and third to find specific days on a calendar, such as the first Monday of a month or which day of the week a date falls on.

Students figure out what day comes before or after a date on the calendar, then count forward or backward to find a date that is several days or weeks away.

Students gather real objects or pictures to answer a simple question, then sort and display the results in a graph or table. They explain what the data shows.

Students sort real objects into groups by one or two shared traits, like color or shape. For example, they might separate a pile of blocks into red thick ones and blue thin ones.

Students look at a group of sorted objects and explain what they have in common, such as color, size, or shape. They put a label on each group so others know how it was sorted.

Students come up with survey questions based on a topic the teacher sets up, then collect answers from classmates. The data stays simple: no more than four categories and 25 answers total.

Students figure out what information they need to answer a question, then gather it by counting, drawing pictures, or making tally marks.

Students sort collected data into groups using tally marks or a T-chart, getting it ready to read and compare.

Students arrange real objects or drawings into a simple graph or table to show how many there are of each thing. They can lay the graph out across the page or up and down.

Students look at a finished graph or table and explain what it shows, such as which group has the most, which has the least, and how the numbers compare.

Students read a simple graph or table and answer questions about it, like how many total items are shown or which group has more.

Students look at a finished graph or table and say what it shows, then guess what might happen next based on what they found.

Students spot patterns that repeat or grow, then continue or create their own using objects, pictures, or numbers. The focus is on seeing the rule behind a pattern, not just copying it.

Students look at a row of shapes, colors, or numbers and figure out what rule makes it repeat or grow. They can say what comes next and explain why.

Students look at a repeating or growing pattern, figure out the rule behind it, and use that rule to continue the pattern with shapes, colors, pictures, or movements.

Students make their own repeating or growing pattern using physical objects, drawings, shapes, or movements, then show how the pattern continues.

Students take a pattern shown one way (clap, clap, stomp) and recreate it in a different form (red, red, blue). The rule stays the same; only the materials change.