What does a student learn in StateWest Virginia,GradeGrade 1,SubjectMathematics?

Students solve simple add-and-subtract word problems, using objects, drawings, or number sentences to show their thinking. Problems involve totals up to 20.

Students solve simple addition and subtraction story problems where a number is missing, using drawings, objects, or equations. Problems go up to 20 and include scenarios like combining groups, removing items, or comparing two amounts.

Three numbers get added together in a story problem, with the total staying at 20 or under. Students use objects, drawings, or number sentences to find the missing piece.

Adding and subtracting are opposites. Students learn that if 3 + 4 = 7, then 7 - 4 = 3, and use that connection to solve simple number problems faster.

Students learn that they can flip the order of two numbers they are adding and still get the same answer. They also practice grouping numbers in different ways to make adding easier, like spotting a pair that adds up to ten first.

Subtraction is just a missing-number puzzle. Students figure out what to add to one number to reach the other, so 10 minus 8 becomes "8 plus what equals 10?"

Students add and subtract numbers up to 20. This is the foundation for most math they'll do in first grade, from counting on fingers to working through simple story problems.

Counting forward and backward is the same thing as adding and subtracting. Students practice starting at a number and counting on to add, or counting back to subtract, instead of starting from zero every time.

Students add and subtract numbers up to 20 using shortcuts like counting on, breaking numbers apart to make a 10, or flipping an addition fact to solve a subtraction problem. The goal is quick, reliable answers up to 10 from memory.

Students practice writing addition and subtraction number sentences that balance on both sides, like 4 + 3 = 7 and 7 - 3 = 4. They learn that the equals sign means "the same as," not just "the answer goes here."

Students learn that the equal sign means "both sides are the same amount," then decide if a number sentence like 7 = 8 - 1 is true or false. They also spot the difference between a number sentence with an equal sign and one without.

Students figure out the missing number in an addition or subtraction problem, such as 8 + ? = 11 or 5 = ? - 3. The missing number can appear anywhere in the equation.

Students count forward and backward past 100, filling in missing numbers on a number line or chart. The focus is on understanding what comes before and after any number, not just reciting from 1.

Students count forward to 120 starting from any number, read and write those numbers, and skip count by 2s, 5s, and 10s. Think of it as counting by every other number, by nickels, or by dimes up to 120.

Students learn that the position of a digit in a number tells you its value. The "1" in 14 means one ten, not one unit.

A two-digit number like 47 means 4 tens and 7 ones. Students learn to break apart any two-digit number into its tens and ones so they can see how the parts add up to the whole.

Ten single things grouped together make one "ten." Students learn that ten pennies, ten blocks, or ten of anything can be treated as one group, which is how place value in larger numbers works.

Numbers like 13 or 17 are built from one group of ten plus some leftover ones. Students learn to see 14 as "ten and four," not just a single symbol.

Counting by tens means 30 is three groups of ten, 50 is five groups of ten, and so on. Students learn that each round number on the number line is just a count of how many tens fit inside it.

Students look at two two-digit numbers and decide which is bigger, smaller, or equal by thinking about how many tens and ones each number has. They record the answer using the symbols >, =, or <.

Students add and subtract numbers up to 100 by thinking about tens and ones. Knowing that 34 is three tens and four ones helps them break numbers apart and put them back together.

Students practice adding numbers up to 100, like 47 + 6 or 47 + 30, by using blocks or drawings to see how tens and ones fit together. They learn to explain how they got the answer.

Students look at a two-digit number and figure out what it would be with one more or one fewer ten, without counting up or back. They also explain how they know.

Students subtract round numbers by tens, like 70 minus 40, using blocks or drawings. They explain how they got the answer and connect it to what they know about addition.

Students line up small objects end to end to measure how long something is. They also compare the lengths of two objects by using a third object as a go-between.

Students line up three objects from shortest to longest, then use a third object (like a string or stick) to compare two things that can't be placed side by side. It builds the idea that if A is longer than B, and B is longer than C, then A is longer than C.

Students measure how long something is by lining up small objects, like paper clips or blocks, from one end to the other without gaps. The count of those objects is the length.

Students measure how long something is by lining up same-size objects end to end and counting them. A pencil might be six paper clips long.

Students read a clock face and write times like 3:00 or 3:30. They practice with both the round analog clock (with hands) and the digital display.

Students learn that 10 pennies equal 1 dime and 10 dimes equal 1 dollar, connecting coin values to how place value works with tens and ones.

Students sort objects into groups and record the count in a simple picture or bar graph. Then they answer questions about what the graph shows, like which group has more.

Students sort objects or answers into up to three groups, then read the chart to figure out totals and which group has more or fewer.

Students sort shapes by their sides and corners, putting triangles, rectangles, and circles into groups based on what makes each shape different.

Shapes have rules that make them what they are. Students learn which features matter (a triangle always has three sides) and which ones don't (its color or size), then draw and build shapes that follow those rules.

Students put together basic flat or solid shapes to build a bigger shape, then use that bigger shape to build something new. Like fitting puzzle pieces together, then using that new piece in a different puzzle.

Students cut circles and rectangles into 2 or 4 equal pieces, then name those pieces halves, fourths, or quarters. They also learn that splitting a shape into more pieces makes each piece smaller.

Students follow a rule (like red, blue, red, blue) to build a repeating pattern using colors, shapes, or sizes. They keep the pattern going and can explain what comes next.