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

Students use pictures, objects, and number sentences to figure out simple adding and subtracting problems. They learn that addition puts groups together and subtraction takes some away.

Students solve simple story problems by adding or subtracting numbers up to 20. They might use blocks, sketches, or a number sentence with a blank to find the missing answer.

Students read a story problem where a starting number and ending number are given, then figure out how much was added to get there. The numbers stay within 20.

Students read a story problem where something is taken away and figure out how much was removed. For example: "There were 12 apples. Some were eaten. Now there are 7. How many were eaten?"

Students hear a story problem where part of a number is missing and figure out what the unknown piece must be. For example: "5 birds are in a tree. Some more land. Now there are 9. How many landed?"

Word problems ask students to figure out how much bigger or smaller one amount is than another. Students practice all three angles: finding the gap, finding the larger number, and finding the smaller one.

Students add three numbers together to solve a short story problem, with a sum of 20 or less. They can use objects, drawings, or a simple equation to find the missing number.

Adding and subtracting are opposites of each other, and students learn to use that connection to solve problems faster. They also discover that changing the order of numbers in an addition problem doesn't change the answer.

Changing the order of numbers in an addition problem still gives the same answer. Students use that idea as a shortcut to add and subtract more easily.

Subtraction is just addition in reverse. Students learn that "8 minus 5" means asking "what number plus 5 equals 8?" and use that thinking to solve subtraction problems faster.

Students practice adding and subtracting with numbers up to 20. They build toward doing this quickly and from memory, not just by counting on their fingers.

Counting up or back is one way to add or subtract. Students practice seeing the connection between counting a sequence of numbers and solving simple addition or subtraction problems.

Students practice adding and subtracting numbers up to 20 until the answers come quickly. This builds the number fluency they'll use in every math lesson ahead.

Students add and subtract small numbers by counting forward or backward from the bigger number. For example, to solve 6 + 3, they start at 6 and count up three steps to 9.

Students add and subtract small numbers quickly by building up to 10 first. For example, to solve 8 + 3, they fill 8 to 10, then add the leftover 1.

Students solve addition and subtraction problems up to 10 by breaking a number into smaller parts to make the math easier. For example, to solve 13 minus 4, they split 4 into 3 and 1, subtract 3 from 13 to get 10, then subtract 1 more.

Students learn that addition and subtraction are connected, so knowing 4 + 3 = 7 also means knowing 7 - 3 = 4. That link helps them solve small math facts quickly from memory.

Students solve tricky addition or subtraction problems by swapping them for easier ones they already know. For example, to add 6 + 7, they might think of it as 6 + 6 + 1.

Students practice writing and solving simple addition and subtraction equations, learning that the equals sign means both sides of a number sentence have the same value.

The equal sign means both sides of a number sentence have the same value. Students look at equations like 5 = 3 + 2 and decide whether they are true or false.

A missing number in a number sentence can appear anywhere: first, last, or in the middle. Students find what number makes the equation balance, whether it sits before or after the plus or minus sign.

Students spot what comes next in a repeating pattern, like shapes or numbers that follow a rule. They practice noticing what stays the same and predicting what comes after.

Students copy a number pattern, continue it further, and then make one of their own. They might arrange counters or write numbers that repeat or grow in a predictable way.

Students count forward and backward beyond 100, reading and writing numbers in order. This builds the number sense they need before adding and subtracting larger numbers.

Students count, read, and write numbers all the way to 120, starting from any number, not just zero.

Students count up or down from any starting number below 120, not just from 1. This builds the number sense they need before adding and subtracting bigger numbers.

Students read numbers written on a page, from 0 all the way up to 120. This includes two-digit numbers like 45 and three-digit numbers like 110.

Students write numbers in digits from 0 to 120, not just in words. This builds the foundation for reading and writing larger numbers they will see on price tags, clocks, and scoreboards.

Students look at a group of objects, count them, and write the number. They practice this with any amount from zero up to 120.

Students learn that a two-digit number is built from tens and ones. A number like 34 means 3 groups of ten and 4 leftover ones.

Reading a two-digit number means seeing two separate ideas at once: how many groups of ten and how many ones are left over. Students learn that the digits in a number like 47 each carry a different meaning depending on where they sit.

Students learn that ten single units grouped together make one "ten." This is the foundation of how our number system works, from ones to tens to hundreds and beyond.

Students learn that numbers like 13 or 17 are built from one group of ten plus some leftover ones. A number like 16 means one full group of ten and six single ones.

Students learn that 30 means three tens, 70 means seven tens, and so on. Each multiple of ten is just a count of how many groups of ten are stacked up, with nothing left over.

Students compare two two-digit numbers, like 34 and 47, and write which is bigger, smaller, or equal using the symbols >, =, and <. They also say it out loud using phrases like "34 is less than 47."

Students use what they know about tens and ones to add and subtract numbers. They might break a number apart, use a number line, or think about how tens work to find the answer.

Students add two numbers up to 100 by drawing pictures or using blocks to show tens and ones. They use what they know about place value to figure out the total, not just count up one by one.

Students add a two-digit number (like 34) to a one-digit number (like 7). The focus is on combining those two amounts to find the total.

Students add a two-digit number, like 47, to a round number like 20 or 30. The tens digit changes, but the ones digit stays the same.

Adding two-digit numbers means adding the tens place to the tens place and the ones place to the ones place. Sometimes the ones add up to ten or more, so students bundle those into a new ten.

Students add a two-digit number and a one-digit number, then write out the steps they used and explain why the method works.

Students look at a two-digit number and figure out what it becomes when you add or subtract ten, without counting. They can also explain how they knew.

Students subtract tens from tens, like 70 minus 40, using blocks or drawings to show their thinking. They connect what they did with the objects to what they write on paper.

Students gather information, sort it into groups, and answer questions about what they found. Think of counting how many classmates chose pizza versus sandwiches, then explaining which had more.

Students sort objects or answers into groups (up to three) and read a simple chart or picture graph to compare which group has more or fewer.

Students look at a chart or picture graph and figure out how many items were counted in all. They practice asking and answering simple questions about that total.

Students sort real objects or pictures into Venn diagrams, pictographs, and yes-no charts to show what they found. The chart or diagram becomes a simple summary anyone can read at a glance.

Students sort objects or answers into groups (like colors or types of animals) and count how many are in each group. They work with up to three groups at a time.

Students look at a simple chart or picture graph and figure out how many more items are in one group than another. For example, if 7 students like dogs and 4 like cats, they subtract to find the difference.

Students describe things like length, weight, and size, then compare two objects to say which is longer, heavier, or bigger.

Students line up three objects from shortest to longest, then figure out which of two things is longer by comparing both to a third object, like a pencil or a strip of paper.

Students measure how long something is by lining up small objects end to end, like paper clips along a pencil, and count how many fit with no spaces between them.

Students read time on a clock and identify coins by name and value. This is the building block for telling time to the hour and half-hour and for counting pennies, nickels, and dimes.

Students read analog and digital clocks and write down times like 3:00 or 3:30. This covers whole hours and half hours only.

Students learn to recognize a penny and a dime by sight and know what each one is worth. A penny equals one cent; a dime equals ten cents.

Students sort and compare flat and solid shapes by describing their sides, corners, and size.

Students build and draw shapes based on specific rules, like "four equal sides" or "three corners." The focus is on what makes a shape what it is, not just what it looks like.

Shapes have must-have features (like the number of sides) and changeable features (like color or size). Students learn which details actually make a triangle a triangle, and which ones don't matter.

Students put together simple shapes like squares, triangles, and rectangles to build a new, bigger shape. Then they use that new shape to build again.

Students cut circles and rectangles into two or four equal pieces, then name those pieces using words like halves, fourths, and quarters.

Students learn that a whole circle or rectangle can be described as two halves or four fourths. If a shape is cut into equal pieces, all those pieces together make the whole shape.

Cutting a circle or rectangle into more equal pieces makes each piece smaller. Students explain why four equal slices of the same shape are each smaller than two equal slices of the same shape.