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

Students learn to add and subtract to solve simple word problems, like figuring out how many apples are left after some are eaten. They use objects, drawings, and equations to find the answer.

Students read short story problems and figure out the missing number by adding or subtracting. The unknown can show up anywhere in the problem, such as the starting amount, the change, or the result.

Students add three small numbers together to solve a short story problem, like figuring out how many apples are in three baskets combined. The total is always 20 or under.

Adding and subtracting are opposites of each other, and students use that connection to solve problems. If 3 + 4 = 7, then 7 - 4 = 3.

Adding in a different order gives the same answer, and that pattern is a shortcut. Students learn that 3 + 5 equals 5 + 3, and use that kind of thinking to solve addition and subtraction problems more easily.

Subtraction is just addition in reverse. Students solve a subtraction problem by asking what number they need to add to get the answer, turning "8 minus 5" into "5 plus what equals 8."

Students practice adding and subtracting pairs of numbers up to 20. Think single-digit facts plus slightly bigger combinations, like 7 + 8 or 15 - 6.

Counting up or back is another way to add or subtract. Students practice starting at a number and counting forward to add, or counting backward to subtract, instead of starting from zero each time.

Students add and subtract numbers up to 20 using mental shortcuts, like breaking a number apart to reach 10 first. They work toward knowing facts up to 10 quickly, without counting on fingers.

Students practice writing and solving number sentences like 3 + 4 = 7 or 9 - 2 = 7. They learn that the equals sign means both sides of the equation have the same value.

The equal sign means both sides of a math sentence have the same value. Students look at equations like 6 = 6 or 4 + 3 = 8 and decide whether they are true or false.

Students find the missing number in a simple math sentence, like figuring out what goes in the blank in 5 + __ = 9 or 10 - __ = 4. They work with addition and subtraction to make both sides of the equation match.

Students count past 100 and read and write numbers all the way to 120, picking up where they left off in kindergarten.

Students count, read, and write numbers up to 120, starting from any number, not just 1. They also look at a group of objects and write the number that shows how many.

Students learn that the position of a digit tells you its value. A 2 in the tens spot means twenty, not two.

A two-digit number like 47 means 4 tens and 7 ones, not just a string of digits. Students learn to see any number from 10 to 99 as a mix of tens and ones.

Ten single objects grouped together make one "ten." This idea is the foundation of how our number system works, and students use it to understand numbers like 20, 30, and beyond.

Numbers from 11 to 19 are made of one group of ten plus some leftover ones. Thirteen, for example, is one ten and three ones. This is the foundation of how our number system works.

Counting by tens means 30 is three groups of ten, 50 is five groups of ten, and so on. Students learn that each decade number (10, 20, 30...) tells you exactly how many tens are inside it.

Students look at two numbers (like 47 and 63), figure out which has more tens, and write whether one number is greater than, less than, or equal to the other using the symbols >, <, and =.

Adding and subtracting with tens and ones. Students learn that the position of a digit changes its value, then use that idea to add and subtract two-digit numbers.

Students add numbers up to 100 by keeping the tens and ones separate. They use drawings or objects to show their thinking, and learn that sometimes ten ones need to be grouped into a new ten.

Students pick a two-digit number and figure out, in their head, what it looks like with ten added or ten taken away. No counting needed. They also put that thinking into words.

Students subtract tens from tens, like 70 minus 40, using blocks or drawings to show their thinking. They connect what they drew to a written number sentence and explain how they got the answer.

Students learn to measure how long something is by lining up small same-size objects end to end and counting them. They also compare lengths of two objects by using a third object as a go-between.

Students line up three objects from shortest to longest. They also learn that if a pencil is longer than a crayon, and the crayon is longer than an eraser, the pencil must be longer than the eraser too.

Students measure how long something is by lining up small objects, like paper clips, from one end to the other and counting them. Every piece must touch end to end, with no spaces or overlaps.

Students read the hour and half-hour on a clock face and figure out what day or month it is on a calendar.

Students read a clock and write what time it shows, working with whole hours (like 3:00) and half-hours (like 3:30). They practice with both the kind of clock that has hands and the kind that shows numbers.

Students name the seven days of the week and figure out how many weeks fit inside a given month. They practice reading a calendar the way adults use one every day.

Students sort information into groups (like favorite colors or types of pets), count how many are in each group, and compare the totals. They answer questions like "which group has more?" and "how many altogether?"

Students learn the value of every U.S. coin, from a penny to a dollar coin, and practice writing those amounts correctly using the cent symbol or dollar sign.

Students learn which coins are worth more than others. A dime beats a nickel, a quarter beats a dime, and they can line up all U.S. coins from least to greatest value.

Students count pennies, nickels, dimes, and quarters, adding them up until they reach a dollar or close to it.

Students figure out how many pennies make a nickel, how many make a dime, and how many make a quarter. They use only one type of coin at a time when making the match.

Students sort and describe shapes by their sides, corners, and size. They learn that a shape stays the same shape even when you flip or turn it.

Students learn which features actually make a shape what it is. A triangle is always three-sided and closed, but its color or size does not change what it is called.

Students put simple shapes together to build a bigger shape, then use that bigger shape to build something new. Think of it like combining two triangles to make a square, then using that square as one piece of a larger picture.

Students cut circles and rectangles into two or four equal pieces and name each piece a half, fourth, or quarter. They also notice that cutting a shape into more pieces makes each piece smaller.