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

Students count and compare numbers up to 100, learning to see a number like 47 as four groups of ten plus seven ones. This builds the foundation for adding and subtracting larger numbers later.

Students look at a small group of dots or objects and say how many there are without counting one by one. This works with tidy patterns like dice faces or arranged rows, up to 20.

Students group objects into piles of ten to show how two-digit numbers work. A number like 43 means 4 tens and 3 ones, and they use blocks or drawings to show why that's true.

Students read and write numbers up to 100 and show what those numbers mean in different ways, such as drawing pictures, marking tally marks, or placing a number on a number line.

Starting from any number up to 100, students count forward by 1s, 2s, 5s, or 10s while touching or moving real objects to track the count.

Skip-counting is the building block for multiplication. Students practice counting forward by 1s, 2s, 5s, and 10s out loud, reaching all the way to 100, without using fingers or objects to keep track.

Starting from any number up to 100, students find what comes 10 steps above it or 10 steps below it. It's the mental jump that makes adding and subtracting by tens feel automatic.

Students look at two or more numbers up to 100 and decide which is greater, which is less, and how to arrange them in order from smallest to largest or largest to smallest.

Students place a number on a blank number line that has no labels, using what they know about how numbers relate to each other. For example, they decide where 13 goes based on knowing it falls between 10 and 20.

Students compare two numbers and say which is more, which is less, or whether they are the same. This is the language behind every number line, price tag, and score they will ever read.

Students add and subtract numbers up to 10 to solve everyday problems, like figuring out how many apples are left after some are eaten or how many total there are when groups are combined.

Students solve simple adding and subtracting problems where the total never goes above 10. They use pictures, objects, or number sentences to show how they got the answer.

Students look at a simple addition or subtraction equation and decide whether both sides actually balance. For example, they check whether 3 + 4 = 8 is true or false.

Students practice adding and subtracting small numbers until the answers come quickly, without counting on fingers. The biggest numbers they work with add up to 10.

Students start learning what it means to split something into equal parts. They might cut a shape in half or share a snack evenly between two people.

Students divide shapes like squares and circles into equal parts using hands-on materials, then check that each piece is the same size.

Students split a small group of objects into two or three equal shares so each share has the same amount. Think dividing 6 apples equally between two friends.

Students match pennies, nickels, dimes, and quarters to their cent values. This is the foundation for counting money and making change later on.

Students learn to recognize pennies, nickels, dimes, and quarters and know what each one is worth.

Students learn to write the value of a penny, nickel, dime, or quarter using the cent symbol, like 25¢. This connects the coin they can hold to the number they write on paper.

Students count a small pile of matching coins, pennies, nickels, or dimes, and figure out the total amount up to one dollar. They practice counting by ones, fives, or tens depending on which coin they're working with.

Students spot repeating patterns in everyday objects and simple math problems, like a row of alternating colored shapes or a number sequence, and describe what comes next.

Students spot patterns that repeat, grow, or shrink, then figure out what comes next. They work with everyday things like counting sequences, coin arrangements, or rows of shapes.

Students sort and name shapes like triangles, rectangles, and cubes, then put smaller shapes together to build larger ones.

Students learn to spot trapezoids and hexagons in a lineup, whether the shapes look "textbook perfect" or a little lopsided. When someone names the shape, students point to the right one.

Students put smaller shapes together to build a specific larger shape, like filling a rectangle with triangles or squares. The goal is the named shape, not just any arrangement.

Students build simple structures using 3D shapes like cubes, cylinders, and cones, learning how different shapes stack or fit together to make something new.

Students sort and name 3D shapes like cubes, cones, cylinders, pyramids, and spheres. They learn what makes each shape different, such as flat faces versus curved surfaces.

Students measure how long or how full something is, first using informal tools like paper clips or cups, then switching to rulers and standard measuring cups.

Students measure how long objects are, first with everyday items like paper clips or cubes, then with a ruler. The goal is to see that length stays the same no matter which tool you use.

Measuring means lining up equal-size pieces from one end of an object to the other, with no spaces and no overlaps. Students count how many pieces fit to find the length.

Students measure the same object twice, using two different-sized units, then explain why the counts came out different. The shorter the unit, the more you need to cover the same length.

Students measure something like a pencil or book and say how long it is using a real unit (like inches or centimeters) or a stand-in like paper clips. They report the measurement as a whole number.

Students fill containers with water, sand, or blocks to figure out which holds more, less, or the same. They use everyday objects alongside standard tools to compare capacity.

Students read clocks and calendars to understand time. They learn the order of days and months, practice telling time to the hour, and begin making sense of how long things take.

Students read a clock and say whether the time is on the hour (like 3:00) or the half-hour (like 3:30). They practice with both the kind of clock that has hands and the kind that shows numbers.

Students read a calendar to count days, weeks, and months, and connect those units to show how they build up to a year.

Students sort real objects or answers into groups, count each group, and say what the numbers show. For example, they might tally favorite colors in class and explain which group had the most.

Students gather information, sort it into groups, and record it using tally marks, tables, or overlapping circles. The goal is to see patterns in what was counted.

Students collect simple information, then draw a picture graph or bar graph where each picture or bar section stands for exactly one thing counted.

Students look at simple charts and bar graphs and answer questions about what the data shows, such as which group has the most or least.