What math should a 1st grader know by the end of the year?

Quick answer

By the end of 1st grade, children should add and subtract within 20 using strategies like counting on and making ten, be fluent within 10, solve word problems, and know that the equal sign means “the same as.” They count to 120, understand tens and ones, compare two-digit numbers, add within 100, tell time to the half hour, and split shapes into halves and fourths.

First grade is a big year: children move from counting objects to using real strategies, and from numbers to 20 all the way to 120. Here is what a 1st grader is expected to know by the end of the year, with a quick check for each area.

Goals follow the Common Core State Standards, used by most U.S. states (yours may differ); codes like 1.OA.C.6 match many report cards.

First grade math at a glance

Addition and subtraction within 20

The headline goal: add and subtract within 20, and be fluent within 10 (1.OA.C.6), meaning accurate and reasonably quick without counting every object. Knowing all sums of two one-digit numbers from memory is an end-of-2nd-grade goal (2.OA.B.2). Strategies 1st graders learn:

• Counting on (1.OA.C.5): for 9 + 3, say “10, 11, 12.”
• Order and grouping (1.OA.B.3): 2 + 9 = 9 + 2, and 2 + 6 + 4 = 2 + 10 = 12.
• Making ten: 8 + 6 = 8 + 2 + 4 = 14.
• Breaking apart to ten: 13 − 4 = 13 − 3 − 1 = 9.
• Doubles and near doubles: 6 + 7 = 6 + 6 + 1 = 13.
• Thinking addition to subtract (1.OA.B.4): for 12 − 8, ask “8 plus what makes 12?” The answer is 4.

Related facts travel in families: if 4 + 8 = 12, then 12 − 8 = 4. See the make ten strategy, doubles facts, fact families and how to teach addition.

• 4 + 8 = 12
• 8 + 4 = 12
• 12 − 8 = 4
• 12 − 4 = 8

Quick check: Ask “What's 8 + 6? How did you figure it out?” By spring, look for a strategy like making ten rather than counting by ones. Facts within 10, like 7 + 3 or 9 − 4, should come quickly.

Word problems and the equal sign

• Word problems within 20 (1.OA.A.1) of every kind: adding to, taking from, putting together, taking apart and comparing, with the unknown in any position. “Lily has 9 stickers and gets some more. Now she has 15. How many did she get?” (6).
• Adding three numbers with a total up to 20 (1.OA.A.2): 4 red, 6 blue and 5 green balloons make 15.
• The meaning of the equal sign (1.OA.D.7): “=” means “is the same as.” Children decide whether equations are true or false: 7 = 7 is true, 5 + 3 = 4 + 4 is true, 6 + 2 = 9 is false.
• Missing numbers (1.OA.D.8): 7 + ? = 12 (5), ? − 3 = 6 (9).

Quick check: Write 8 = 8 and 4 + 4 = 5 + 3 and ask, “True or false?” Saying “false” because the answer isn't alone on the right is common, and exactly what 1st grade fixes.

Numbers to 120 and place value

• Counts to 120 starting at any number below 120, and reads and writes those numbers (1.NBT.A.1).
• Understands tens and ones (1.NBT.B.2): ten ones make a bundle called “a ten”; 11 to 19 are a ten and some ones; 10, 20, 30… 90 are 1 to 9 tens and 0 ones.
• Compares two-digit numbers using tens and ones, and records it with >, = and < (1.NBT.B.3).

Same digits, very different amounts: 5 tens is more than 2 tens, so 52 > 25.

Quick check: Show 47 with bundles of 10 straws or LEGO towers of 10. Ask, “How many tens? How many ones?” Then ask, “Which is bigger, 61 or 59? How do you know?”

Adding and subtracting with tens

• Adds within 100 (1.NBT.C.4): a two-digit number plus a one-digit number (34 + 5 = 39, or 47 + 6 = 53, which makes a new ten) and a two-digit number plus a multiple of 10 (36 + 20 = 56). Tens go with tens, ones with ones.
• Finds 10 more or 10 less in their head, without counting (1.NBT.C.5): 10 more than 64 is 74; 10 less is 54.
• Subtracts multiples of 10 from 10 to 90 (1.NBT.C.6): 70 − 30 = 40, because 7 tens take away 3 tens is 4 tens.

First graders use blocks, drawings and number lines for this. Fluently adding two two-digit numbers, like 38 + 47, is a 2nd-grade goal (see addition with regrouping).

Quick check: Say 58 and ask for 10 more and 10 less. If your child counts up ten on their fingers, play with a hundreds chart: moving straight down a row adds 10.

Length, time and data

• Orders three objects by length, and compares two lengths using a third object, such as a piece of string (1.MD.A.1).
• Measures length in units by laying same-size objects end to end with no gaps or overlaps: “The spoon is 6 paper clips long” (1.MD.A.2).
• Tells time to the hour and half hour on analog and digital clocks (1.MD.B.3).
• Organizes data with up to three categories and answers how many in all, in each group, and how many more or fewer (1.MD.C.4).

Coins aren't in the 1st-grade Common Core standards (money arrives in 2nd grade), though many schools start earlier.

Quick check: Set a clock to 3:30 and ask the time. Then ask your child to measure a spoon with paper clips.

Shapes, halves and fourths

• Knows what makes a shape a shape (1.G.A.1): a triangle is closed and has three sides; its color, size or direction don't matter.
• Combines shapes into new shapes, such as two half-circles into a circle, or builds with cubes and cylinders (1.G.A.2).
• Splits circles and rectangles into 2 or 4 equal shares and uses the words halves, fourths and quarters (1.G.A.3). More equal shares means smaller shares.

Quick check: Cut a sandwich and ask, “Is this cut into halves? How do you know?” (The pieces must be equal.) Then ask which is bigger: half of a pizza or a fourth of the same pizza.

Practice at home and when to check in

• Addition war: each player flips two cards (ace to 10) and adds; the bigger sum wins.
• Make-10 Go Fish: ask for the card that makes 10 with one in your hand.
• Hundreds-chart race: roll a die and move that many squares; on a 6, you may jump straight down a row instead (10 more).
• Kitchen clock checks: “It's 5:00. Dinner is at 5:30. Where will the big hand be?”

Find more in how to make math fun at home and our free addition and subtraction worksheets. Talk to the teacher if, late in the year, your child still counts from 1 for small sums, can't explain what the 4 means in 47, or gets very upset about math (see when a child struggles with math).

Practice problems

Ask which strategy your child used for each one.

1st grade practice (with answers)

1. 8 + 6 = ?
2. 6 + 7 = ?
3. 10 − 3 = ?
4. 13 − 4 = ?
5. 15 − 8 = ?
6. 7 + ? = 12
7. True or false: 5 + 3 = 4 + 4
8. 34 + 5 = ?
9. 47 + 6 = ?
10. 36 + 20 = ?
11. 10 less than 72 = ?
12. 70 − 30 = ?

Show answers

Next up: our 2nd grade math checklist. For a reminder of last year's goals, see the kindergarten checklist, and math facts by grade explains when facts should be automatic.

Frequently asked questions

What math should a 1st grader know by the end of the year?

Under the Common Core, a 1st grader finishes the year adding and subtracting within 20 with strategies, fluent within 10, solving word problems, and understanding the equal sign. They count to 120, know tens and ones, compare two-digit numbers, add within 100, find 10 more or 10 less, measure lengths, tell time to the half hour, and split shapes into halves and fourths.

Should a 1st grader know addition facts by heart?

Not all of them yet. The 1st-grade goal is fluency within 10 (1.OA.C.6), so facts like 6 + 4 or 9 − 5 should come quickly. Facts up to 20, like 8 + 7, are solved with strategies such as making ten or doubles. Knowing all sums of two one-digit numbers from memory is an end-of-2nd-grade goal (2.OA.B.2).

How high should a 1st grader count?

To 120, starting from any number below 120, and they should read and write those numbers too (1.NBT.A.1). Watch the tricky spots: going from 99 to 100, 109 to 110 and 119 to 120, and writing numbers like 105, which kids often write as 1005 at first.

Do 1st graders learn to tell time?

Yes. First graders tell and write time in hours and half-hours on both analog and digital clocks (1.MD.B.3), for example 3:00 and 3:30. Telling time to the nearest five minutes and using a.m. and p.m. are 2nd-grade goals (2.MD.C.7), so don't worry if 3:25 is still a puzzle.

Do 1st graders learn fractions?

They learn the idea behind fractions with shapes. First graders split circles and rectangles into two and four equal shares and use the words halves, fourths and quarters (1.G.A.3). They also learn that more equal shares means smaller pieces. Writing fractions as numbers, like 1/2, is not part of the 1st-grade standards.

Is it okay if my 1st grader still counts on fingers?

Yes, especially early in the year. Fingers are a useful model of numbers to 10. The goal is to move from counting every finger to using strategies, such as knowing 5 + 5 = 10 and then adding 1 more for 5 + 6. If your child counts all from 1 for every small sum late in the year, practice counting on and partners of 10.

Sources

• Common Core State Standards: Grade 1, Operations & Algebraic Thinking — CCSSI
• Common Core State Standards: Grade 1, Number & Operations in Base Ten — CCSSI
• Common Core State Standards: Grade 1, Measurement & Data — CCSSI
• Common Core State Standards: Grade 1, Geometry — CCSSI
• Common Core State Standards: Grade 2, Operations & Algebraic Thinking — CCSSI
• Common Core State Standards: Grade 2, Measurement & Data — CCSSI

Written by The Mathing Team for parents and teachers. Grade expectations follow the Common Core State Standards for Mathematics; your state or school may sequence skills a little differently.