New York Standards
New York 1st Grade Math Standards
All 24 New York math standards for 1st grade, each explained in plain English. The official wording is one click away under each one.
24 standards
Operations and Algebraic Thinking
9 standardsRepresent and solve problems involving addition and subtraction.
NY-1.OA.1
Solve one-step word problems within 20 about joining, taking away, combining, splitting, or comparing, with the unknown anywhere, using objects, drawings, and equations.
Official wording
Use addition and subtraction within 20 to solve one step word problems involving situations of adding to, taking from, putting together, taking apart, and/or comparing, with unknowns in all positions. Note: Problems should be represented using objects, drawings, and equations with a symbol for the unknown number. Problems should be solved using objects or drawings, and equations.
NY-1.OA.2
Solve word problems that add three whole numbers with a total of 20 or less, like 4 apples, 5 pears, and 6 plums.
Official wording
Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20.
Understand and apply properties of operations and the relationship between addition and subtraction.
NY-1.OA.3
Use number rules as shortcuts when adding and subtracting, like knowing 8 + 3 equals 3 + 8, without needing their formal names.
Official wording
Apply properties of operations as strategies to add and subtract. Note: Students need not use formal terms for these properties.
NY-1.OA.4
Treat subtraction within 20 as finding a missing addend, like solving 10 - 8 by asking what to add to 8 to make 10.
Official wording
Understand subtraction as an unknown-addend problem within 20.
Add and subtract within 20.
NY-1.OA.5
Connect counting to adding and subtracting, like counting on 2 from 5 to add 2 or counting back to take away.
Official wording
Relate counting to addition and subtraction.
NY-1.OA.6a
Add and subtract within 20 with strategies like counting on, making ten, breaking numbers apart, and using known facts, like 13 - 4 as 13 - 3 - 1.
Official wording
Add and subtract within 20. Use strategies such as: • counting on; • making ten; • decomposing a number leading to a ten; • using the relationship between addition and subtraction; and • creating equivalent but easier or known sums.
NY-1.OA.6b
Add and subtract within 10 quickly and accurately, like knowing 6 + 4 and 9 - 5 right away.
Official wording
Fluently add and subtract within 10.
Work with addition and subtraction equations.
NY-1.OA.7
Explain that the equal sign means both sides have the same value, and decide whether equations like 5 + 2 = 2 + 5 are true or false.
Official wording
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
NY-1.OA.8
Find the missing number in an addition or subtraction equation wherever it sits, like 8 + ? = 11 or 5 = ? - 3.
Official wording
Determine the unknown whole number in an addition or subtraction equation with the unknown in all positions.
Number and Operations in Base Ten
6 standardsExtend the counting sequence.
NY-1.NBT.1
Count to 120 starting from any number, and read, write and match numerals in that range to groups of objects.
Official wording
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Understand place value.
NY-1.NBT.2
Explain that a two-digit number is made of tens and ones, seeing 10 as a bundle of ten ones, the teens as a ten plus ones, and 40 as four tens.
Official wording
Understand that the two digits of a two-digit number represent amounts of tens and ones.aUnderstand 10 can be thought of as a bundle of ten ones, called a "ten".bUnderstand the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.cUnderstand the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
NY-1.NBT.3
Compare two two-digit numbers by looking at their tens first, then their ones, and record the answer with >, = or <.
Official wording
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Use place value understanding and properties of operations to add and subtract.
NY-1.NBT.4
Add within 100, like 36 + 7 or 36 + 20, with models and place value, adding tens to tens and ones to ones, making a new ten when needed, and explain the steps.
Official wording
Add within 100, including • a two-digit number and a one-digit number, • a two-digit number and a multiple of 10. Use concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Relate the strategy to a written representation and explain the reasoning used.
NY-1.NBT.5
Find 10 more or 10 less than any two-digit number in their head, like 47 + 10 = 57, without counting, and explain how they know.
Official wording
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
NY-1.NBT.6
Subtract multiples of 10 between 10 and 90, like 70 - 30, using models, drawings, or place value strategies, and explain the steps in writing.
Official wording
Subtract multiples of 10 from multiples of 10 in the range 10-90 using • concrete models or drawings, and • strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Relate the strategy used to a written representation and explain the reasoning.
Measurement and Data
6 standardsMeasure lengths indirectly and by iterating length units.
NY-1.MD.1
Put three objects in order from shortest to longest, and compare two objects by measuring each against a third one.
Official wording
Order three objects by length; compare the lengths of two objects indirectly by using a third object.
NY-1.MD.2
Measure an object's length by lining up same-size units end to end with no gaps or overlaps, like saying a pencil is 6 paper clips long.
Official wording
Measure the length of an object using same-size “length units” placed end to end with no gaps or overlaps. Express the length of an object as a whole number of “length units.”
Tell and write time and money.
NY-1.MD.3a
Tell and write time to the hour and half hour on analog and digital clocks, using words like o'clock and half past.
Official wording
Tell and write time in hours and half-hours using analog and digital clocks. Develop an understanding of common terms, such as, but not limited to, o’clock and half past.
NY-1.MD.3b
Recognize pennies, nickels, dimes, and quarters, know what each is worth, and write amounts with the cent sign, like 25¢.
Official wording
Recognize and identify coins (penny, nickel, dime, and quarter) and their value and use the cent symbol (¢) appropriately.
NY-1.MD.3c
Find the total value of a mix of dimes and pennies up to 100 cents, like 3 dimes and 4 pennies make 34¢.
Official wording
Count a mixed collection of dimes and pennies and determine the cent value (total not to exceed 100 cents).
Represent and interpret data.
NY-1.MD.4
Sort data into up to three groups, show it in a chart or picture, and answer how many in all, how many in each group, and how many more or fewer.
Official wording
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Geometry
3 standardsReason with shapes and their attributes.
NY-1.G.1
Tell features that define a shape, like a triangle's three sides, from ones that do not, like color, and build or draw shapes that have the defining features.
Official wording
Distinguish between defining attributes versus non-defining attributes for a wide variety of shapes. Build and/or draw shapes to possess defining attributes.
NY-1.G.2
Put flat or solid shapes together to make a new composite shape, then use it to build more, like joining two squares into a rectangle.
Official wording
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Note: Students do not need to learn formal names such as “right rectangular prism.”
NY-1.G.3
Split circles and rectangles into two or four equal shares, call them halves, fourths or quarters, and know that more shares means smaller shares.
Official wording
Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
The official New York documents
- New York State Next Generation Mathematics Learning Standards (2017), updated June 2019 · adopted 2017 · grades PK-2 since 2019-20, grades 3-8 since 2022-23
New York State Next Generation Mathematics Learning Standards, Copyright 2017, New York State Education Department, used with permission.
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.