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Oklahoma Standards

Oklahoma 1st Grade Math Standards

All 32 Oklahoma math standards for 1st grade, each explained in plain English. The official wording is one click away under each one.

32 standards

Numbers & Operations

17 standards
Count, compare, and represent whole numbers up to 100, with an emphasis on grouping in terms of tens and ones.
1.N.1.1
Tell how many are in a neat arrangement of up to 20 at a glance, like on a ten frame or dot card, without counting one by one.
Official wording
Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements.
1.N.1.2
Use blocks or other objects to show numbers from 10 to 100 as tens and ones, knowing ten ones make a ten and ten tens make a hundred.
Official wording
Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. Know that 10 is equivalent to 10 ones and 100 is equivalent to 10 tens.
1.N.1.3
Show numbers up to 100 in many ways, like numerals, words, sums and differences, pictures, tally marks, number lines, and counters, and read and write them.
Official wording
Read, write, discuss, and represent whole numbers up to 100. Representations may include numerals, words, addition and subtraction, pictures, tally marks, number lines, and manipulatives.
1.N.1.4
Count on from any number up to 100 while using objects, by ones, twos, fives, and tens.
Official wording
Count forward, with objects, from any given number up to 100 by 1s, 2s, 5s and 10s.
1.N.1.5
Skip count by ones, twos, fives, and tens up to 100 with no objects to help.
Official wording
Count forward, without objects, by multiples of 1s, 2s, 5s, and 10s, up to 100.
1.N.1.6
Name the number that is ten more or ten less than any number up to 100, like 37 and 57 for 47.
Official wording
Find a number that is 10 more or 10 less than a given number up to 100.
1.N.1.7
Put whole numbers from 0 to 100 in order and tell which of two is bigger or smaller.
Official wording
Compare and order whole numbers from 0 to 100.
1.N.1.8
Place a number up to 20 on a blank number line by thinking about nearby numbers, like 9 sits just before 10.
Official wording
Use knowledge of number relationships to locate the position of a given whole number, up to 20, on an open number line.
1.N.1.9
Tell whether one number is greater, smaller, or the same as another, using comparing words like more than and less than.
Official wording
Use words such as “more than,” “less than,” and “equal to” to describe the relative value of numbers.
Solve addition and subtraction problems with sums and minuends of up to 10 in real-world and mathematical contexts.
1.N.2.1
Show and solve addition and subtraction problems with totals and starting amounts up to 10, like 6 + 3 or 9 - 4.
Official wording
Represent and solve problems using addition and subtraction with sums and minuends of up to 10.
1.N.2.2
Decide whether an addition or subtraction equation is true, like checking if 5 + 2 = 8 - 1.
Official wording
Determine if equations involving addition and subtraction are true.
1.N.2.3
Know addition and subtraction facts within 10 quickly and accurately, like 4 + 5 and 8 - 3.
Official wording
Demonstrate fluency with basic facts of addition and subtraction with sums and minuends of up to 10.
Develop foundational ideas for fractions.
1.N.3.1
Cut regular shapes like squares and hexagons into parts with real models and tell when the parts are the same size.
Official wording
Partition a regular polygon using physical models and recognize when those parts are equal.
1.N.3.2
Share a group of objects fairly into two or three groups with the same number in each.
Official wording
Partition (fair share) sets of objects into two and three equal groups.
Identify coins and their values.
1.N.4.1
Name pennies, nickels, dimes, and quarters and tell how many cents each one is worth.
Official wording
Identify pennies, nickels, dimes, and quarters by name and value.
1.N.4.2
Write the worth of a coin as a number with the cent sign, like 10¢ for a dime.
Official wording
Write a number with the cent symbol to describe the value of a coin.
1.N.4.3
Count up groups of pennies, nickels, or dimes worth up to a dollar by skip counting by 1s, 5s, and 10s.
Official wording
Determine the value of a collection of pennies, nickels, or dimes up to one dollar, counting by 1s, 5s, and 10s.

Algebraic Reasoning & Algebra

1 standard
Identify patterns found in real-world and mathematical problems.
1.A.1.1
Find, make, finish, and continue patterns that repeat, grow, or shrink, using amounts, numbers, or shapes.
Official wording
Identify, create, complete, and extend repeating, increasing, and decreasing patterns in a variety of contexts (e.g., quantity, numbers, or shapes).

Geometry & Measurement

11 standards
Recognize and compose two- and three-dimensional shapes.
1.GM.1.1
Point to a trapezoid or hexagon, regular or irregular, when someone names it.
Official wording
Identify regular and irregular trapezoids and hexagons by pointing to the shape when given the name.
1.GM.1.2
Put small flat shapes together to make a bigger named shape, like two triangles forming a square.
Official wording
Compose larger, defined shapes using smaller two-dimensional shapes.
1.GM.1.3
Build structures by combining solid shapes like cubes, cylinders, and cones.
Official wording
Compose structures with three-dimensional shapes.
1.GM.1.4
Name solid shapes on sight, including spheres, cubes, cones, cylinders, and pyramids, like a ball or a can.
Official wording
Recognize three-dimensional shapes such as cubes, cones, cylinders, pyramids, and spheres.
Select and use nonstandard and standard units to describe length and volume/capacity.
1.GM.2.1
Measure how long objects are with both everyday units like paper clips and real tools like a ruler.
Official wording
Use nonstandard and standard measuring tools to measure the length of objects.
1.GM.2.2
Show that length means counting equal units laid in a row along an object, touching with no gaps or overlaps, like 6 cubes long.
Official wording
Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other.
1.GM.2.3
Measure one object with two different-size units and explain why the counts are not the same, like more paper clips than pencils.
Official wording
Measure the same object/distance with units of two different lengths, and describe how and why the measurements differ.
1.GM.2.4
Give a length to the nearest whole unit, like about 7 inches or about 5 cubes.
Official wording
Describe a length to the nearest whole unit using a number with standard and nonstandard units.
1.GM.2.5
Measure how much containers hold with everyday and standard tools, and compare and sort them by which hold more, less, or the same.
Official wording
Use standard and nonstandard tools to identify volume/capacity. Compare and sort containers that hold more, less, or the same amount.
Describe and measure concepts of time.
1.GM.3.1
Read the time to the hour and half hour on both clocks with hands and digital clocks, like 3:00 and 3:30.
Official wording
Tell time to the hour and half-hour (analog and digital).
1.GM.3.2
Count and describe time on a calendar in days, weeks, months, and years, like how many days until a birthday.
Official wording
Describe and measure calendar time by days, weeks, months, and years.

Data & Probability

3 standards
Collect, organize, and interpret categorical and numerical data.
1.D.1.1
Gather, sort, and organize data into as many as three groups using tally marks, tables, or Venn diagrams.
Official wording
Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams).
1.D.1.2
Make picture graphs and bar graphs from data where each picture or square stands for one item.
Official wording
Use data to create pictographs and bar graphs that demonstrate one-to-one correspondence.
1.D.1.3
Read a picture graph or bar graph and tell what it shows, like which choice got the most votes.
Official wording
Draw conclusions from pictographs and bar graphs.

The official Oklahoma documents

Oklahoma Academic Standards for Mathematics, Oklahoma State Department of Education.

The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.