Utah Standards

Utah 1st Grade Math Standards

All 30 Utah math standards for 1st grade, each explained in plain English. The official wording is in Utah State Board of Education's document, linked at the end of this page.

30 standards

Mathematical Practices

8 standards

1.MP.1

Explain what a story problem is asking, plan how to solve it, try another way if the first does not work, and check the answer, like adding back to check a subtraction.

1.MP.2

Move between real situations and number sentences, like writing 9 - 4 for 9 birds with 4 flying away, and know what each symbol in an equation means.

1.MP.3

Explain and defend answers with objects, drawings, and actions, listen to how classmates add within 20, and ask questions to check or improve their ideas.

1.MP.4

Use objects, drawings, or equations to show a real situation, like a drawing of 12 crayons split between two boxes, and use the model to answer the question.

1.MP.5

Choose tools that fit the problem, like linking cubes, a number line, a hundred chart, drawings, or a strategy such as making ten.

1.MP.6

Explain math clearly using words like more, less, and equal, match words to drawings and numbers, and write equations neatly and correctly.

1.MP.7

Use patterns and place value to solve problems, like seeing that 8 + 6 is the same as 8 + 2 + 4, or 14 as one ten and four ones.

1.MP.8

Spot patterns that repeat across related problems, like adding 10 changing only the tens digit, and use them as shortcuts while checking each step.

Operations and Algebraic Thinking

8 standards

1.OA.1

Solve story problems within 20 about adding to, taking away, joining, separating, and comparing, with the unknown in any spot, using objects, drawings, or equations.

1.OA.2

Solve story problems that add three whole numbers with a total of 20 or less, using objects, drawings, or equations with a box for the unknown.

1.OA.3

Use properties of addition as shortcuts, like knowing 3 + 8 from 8 + 3 or adding 2 + 6 + 4 by making ten first, without needing the formal names.

1.OA.4

Turn a subtraction problem into a missing-number addition, like finding 10 - 8 by asking what added to 8 makes 10.

Common Core 1.OA.4

1.OA.5

Connect counting to adding and subtracting, like counting on 3 from 5 to add 5 + 3 or counting back to subtract.

1.OA.6

Add and subtract within 20 with strategies like counting on, making ten, breaking numbers apart, and related facts, and be fluent within 10 by year end.

1.OA.7

Explain that the equal sign means both sides have the same value, and decide if addition and subtraction equations are true or false, like 9 = 10 - 1.

1.OA.8

Find the missing number in an addition or subtraction equation with three numbers, like 8 + ? = 11 or 5 = ? - 3.

Common Core 1.OA.8

Number and Operations in Base Ten

6 standards

1.NBT.1

Count to 120 starting from any number, and read, write and match numerals in that range to groups of objects.

Common Core 1.NBT.1

1.NBT.2

Know that a two-digit number is made of tens and ones, like 10 is a bundle of ten ones, 14 is a ten and four ones, and 70 is seven tens.

Common Core 1.NBT.2

1.NBT.3

Compare two two-digit numbers by looking at their tens first, then their ones, and record the answer with >, = or <.

Common Core 1.NBT.3

1.NBT.4

Add within 100, like a two-digit number plus a one-digit number or a multiple of 10, using models and place value, explaining how tens and ones combine and when to make a ten.

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.

Common Core 1.NBT.5

1.NBT.6

Subtract tens from tens within 90, like 70 - 30 = 40, using models, drawings or place value, and explain the thinking.

Common Core 1.NBT.6

Measurement and Data

5 standards

1.MD.1

Put three objects in order from shortest to longest, and compare two objects by measuring each against a third one.

Common Core 1.MD.1

1.MD.2

Measure how long an object is by laying same-size units end to end with no gaps or overlaps, and give the length as a whole number, like 6 paper clips long.

Common Core 1.MD.2

1.MD.3

Tell and write the time to the hour and half-hour on both clock faces and digital clocks.

Common Core 1.MD.3

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.

Common Core 1.MD.4

1.MD.5

Name the values of pennies, nickels, dimes, and quarters, compare which is worth more, and write coin values with the cent sign, like 10¢.

Geometry

3 standards

1.G.1

Tell the features that define a shape, like a triangle being closed with three sides, from ones that do not, like color or size, and build and draw shapes with them.

1.G.2

Put flat shapes like rectangles, triangles, and half-circles together, or solid shapes like cubes and cones, to make a bigger shape, then make new shapes from it.

1.G.3

Split circles and rectangles into 2 or 4 equal parts called halves, fourths, or quarters, see the whole as all its parts, and know more parts means smaller parts.

The official Utah documents

Utah Core State Standards for Mathematics, Elementary Levels K-5 · adopted 2010, revised April 2016 · current for 2026-27, revision under way

The plain-English lines on this page are EMStudio's own explanations of Utah's standards, not the official wording, which Utah State Board of Education publishes in the documents above. Codes and strand names identify each standard.