• First Grade


    i-Ready Classroom Mathematics


    Quarter 1

    Quarter 2

    Quarter 3

    Quarter 4


    Unit 1

     Numbers Within 10

    Unit 2

    Numbers Within 20

    Unit 3 

    Tens and Ones

    Unit 4

    Operations with Tens and Ones

    Unit 5


    Unit 6


    Unit Themes

    Developing Mathematical Mindsets

    Becoming a confident learner and doer of mathematics begins first with believing we are capable, that mistakes are essential to developing depth of understanding, and that most often our highest level work happens through collaboration with others.

    Unit 1: Numbers Within 10: Addition and Subtraction

    • You can count on to solve addition problems and subtraction problems.

    • Knowing how to read and model a problem can help you decide whether to add or subtract.

    • Numbers can be broken into parts. You can use what you know about parts of numbers to help you develop and choose addition and subtraction strategies.

    Unit 2: Numbers Within 20: Addition and Subtraction and Representing Data

    • Ten is an important number.

    • Teen numbers are made up of a ten and some ones.

    • Numbers can be put together and broken apart in different ways.

    • You can use what you know about adding and subtracting up to 10 to add and subtract up to 20.

    Unit 3: Tens and Ones: Counting, Place Value, Time and Money

    • Two-digit numbers are made of tens and ones. Knowing how to express two-digit numbers as tens and ones in different ways will help you understand the value of that number.

    • You can use what you know about tens and ones in two-digit numbers to compare values.

    Unit 4: Operations with Tens and Ones: Addition and Subtraction

    • You can use what you know about tens and ones to add or subtract tens from any number.

    • When adding two-digit numbers, you can add tens to tens, and ones to ones.

    • Sometimes you need to regroup 10 ones to make a ten when you add.

    Unit 5: Length: Comparing, Ordering, and Measuring

    • You can compare the length of objects and put them in length order by lining them up at one end.

    • Sometimes you can tell which of two objects is longer by comparing both of them to another object.

    • You can measure an object with same-sized units to find its length.

    Unit 6: Geometry: Analyzing, Composing, and Partitioning Shapes

    • You can describe and sort shapes by counting the number of sides and corners they have.

    • You can put two or more shapes together to make new shapes.

    • You can divide shapes into two equal parts (called halves) or four equal parts (called fourths).


    First Grade Math Content Standards

    What are the math expectations of first grade students?


    Operations and Algebraic Thinking 

    • Represents and solves word problems involving addition and subtraction within 20 

    • Understands and applies properties of addition and subtraction 

    • Understands the relationship between addition and subtraction 

    • Is accurate and fluent with addition and subtraction facts through 10 

    • Uses strategies to add and subtract within 20

    • Works with addition and subtraction equations 

    • Understands the meaning of the equal sign  (e.g., 4+1=5, 2+4=7-1) 

    Numbers and Operation in Base Ten 

    • Counts to 120 beginning at any number less than 120  

    • Reads and writes numerals and can match a written numeral to a group of objects 

    • Understands and uses place value (tens, ones) to solve problems 

    • Compares two-digit numbers based on place value using >, =, < symbols 

    • Mentally finds 10 more or 10 less than any two-digit number 

    • Adds two-digit number and a one-digit number as well as a two-digit number and a multiple of 10, using concrete models, drawings, or strategies based on place value

    Measurement and Data 

    • Orders and compares three objects by length

    • Measures an object using non-standard units  (e.g. cubes, pencils, fingers) 

    • Tells and writes time in hours and half-hours

    • Organizes, represents, and interprets data 


    • Knows the difference between the defining attributes (e.g., 3 sides on a triangle) and non-defining attributes (e.g., color) of shapes

    • Creates new two-dimensional or three-dimensional shapes from other two-dimensional or three dimensional shapes 

    • Breaks circles and rectangles into two and four equal shares and describes using words (e.g., halves, fourths, quarters)


    Standards for Mathematical Practice 

    The eight standards for mathematical practice describe the “know-how” or habits of mind that we seek to develop in students. These practices define important methods and skills that students need to be mathematically proficient.


    1. Make sense of problems and persevere in solving them. 

    Students are able to “stick with” problems and will try multiple methods to reach a solution. 

    2. Reason abstractly and quantitatively. 

    Students understand that written numerals represent real world objects and quantities. 

    3. Construct viable arguments and critique the reasoning  of others. 

    Students are able to explain their own mathematical ideas and strategies and they respond to the thinking of others. 

    4. Model with mathematics. 

    Students use pictures, objects, numbers, and/or words to express their mathematical thinking and reasoning. 

    5. Use appropriate tools strategically. 

    Students select the appropriate tools and resources to solve a problem. 

    6. Attend to precision. 

    Students use detailed and accurate mathematical vocabulary to communicate mathematical understandings. 

    7. Look for and make use of structures. 

    Students notice attributes and structures in mathematics such as: sorts shapes by the number of sides or recognizes that 4+6=10 and 6+4=10. 

    8. Look for and express regularity in repeated reasoning. 

    Students identify patterns, make predictions and use repetitive actions that support computation: 12 + 5 is the same as 10 + 2 + 5.