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Grade 1 Math: Common Core Standards

Your Teacher Information Pack for Grade 1 Math: every Common Core standard with its official code, notes on which states use them, and trusted links. Tick what you're teaching and send it straight into the lesson plan maker.

Country
United States
Grade
Grade 1
Ages
about 6–7 (varies by state)
Status
Not federal law: adopted state by state
Source
Common Core State Standards – 2010
Last checked
2026-10-20
Does my state use these standards?

Your state may use its own standards. Common Core is not federal law: each state decides. For math (compiled 2026-10-20, check your state's site before relying on it):

  • Use their own standards, not Common Core (14): Alabama, Alaska, Florida, Georgia, Indiana, Kentucky, Minnesota, Missouri, Nebraska, Oklahoma, South Carolina, Tennessee, Texas, Virginia. Codes on this page won't match your state's paperwork.
  • Adapted and renamed (24): Arizona, Arkansas, Colorado, Idaho, Kansas, Louisiana, Maine, Maryland, Massachusetts, Mississippi, Montana, New Hampshire, New Jersey, New York, North Carolina, North Dakota, Ohio, Oregon, Pennsylvania, South Dakota, Utah, West Virginia, Wisconsin, Wyoming. Mostly similar, but check wording and codes.
  • Common Core as written (13): California, Connecticut, Delaware, District of Columbia, Hawaii, Illinois, Iowa, Michigan, Nevada, New Mexico, Rhode Island, Vermont, Washington.

Full state list with links to each state's standards

The standards

Standards are grouped into domains (big areas such as Operations & Algebraic Thinking) and clusters (the bold lines). Each code links to the official page. ★ marks a modeling standard and (+) additional mathematics for advanced courses.

Operations & Algebraic Thinking (OA) 8 standards

  • Represent and solve problems involving addition and subtraction.
    • 1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1Note: See Glossary, Table 1
    • 1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
  • Understand and apply properties of operations and the relationship between addition and subtraction.
    • 1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) Note: Students need not use formal terms for these properties.
    • 1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.
  • Add and subtract within 20.
    • 1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
    • 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
  • Work with addition and subtraction equations.
    • 1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
    • 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

Read this domain on the official site

Number & Operations in Base Ten (NBT) 6 standards

  • Extend the counting sequence.
    • 1.NBT.A.1 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.
    • 1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
      • 1.NBT.B.2.a 10 can be thought of as a bundle of ten ones — called a "ten."
      • 1.NBT.B.2.b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
      • 1.NBT.B.2.c 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).
    • 1.NBT.B.3 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.
    • 1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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 to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
    • 1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
    • 1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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 to a written method and explain the reasoning used.

Read this domain on the official site

Measurement & Data (MD) 4 standards

  • Measure lengths indirectly and by iterating length units.
    • 1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
    • 1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
  • Tell and write time.
    • 1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks.
  • Represent and interpret data.
    • 1.MD.C.4 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.

Read this domain on the official site

Geometry (G) 3 standards

  • Reason with shapes and their attributes.
    • 1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
    • 1.G.A.2 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.1Note: Students should apply the principle of transitivity of measurement to make indrirect comparisons, but they need not use this technical term.
    • 1.G.A.3 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.

Read this domain on the official site

Standards for Mathematical Practice apply to every grade and course

  • MP1 Make sense of problems and persevere in solving them.
  • MP2 Reason abstractly and quantitatively.
  • MP3 Construct viable arguments and critique the reasoning of others.
  • MP4 Model with mathematics.
  • MP5 Use appropriate tools strategically.
  • MP6 Attend to precision.
  • MP7 Look for and make use of structure.
  • MP8 Look for and express regularity in repeated reasoning.

Read what each practice means

Tests and key dates

Each state sets its own tests and testing windows. Check your state education department (links on our state list) and your district calendar.

Trusted free resources

Links only: we don't copy their content and we aren't connected to these organisations.

More packs

Kindergarten MathGrade beforeGrade 2 MathGrade afterAll Common Core mathEvery grade and course on one overview.

Related: High School Number and Quantity, High School Algebra, High School Functions, High School Geometry, High School Statistics and Probability, Algebra I, Geometry, Algebra II.

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© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

The Common Core State Standards are owned and developed by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO), and are shown here under the Common Core State Standards Public License. Examples from the official site are not included. Classfern is not affiliated with or endorsed by NGA Center or CCSSO. Each standard links to its official page.

Frequently asked questions

Do all states use the Common Core math standards?

No. In our 2026-10-20 review of the 50 states and DC, 13 use the Common Core math standards as written, 24 use an adapted version under their own name, and 14 use their own standards. Check your state's education website.

What does a code like 3.OA.A.1 mean?

It is the official Common Core identifier: grade (3), domain (OA = Operations and Algebraic Thinking), cluster (A) and standard number (1). The full form is CCSS.Math.Content.3.OA.A.1.