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Alaska Grade 1 Math
Alaska Grade 1 math learning references for number sense, operations, measurement, and shapes. Use the curriculum source and classroom targets to plan practice.
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Standards source: Alaska Standards and Instruction, Alaska Department of Education and Early Development.
Alaska Grade 1 math is where students build addition and subtraction fluency, place-value understanding, early measurement, shapes, and clear math explanations. This Alaska Mathematics Standards guide gives Alaska families and educators a standards map that feels practical instead of overwhelming: 34 student-friendly expectations across 6 math strands, with emphasis on place value, rounding, comparing numbers, and multi-digit computation, operations, equations, patterns, and problem solving, measurement, time, data, area, perimeter, and graphing. Whether the next checkpoint is classroom progress, intervention, homeschool planning, or AK STAR review, the best preparation uses calm practice routines built around accuracy, reasoning, and confidence.
Use this Alaska Grade 1 page for teacher planning, parent support, after-school tutoring, and independent practice. The wording, examples, and practice notes are tailored to Alaska Mathematics Standards, so the page works as a grade-specific planning tool rather than a copied standards list.
Free Grade 1 Math Checklist + Practice Plan
Use this Alaska Grade 1 math guide as a printable standards checklist. Start with the overview, mark the skills your student already handles, then choose one weak area for focused review before AK STAR or classroom assessments.
Alaska Grade 1 Math Standards Overview
For Alaska, Grade 1 is a turning point: students build addition and subtraction fluency, place-value understanding, early measurement, shapes, and clear math explanations. This overview organizes Alaska Mathematics Standards into plain-language strands so you can quickly identify what to teach, review, or reteach.
Learning reference group 1
Example learning reference: Skip count by 2s and 5s. Read the individual expectations below and check the current classroom target.
Learning reference group 2
Example learning reference: Order numbers from 1 – 100. Demonstrate ability in counting forward and backward. Read the individual expectations below and check the current classroom target.
Learning reference group 3
Example learning reference: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes. Identify shapes that have non-defining attributes (e.g., color, orientation, overall size). Build and draw shapes given specified attributes. Read the individual expectations below and check the current classroom target.
Learning reference group 4
Example learning reference: Measure and compare three objects using standard or non-standard units. Read the individual expectations below and check the current classroom target.
Learning reference group 5
Example learning reference: Count to 120. In this range, read, write and order numerals and represent a number of objects with a written numeral. Read the individual expectations below and check the current classroom target.
Learning reference group 6
Example learning reference: Use addition and subtraction strategies to solve word problems (using numbers up to 20), involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions, using a number line (e.g., by using objects, drawings and equations). Record and explain using equation symbols and a symbol for the unknown number to represent the problem. Read the individual expectations below and check the current classroom target.
Grade 1 AK STAR Practice Plan
A useful Alaska Grade 1 plan should not race through all 34 expectations at once. Start with a few classroom targets, rotate in quick review, and ask students to explain how they know. Begin with an expectation the student can explain partly, then revisit earlier skills as understanding grows.
For Alaska Grade 1 students, a strong weekly rhythm is simple: one fluency warm-up, one visual model, one word problem, one written explanation, and one quick check tied back to Alaska Mathematics Standards. That routine keeps AK STAR practice connected to real Grade 1 standards instead of random worksheets.
Alaska Grade 1 Math Learning References
The codes below follow the Alaska Grade 1 source standards structure. The wording is intentionally rewritten in original, family-friendly language for learning and planning.
Learning reference group 1
Read the learning reference, choose a model or text that makes the idea clear, and compare the code with your current classroom target.
Use these Grade 1 expectations as learning references. Common Core-style codes refer to the Common Core standards; they do not certify a complete match to Alaska’s current curriculum. State-specific references also need to be checked against the current official document. Follow your teacher’s assigned targets when wording, codes, or grade placement differ.
| Code | Learning reference |
|---|---|
| 1.CC.1 | Skip count by 2s and 5s |
| 1.CC.2 | Use ordinal numbers correctly when identifying object position (e.g., first, second, third, etc.) |
| 1.CC.4 | Count a large quantity of objects by grouping into 10s and counting by 10s and 1s to find the quantity |
| 1.CC.5 | Use the symbols for greater than, less than or equal to when comparing two numbers or groups of objects |
| 1.CC.6 | Estimate how many and how much in a given set to 20 and then verify estimate by counting |
Learning reference group 2
Read the learning reference, choose a model or text that makes the idea clear, and compare the code with your current classroom target.
| Code | Learning reference |
|---|---|
| 1.CC.3 | Order numbers from 1 – 100. Demonstrate ability in counting forward and backward |
Learning reference group 3
Read the learning reference, choose a model or text that makes the idea clear, and compare the code with your current classroom target.
| Code | Learning reference |
|---|---|
| 1.G.1 | Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes. Identify shapes that have non-defining attributes (e.g., color, orientation, overall size). Build and draw shapes given specified attributes |
| 1.G.2 | Compose (put together) two-dimensional or three-dimensional shapes to create a larger, composite shape, and compose new shapes from the composite shape |
| 1.G.3 | Partition circles and rectangles into two and four equal shares. Describe the shares using the words,halves, fourths, andquartersand phraseshalf of, fourth ofandquarter of. Describe the whole as two of or four of the shares. Understand for these examples that decomposing (break apart) into more equal shares creates smaller shares |
Learning reference group 4
Read the learning reference, choose a model or text that makes the idea clear, and compare the code with your current classroom target.
| Code | Learning reference |
|---|---|
| 1.MD.1 | Measure and compare three objects using standard or non-standard units |
| 1.MD.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 |
| 1.MD.3 | Tell and write time in half hours using both analog and digital clocks |
| 1.MD.4 | Read a calendar distinguishing yesterday, today and tomorrow. Read and write a date |
| 1.MD.5 | Recognize and read money symbols including $ and ¢ |
| 1.MD.6 | Identify values of coins (e.g., nickel = 5 cents, quarter = 25 cents). Identify equivalent values of coins up to $1 (e.g., 5 pennies = 1 nickel, 5 nickels = 1 quarter) |
| 1.MD.7 | Organize, represent and interpret data with up to three categories. Ask and answer comparison and quantity questions about the data |
Learning reference group 5
Read the learning reference, choose a model or text that makes the idea clear, and compare the code with your current classroom target.
| Code | Learning reference |
|---|---|
| 1.NBT.1 | Count to 120. In this range, read, write and order numerals and represent a number of objects with a written numeral |
| 1.NBT.2 | Model and identify place value positions of two digit numbers. Include |
| 1.NBT.3 | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, < |
| 1.NBT.4 | Add using numbers up to 100 including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10 |
| 1.NBT.4.2 | Relate the strategy to a written method and explain the reasoning used |
| 1.NBT.4.3 | Demonstrate in adding two-digit numbers, tens and tens are added, ones and ones are added and sometimes it is necessary to compose a ten from ten ones |
| 1.NBT.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.6 | Subtract multiples of 10 up to 100 |
| 1.NBT.6.2 | Relate the strategy to a written method and explain the reasoning used |
Learning reference group 6
Read the learning reference, choose a model or text that makes the idea clear, and compare the code with your current classroom target.
| Code | Learning reference |
|---|---|
| 1.OA.1 | Use addition and subtraction strategies to solve word problems (using numbers up to 20), involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions, using a number line (e.g., by using objects, drawings and equations). Record and explain using equation symbols and a symbol for the unknown number to represent the problem |
| 1.OA.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). Record and explain using equation symbols and a symbol for the unknown number to represent the problem |
| 1.OA.3 | Apply properties of operations as strategies to add and subtract. (Students need not know the name of the property.) |
| 1.OA.4 | Understand subtraction as an unknown-addend problem |
| 1.OA.5 | Relate counting to addition and subtraction (e.g., by counting on 2 to add 2) |
| 1.OA.6 | Add and subtract using numbers up to 20, demonstrating fluency for addition and subtraction up to 10. Use strategies such as |
| 1.OA.7 | Understand the meaning of the equal sign (e.g., read equal sign as "same as") and determine if equations involving addition and subtraction are true or false |
| 1.OA.8 | Determine the unknown whole number in an addition or subtraction equation |
| 1.OA.9 | Identify, continue and label patterns (e.g., aabb, abab). Create patterns using number, shape, size, rhythm or color |
How to Use This Alaska Grade 1 Math Checklist
- Choose one Alaska Grade 1 strand. Start with a domain that matches the current lesson, a recent quiz, or the student's biggest need in this grade.
- Teach the Alaska Mathematics Standards Grade 1 idea with a model. Use arrays, number lines, strip diagrams, area models, tables, or real objects before shortcuts.
- Add Alaska Grade 1-ready context. Include word problems so students learn when to use the skill, how to calculate.
- Ask for Alaska Grade 1 reasoning. Students should explain why the answer works, whether it is reasonable, and how the model connects to the standard code.
- Spiral review for Alaska AK STAR review in Grade 1. Revisit older standards each week so skills stay ready for classroom assessments and longer review cycles.
Alaska Grade 1 Math Standards FAQ
What standards does this page explain?
This page provides Grade 1 math learning references alongside Alaska Mathematics Standards in clear, original language for families, teachers, tutors, and homeschool planners.
Is this official standards wording?
No. This Alaska Grade 1 page is an independent, learning-reference guide designed for planning and practice. Use the official standards source for formal policy wording.
How should students practice these skills?
For Alaska Grade 1 review, students should practice with a mix of fluency, visual models, word problems, and short explanations. That balance helps them transfer the skill instead of memorizing one problem type.
How does this connect to testing?
The Grade 1 standards describe what students learn; AK STAR is the assessment context students may encounter in Alaska. Strong preparation comes from understanding the standards deeply, modeling problems clearly, and explaining answers with precise math language.
Source Note
This independent Alaska guide paraphrases Grade 1 mathematics expectations for readability and learning support. It is not official wording and is not affiliated with the state education agency. Always consult official standards documents for formal language, updates, and compliance decisions.
For more Alaska Grade 1 support, visit the Grade 1 Math Online Center or browse Grade 1 math worksheets (resource currently unavailable).
A USEFUL NEXT STEP
Alaska Grade 1 Math: study questions
How should I choose a Grade 1 math study target?
Choose a current classroom target, find the matching learning reference, and use a lesson or available practice resource to check understanding. State documents control local wording and placement; shared reference codes are not a certified crosswalk.
Official source ↗Are these activities official state assessments?
These are independently published learning resources. A practice score does not predict or replace an official state score. Use the directions in each activity and consult your school for official testing and accommodation rules.
Resources from Effortless Math · Editorial standards