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North Dakota Grade 1 Math
North Dakota 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: North Dakota Education Content Standards, North Dakota Department of Public Instruction.
North Dakota Grade 1 math is where students build addition and subtraction fluency, place-value understanding, early measurement, shapes, and clear math explanations. This North Dakota Content Standards guide gives North Dakota families and educators a study path that connects skill mastery, word problems, and math explanation: 33 student-friendly expectations across 6 math strands, with emphasis on operations, equations, patterns, and problem solving, shape attributes, quadrilaterals, partitioning, and geometry vocabulary, place value, rounding, comparing numbers, and multi-digit computation. Whether the next checkpoint is classroom progress, intervention, homeschool planning, or NDSA review, the best preparation uses a steady mix of facts, visual models, story problems, and error checks.
Use this North Dakota Grade 1 page for lesson planning, homeschool pacing, and skill-by-skill progress checks. The wording, examples, and practice notes are tailored to North Dakota Content 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 North Dakota 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 NDSA or classroom assessments.
North Dakota Grade 1 Math Standards Overview
For North Dakota, 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 North Dakota Content Standards into plain-language strands so you can quickly identify what to teach, review, or reteach.
Learning reference group 1
Example learning reference: Operations and Algebraic Thinking. Read the individual expectations below and check the current classroom target.
Learning reference group 2
Example learning reference: Collect, organize and represent data with up to three categories using picture and bar graphs. Read the individual expectations below and check the current classroom target.
Learning reference group 3
Example learning reference: Name shapes and identify them as two-dimensional (trapezoids, rhombuses, pentagons, hexagons, octagons). Read the individual expectations below and check the current classroom target.
Learning reference group 4
Example learning reference: Counting and Cardinality. Read the individual expectations below and check the current classroom target.
Learning reference group 5
Example learning reference: Base Ten. Read the individual expectations below and check the current classroom target.
Learning reference group 6
Example learning reference: Fractions. Read the individual expectations below and check the current classroom target.
Grade 1 NDSA Practice Plan
A useful North Dakota Grade 1 plan should not race through all 33 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 North Dakota 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 North Dakota Content Standards. That routine keeps NDSA practice connected to real Grade 1 standards instead of random worksheets.
North Dakota Grade 1 Math Learning References
The codes below follow the North Dakota 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 North Dakota’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.AR.OA | Operations and Algebraic Thinking |
| 1.AR.OA.1 | Automatically add and subtract within 10 |
| 1.AR.OA.2 | For any number from 1 to 19, find the number that makes 20 when added to the given number, sharing the answer with a model, drawing, or equation |
| 1.AR.OA.3 | Decompose numbers less than or equal to 20 into pairs in more than one way |
| 1.AR.OA.4 | Solve authentic word problems with addition, including three numbers and unknowns, within 20 |
| 1.AR.OA.5 | Solve authentic word problems with subtraction, including unknowns, within 20 |
| 1.AR.OA.6 | Distinguish and use the +, –, and = symbols accurately in an equation |
| 1.AR.OA.7 | Identify, create, complete, and extend patterns that are repeating, increasing, and decreasing in a variety of contexts |
| 1.NO.CC.5 | Skip count forward and backward by 5s and 10s from multiples and recognize the patterns of up to 10 skip counts |
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.DPS.D.1 | Collect, organize and represent data with up to three categories using picture and bar graphs |
| 1.DPS.D.2 | Analyze data by answering descriptive questions |
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.GM.G.1 | Name shapes and identify them as two-dimensional (trapezoids, rhombuses, pentagons, hexagons, octagons) |
| 1.GM.G.2 | Name and identify solids as three-dimensional (cylinders, cones, triangular prisms, and rectangular prisms) |
| 1.GM.G.3 | Determine geometric attributes of two-dimensional and three-dimensional shapes (squares, circles, triangles, rectangles, trapezoids, rhombuses, pentagons, hexagons, octagons, cubes, spheres, cylinders, cones, triangular prisms, and rectangular prisms) |
| 1.GM.G.4 | Compose a geometric shape or solid by combining multiple two-dimensional shapes and/or three-dimensional solids (squares, circles, triangles, rectangles, trapezoids, rhombuses, pentagons, hexagons, octagons, cubes, spheres, cylinders, cones, triangular prisms, and rectangular prisms) |
| 1.GM.M.1 | Measure the length of an object as a whole number of same-size, non-standard units from end to end |
| 1.GM.M.2 | Compare the lengths of three objects using a common measurable attribute |
| 1.GM.M.3 | Tell and write time to the hour and half hour (including o-clock and half past) using analog and digital clocks |
| 1.GM.M.4 | Identify and tell the value of a dollar bill, quarter, dime, nickel, and penny |
| 1.GM.M.5 | Count collections of coins (pennies, nickels, and dimes) relating to counting patterns by 1s, 5s, and 10s up to one dollar |
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.NO.CC | Counting and Cardinality |
| 1.NO.CC.1 | Count forward by ones and tens from any given point within 120 |
| 1.NO.CC.2 | Count backward by ones and tens from a given number within 120 |
| 1.NO.CC.3 | Represent several objects with a written numeral up to 120 |
| 1.NO.CC.4 | Recognize and verbally label arrangements, without counting, for briefly shown collections up to 20 (e.g., "I saw 16." "How do you know?" "I saw 10 and 6, that is 16.") |
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.NO.NBT | Base Ten |
| 1.NO.NBT.1 | Demonstrate that the two digits of a two-digit number represent a composition of some tens and some ones |
| 1.NO.NBT.2 | Compare two two-digit numbers using symbols >, <, and =. Justify comparisons based on the value of tens and ones |
| 1.NO.NBT.3 | Add within 100 using a two-digit number and a one-digit number. Use concrete models, drawings, and strategies that reflect an understanding of place value |
| 1.NO.NBT.4 | Subtract multiples of 10 within 100 using concrete models, drawings, and strategies that reflect an understanding of place value |
| 1.NO.NBT.5 | Mentally add or subtract 10 to or from a given two-digit number 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.NO.NF | Fractions |
| 1.NO.NF.1 | Partition circles and rectangles into two and four equal shares using the language halves and fourths |
How to Use This North Dakota Grade 1 Math Checklist
- Choose one North Dakota 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 North Dakota Content Standards Grade 1 idea with a model. Use arrays, number lines, strip diagrams, area models, tables, or real objects before shortcuts.
- Add North Dakota Grade 1-ready context. Include word problems so students learn when to use the skill, how to calculate.
- Ask for North Dakota 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 North Dakota NDSA review in Grade 1. Revisit older standards each week so skills stay ready for classroom assessments and longer review cycles.
North Dakota Grade 1 Math Standards FAQ
What standards does this page explain?
This page provides Grade 1 math learning references alongside North Dakota Content Standards in clear, original language for families, teachers, tutors, and homeschool planners.
Is this official standards wording?
No. This North Dakota 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 North Dakota 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; NDSA is the assessment context students may encounter in North Dakota. Strong preparation comes from understanding the standards deeply, modeling problems clearly, and explaining answers with precise math language.
Source Note
This independent North Dakota 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 North Dakota Grade 1 support, visit the Grade 1 Math Online Center or browse Grade 1 math worksheets (resource currently unavailable).
A USEFUL NEXT STEP
North Dakota 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