1st grade TEKS math worksheets
37 of 43 1st grade student expectations with a printable sheet · Ages 6–7
The wording beside each code is our own short summary of what the student expectation asks for, not its official text. For that, see Texas Administrative Code Chapter 111.
Number and operations
- 1.2B
Compose and decompose numbers up to 120 as hundreds, tens and ones.
- 1.2C
Represent numbers up to 120 in expanded and standard form.
- 1.2D
Generate a number greater or less than a given whole number up to 120.
Partial Compares two numbers, up to 99. Does not ask for a greater or lesser number, or reach 120.
- 1.2E
Use place value to compare whole numbers up to 120.
Partial Compares two numbers, up to 99. Does not reach 120.
- 1.2F
Order whole numbers up to 120 using place value and open number lines.
Partial Fills a number chart to 120. Does not use an open number line.
- 1.2G
Compare two numbers to 100 using the symbols >, < and =.
- 1.3A
Find the sum of a multiple of 10 and a one-digit number, up to 99.
- 1.3B
Solve join, separate and compare word problems within 20 with any unknown.
- 1.3C
Compose 10 with two or more addends.
- 1.3D
Add and subtract within 20, including making 10.
- 1.3F
Generate and solve a problem situation for a given number sentence.
Partial Solves the story the sheet gives. Does not ask the child to write one for an equation.
- 1.4A
Identify pennies, nickels, dimes and quarters by value.
Partial Counts labeled US coins; it does not ask the child to identify each denomination by itself.
- 1.4B
Write a number with the cent symbol to describe a coin's value.
Partial Writes a collection's total; it does not ask for the cent-symbol value of one named coin.
- 1.4C
Count by twos, fives and tens to find the value of a collection of coins.
Partial Counts a mixed collection; it does not specifically practice counting by twos, fives and tens.
Algebraic reasoning
- 1.5A
Recite numbers forward and backward from any number between 1 and 120.
- 1.5B
Skip count by twos, fives and tens up to 120.
- 1.5C
Determine the number 10 more and 10 less than a number up to 120.
- 1.5D
Represent add and subtract word problems up to 20 with number sentences.
- 1.5E
Understand the equal sign as a relationship between two equal values.
Partial Fills the unknown in an equation. Does not ask what the equal sign itself means.
- 1.5F
Determine the unknown in an addition or subtraction equation.
- 1.5G
Apply properties of operations to add and subtract two or three numbers.
Geometry and measurement
- 1.6A
Classify and sort two-dimensional shapes by their attributes.
- 1.6B
Tell defining attributes of a figure from non-defining ones.
- 1.6C
Create circles, triangles, rectangles, squares, rhombuses and hexagons.
- 1.6D
Identify two-dimensional shapes using formal geometric language.
- 1.6E
Identify spheres, cones, cylinders, prisms and cubes by their attributes.
- 1.6F
Compose a target shape by joining two, three or four figures.
- 1.6G
Partition figures into two and four equal parts and name the parts.
- 1.6H
Identify examples and non-examples of halves and fourths.
- 1.7A
Use measuring tools to measure the length of objects.
- 1.7B
Show that length is the number of same-size units laid end to end.
- 1.7C
Measure one object with two different unit lengths and compare.
Partial Measures with one unit. Does not ask why the count changes when the unit does.
- 1.7D
Describe a length to the nearest whole unit with a number and a unit.
- 1.7E
Tell time to the hour and half hour on analog and digital clocks.
Data analysis
Not a worksheet
These expectations have no sheet, for two different reasons. Listing them is the point — a catalog that showed only the hits would say this grade is fuller than it is.
Personal financial literacy (4) — a TEKS strand with no Common Core equivalent, and one Math Picnic has never built for. This is a gap, not a mismatch.
- 1.9ADefine money earned as income.
- 1.9BIdentify income as a means of obtaining goods and services.
- 1.9CDistinguish between spending and saving.
- 1.9DConsider charitable giving.
1.2A — Recognize instantly the quantity of structured arrangements.
Subitizing — see K.2D.
1.3E — Explain the strategies used to add and subtract up to 20.
The child saying WHY the strategy works — see K.3C.