Teaching Math in Atlanta in Grade 1

Quick answer: Build Grade 1 math on number sense: counting, comparing and ordering numbers, then adding and subtracting with strategies such as making ten. Use objects and pictures before symbols, practice a little every day, and use Interactive Math for Grade 1 for hands-on and self-check practice with numbers to 20 and shapes.

Georgia's K-12 Mathematics Standards have been in place since 2023-24, so Atlanta Public Schools and other Georgia districts have now taught with them for several years. In Grade 1, the focus is on understanding numbers well rather than rushing to bigger ones.

State testing starts later. Georgia Milestones End-of-Grade tests begin in grade 3, which gives first grade teachers room to build strong foundations through play, talk and practice. This guide gives you a sequence, concrete activities and the errors first graders make most often.

What math should first graders learn?

Check the Georgia standards for the exact expectations and number ranges in Grade 1. Most of the year's work falls under four headings.

• Counting and comparing: counting forward and back, comparing two numbers with the words greater than, less than and equal to, and ordering a set of numbers
• Addition and subtraction: word problems about adding to, taking from and comparing, with strategies such as counting on and making ten
• Place value: seeing that 14 is one ten and four ones
• Geometry: naming, sorting and describing 2D shapes by sides and corners

How should I sequence early number work?

This sequence covers about six weeks and can be spread across the first half of the year.

1. Count objects every day. Students count classroom items to 20, then count back from 20 to 0.
2. Compare with objects. Two students each grab a handful of cubes, line them up and say who has more and how many more.
3. Use the drag-and-drop and printable tasks in Interactive Math for Grade 1: Numbers, Operations and Shapes to order numbers to 20 and check answers on their own.
4. Add by counting on. For 8 + 3, start at 8 and count 9, 10, 11 rather than counting all the objects again.
5. Teach making ten. 8 + 5 becomes 8 + 2 + 3, which is 10 + 3, or 13. Use a ten frame so students can see the move.
6. Link subtraction to addition. If 6 + 4 = 10, then 10 - 4 = 6. Students write fact families for three numbers.
7. Introduce tens and ones with bundled sticks: 14 is one bundle of ten and four single sticks.
8. Sort 2D shapes by number of sides and corners, then draw a picture made of triangles, squares, rectangles and circles.

How can I bring Atlanta into math lessons?

Local places make word problems more real. A class walk around the school neighborhood can produce counting data: how many trees, cars or doors students see on one block. Back in class, students compare the counts and write number sentences.

Shapes are everywhere in city buildings. Ask students to find rectangles, triangles and circles in photos of Atlanta buildings, signs and bridges, and sort them in a chart. This connects geometry to things they see on the way to school.

What errors do first graders make most often?

• Counting the same object twice or skipping one. Teach them to touch or move each object as they count.
• Starting again from 1 when counting on. Practice saying the first number and then counting forward.
• Reversing digits, writing 41 for 14. Link the tens digit to the bundle of ten.
• Thinking a shape changes when it is turned. A square on its point is still a square.
• Seeing the equal sign as the answer comes next. Show sentences such as 7 = 4 + 3 and 5 + 2 = 6 + 1.

How do I support mixed-ability classes and English learners?

First grade classes often include students who count confidently past 100 and others who are still unsure of numbers to 10. Keep one shared topic and vary the numbers: the same making-ten task can use numbers to 10 for some students and numbers to 20 for others.

For English learners, math words need explicit teaching. Keep a word wall with more, less, equal, add, take away, side and corner, each with a picture. Let students show answers with objects or gestures before they explain in words.

Which resources support number sense across the year?

The Free Math Resource Pack: Number Sense for Grades 1–4 adds practice pages for decomposing, ordering and comparing numbers, with number lines, hundreds charts and base-ten tools. For students ready to go further, the Mega Math Bundle: Basic Operations and Numbers to 1,000 covers all four operations with scaffolded worksheets and self-checking tasks.

More early math units are in the Elementary Math collection. For other subjects and grades, see the Atlanta teaching resources page.

Math in Atlanta: at a glance

Frequently asked questions

How much time should first graders spend on math each day?

Follow your school schedule, but short daily practice matters more than long sessions. A few minutes of counting or fact practice at the start of the day, plus the main math lesson, keeps number sense growing steadily through the year.

What is the making ten strategy?

Making ten means breaking a number apart to reach ten first. For 8 + 5, students take 2 from the 5 to make 10, then add the remaining 3 to get 13. A ten frame shows the move clearly and helps students see why it works.

Should first graders use fingers to count?

Yes, fingers are a useful tool in Grade 1. Over time, encourage students to count on from the larger number and to use known facts such as doubles. Fingers fade on their own as students remember more facts.

How do I use drag-and-drop tasks in class?

Use them on an interactive whiteboard for whole-class practice, or on tablets in a math center. Students move numbers or shapes into place and check their own work. Printable versions of the same tasks work for homework or days without devices.

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