Get help with Mathematics 1
Most tutoring makes your child sit through material your child already knows. MapleMind flips that: pick the exact skill that's causing trouble — any of the 11 below — and the tutor teaches just that one, step by step, as many times as it takes. Ask questions in plain words, any time of day, in English, French, or 12 other languages.
The official British Columbia Mathematics 1 curriculum
British Columbia defines Mathematics 1 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source BC's official mathematics curriculumRead it on the government site — curriculum.gov.bc.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Number | 5 | Number |
| Patterns | 1 | Patterns |
| Measurement | 1 | Measurement |
| Geometry | 1 | Geometry |
| Data | 2 | Data and Likelihood |
| Financial Literacy | 1 | Financial Literacy |
Every skill below, taught one on one.
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How MapleMind teaches Mathematics 1 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1NumberOfficial strand · Number
Big Idea: numbers to 20 represent quantities that can be decomposed into 10s and 1s, and addition and subtraction to 10 can be modelled to build fluency. Counting to 20, making 10, adding and taking away, and seeing when amounts are equal.
Counting and Making Numbers to 20
- How many, up to 201.C.1 — Count a group of up to 20 things by touching each one once, know the last number tells how many, and see a number like 14 as one group of ten and four more.
- Ways to make 101.C.2 — Find the pairs of numbers that go together to make 10 — like 6 and 4, or 7 and 3 — using fingers, blocks, or a ten-frame.
Adding, Taking Away, and Change
- Adding and taking away to 201.C.3 — Put groups together to add and take some away to subtract, up to 20, and understand that adding and subtracting are opposite moves.
- How the amount changed1.C.5 — Show and say how a group got bigger or smaller — "there were 5, now there are 8, so 3 more came" — using objects and everyday words.
Equal and Not Equal
- When two amounts are equal1.C.6 — Use a balance and groups of objects to see when two amounts are the same (equal) and when one is bigger (not equal), and read the words equal and not equal.
The official wording — 5 outcomes in this unit
- 1.C.1
number concepts to 20
- 1.C.2
ways to make 10
- 1.C.3
addition and subtraction to 20 (understanding of operation and process)
- 1.C.5
change in quantity to 20, concretely and verbally
- 1.C.6
meaning of equality and inequality
Unit 2PatternsOfficial strand · Patterns
Big Idea: repeating elements in patterns can be identified. Finding the part that repeats and using colour, shape, size, or sound to build and extend patterns.
Patterns That Repeat
- Finding and making repeating patterns1.C.4 — Spot the part that repeats in a pattern made from more than one thing at once — like big-red, small-blue, big-red, small-blue — and keep it going or make your own.
The official wording — 1 outcome in this unit
- 1.C.4
repeating patterns with multiple elements and attributes
Unit 3MeasurementOfficial strand · Measurement
Big Idea: objects and shapes have attributes that can be described, measured, and compared. Measuring how long or how heavy by lining up same-size units end to end.
Measuring with Small Units
- Measuring with paperclips and blocks1.C.7 — Measure how long something is by laying same-size units (like paperclips) end to end with no gaps, and compare two things to tell which is longer.
The official wording — 1 outcome in this unit
- 1.C.7
direct measurement with non-standard units
Unit 4GeometryOfficial strand · Geometry
Big Idea: objects and shapes have attributes that can be described, measured, and compared. Looking closely at flat shapes and solid objects and telling how they are the same and different.
Flat Shapes and Solid Objects
- Comparing shapes and objects1.C.8 — Compare flat (2D) shapes like circles and squares and solid (3D) objects like balls and boxes, sorting them by how many sides, corners, or faces they have.
The official wording — 1 outcome in this unit
- 1.C.8
comparison of 2D shapes and 3D objects
Unit 5Data and LikelihoodOfficial strand · Data
Big Idea: concrete graphs help us to compare and interpret data. Collecting answers, showing them one-to-one in a graph, and talking about how likely everyday events are.
Showing Answers in a Graph
- Graphs, one for one1.C.9 — Collect answers to a simple question and show each one with a single block or sticker (one-to-one), then read the graph to tell which has the most and least.
Will It Happen?
- Likely or unlikely1.C.10 — Talk about whether everyday events are likely or unlikely to happen — "it will probably rain", "we will never fly to the moon today" — using comparing words.
The official wording — 2 outcomes in this unit
- 1.C.9
concrete graphs, using one-to-one correspondence
- 1.C.10
likelihood of familiar life events, using comparative language
Unit 6Financial LiteracyOfficial strand · Financial Literacy
Big Idea: numbers can describe money. Naming Canadian coins, knowing what each is worth, and making simple fair trades with them.
Coins and What They Are Worth
- The value of coins1.C.11 — Name the Canadian coins (nickel, dime, quarter, loonie), tell what each is worth, and make simple fair exchanges — like trading two nickels for one dime.
The official wording — 1 outcome in this unit
- 1.C.11
financial literacy: values of coins, and monetary exchanges
Printable workbook · A keepsake of the year
A Mathematics 1 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
What it looks like in the app
Common questions
Can MapleMind help my child with Mathematics 1?
Yes. MapleMind's AI tutor covers all 11 skills in British Columbia's Mathematics 1 — your child picks the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to British Columbia's official curriculum?
Yes. Every skill in this course maps to an official outcome code from British Columbia's Grade 1 Mathematics curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
What does MapleMind cost?
It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.
What if my child is stuck on just one topic?
That's the point of skill-level tutoring: open Mathematics 1 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons your child doesn't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language your child chooses.
Where can I see the official British Columbia curriculum for Mathematics 1?
The official source is linked on this page — BC's official mathematics curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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