Get help with Mathematics, Grade 1
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The official Manitoba Mathematics, Grade 1 curriculum
Manitoba defines Mathematics, Grade 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 Manitoba's official curriculumRead it on the government site — edu.gov.mb.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand N | 10 | Number |
| Strand PR | 4 | Patterns and Relations |
| Strand SS | 4 | Shape and Space |
Every skill below, taught one on one.
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How MapleMind teaches Mathematics, Grade 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 · Strand N
Counting and skip-counting to 100, subitizing, numbers to 20, place-value ideas, comparing and ordering sets, and first addition and subtraction facts to 20.
Counting and Skip-Counting
- Counting forward and backward by 1s1.N.1 — Say the number sequence by 1s, forward and backward, between any two given numbers from 0 to 100.
- Skip-counting by 2s, 5s, and 10s1.N.1 — Skip-count by 2s to 30, and by 5s and 10s to 100, forward starting at 0.
Counting Strategies and Subitizing
- Seeing how many at a glance1.N.2 — Subitize and name familiar arrangements of 1 to 10 dots or objects without counting one by one.
- Counting on from a number you know1.N.3 — Count a set by using the counting-on strategy, starting from a known quantity and counting on by 1s.
- Counting with groups of 2s, 5s, and 10s1.N.3 — Count sets by using parts or equal groups of 2s, 5s, or 10s, and count on from multiples of 2, 5, and 10.
Numbers to 20
- Showing numbers to 201.N.4 — Represent and describe numbers to 20 concretely, pictorially, and symbolically, including reading number words and placing numerals on a number line.
- Breaking numbers into two parts1.N.4 — Partition any quantity up to 20 into two parts, identify how many are in each part, and determine compatible number pairs for 5, 10, and 20.
- Making equal groups1.N.7 — Show how a number up to 30 can be represented by a variety of equal groups, with and without singles.
Comparing and Estimating
- Comparing sets with referents1.N.5 — Compare and order sets containing up to 20 elements using referents and comparative language.
- Matching sets one to one1.N.5 — Compare two sets using one-to-one correspondence and solve a story problem involving the comparison of two quantities.
- Estimating amounts to 201.N.6 — Estimate quantities to 20 by comparing them to a referent, and explain the estimate.
Addition and Subtraction to 20
- One more, two more, one less, two less1.N.8 — Identify the number up to 20 that is one more, two more, one less, and two less than a given number.
- Talking about adding and taking away1.N.9 — Use familiar and mathematical language to describe additive and subtractive actions from everyday experience.
- Making and solving math stories1.N.9 — Create and solve story problems in context that involve addition and subtraction with answers to 20.
- Showing and writing addition and subtraction1.N.9 — Model addition and subtraction using concrete and visual representations, and record the process symbolically as number sentences.
- Strategies for adding facts to 181.N.10 — Describe and use mental mathematics strategies such as counting on, one more or one less, making 10, and starting from known doubles to determine basic addition facts to 18.
- Using addition to subtract1.N.10 — Use addition to subtract and use related addition and subtraction facts (fact families) to determine the basic subtraction facts to 18.
The official wording — 10 outcomes in this unit
- 1.N.1
Say the number sequence by n 1s forward and backward between any two given numbers (0 to 100)
- 1.N.2
Subitize and name familiar arrangements of 1 to 10 dots (or objects).
- 1.N.3
Demonstrate an understanding of counting by n using the counting-on strategy
- 1.N.4
Represent and describe numbers to 20, concretely, pictorially, and symbolically.
- 1.N.7
Demonstrate, concretely and pictorially, how a number, up to 30, can be represented by a variety of equal groups with and without singles.
- 1.N.5
Compare and order sets containing up to 20 elements to solve problems using n referents
- 1.N.6
Estimate quantities to 20 by using referents.
- 1.N.8
Identify the number, up to 20, that is one more, two more, one less, and two less than a given number.
- 1.N.9
n using familiar and mathematical language to describe additive and subtractive actions from their experience
- 1.N.10
Describe and use mental mathematics strategies including n counting on, counting back n using one more, one less n making 10 n starting from known doubles
Unit 2Patterns and RelationsOfficial strand · Strand PR
Repeating patterns, translating patterns from one form to another, and the equal sign as a balance.
Repeating Patterns
- Describing and extending repeating patterns1.PR.1 — Describe and extend repeating patterns of two to four elements, and identify errors and missing elements in them.
- Copying and creating patterns1.PR.1 — Reproduce and create repeating patterns of two to four elements using manipulatives, sounds, and actions, and identify repeating patterns in the environment.
- Showing a pattern a different way1.PR.2 — Translate repeating patterns from one representation to another, including using a letter code.
Equality and the Equal Sign
- Balance and imbalance1.PR.3 — Describe equality as a balance and inequality as an imbalance, concretely and pictorially, for numbers 0 to 20.
- Writing equalities with the equal sign1.PR.4 — Record equalities using the equal symbol for numbers 0 to 20, with the sum or difference on either side.
The official wording — 4 outcomes in this unit
- 1.PR.1
Demonstrate an understanding of repeating patterns (two to four elements) by n describing n extending patterns using manipulatives, diagrams, sounds, and actions.
- 1.PR.2
Translate repeating patterns from one representation to another.
- 1.PR.3
Describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to 20).
- 1.PR.4
Record equalities using the equal symbol (0 to 20).
Unit 3Shape and SpaceOfficial strand · Strand SS
Measurement as comparing, sorting 2-D shapes and 3-D objects, building composite shapes, and finding 2-D shapes in 3-D objects.
Measuring by Comparing
- Comparing and ordering by an attribute1.SS.1 — Identify attributes that can be compared, such as length, mass, volume, and area, and order objects while making statements of comparison.
- Comparing by filling, covering, and matching1.SS.1 — Compare objects by filling, covering, or matching to find which holds most, has the greatest area, or is longest.
Shapes and Objects
- Sorting shapes and objects1.SS.2 — Sort 3-D objects and 2-D shapes using one attribute, and explain the sorting rule.
- Building shapes from smaller shapes1.SS.3 — Replicate composite 2-D shapes and 3-D objects by selecting the smaller shapes and objects that build them.
- Finding flat shapes on solid objects1.SS.4 — Compare 2-D shapes to parts of 3-D objects in the environment, identifying flat shapes on solid objects.
The official wording — 4 outcomes in this unit
- 1.SS.1
Demonstrate an understanding of measurement as a process of comparing by n identifying attributes that can be compared n ordering objects n making statements of comparison
- 1.SS.2
Sort 3-D objects and 2-D shapes using one attribute, and explain the sorting rule.
- 1.SS.3
Replicate composite 2-D shapes and 3-D objects.
- 1.SS.4
Compare 2-D shapes to parts of 3-D objects in the environment.
Printable workbook · A keepsake of the year
A Mathematics, Grade 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
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Common questions
Can MapleMind help my child with Mathematics, Grade 1?
Yes. MapleMind's AI tutor covers all 27 skills in Manitoba's Mathematics, Grade 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 Manitoba's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Manitoba'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, Grade 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 Manitoba curriculum for Mathematics, Grade 1?
The official source is linked on this page — Manitoba's official 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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