Get help with Mathematics, Grade 1
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The official Prince Edward Island Mathematics, Grade 1 curriculum
Prince Edward Island 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 Prince Edward Island's official curriculumRead it on the government site — princeedwardisland.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand N | 9 | Number |
| Strand PR | 3 | Patterns and Relations |
| Strand SS | 2 | 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, seeing small amounts at a glance, counting sets, numbers to 20, comparing and estimating, equal groups, one and two more or less, and first addition and subtraction facts to 20.
Counting and Skip-Counting
- Counting forward and backward by 1s1.N1 — 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.N1 — Skip-count forward by 2s to 20, and by 5s and 10s to 100, starting at 0, using a hundred chart or a number line.
Counting Sets
- Seeing how many at a glance1.N2 — Recognize at a glance and name familiar arrangements of one to ten objects or dots, without counting one by one.
- The last number tells how many1.N3 — Count a set and understand that the last number said identifies how many, and that a set has only one count no matter the order counted.
- Counting on from a number you know1.N3 — Count a set by counting on from a known quantity instead of starting over at one.
- Counting a set in equal groups1.N3 — Count a set by using parts or equal groups, such as grouping objects into pairs and counting by 2s.
Numbers to 20
- Showing numbers to 201.N4 — Represent and describe numbers to 20 concretely with manipulatives, pictorially with drawings, and symbolically with numerals.
- Showing a number as equal groups1.N6 — Show, concretely and pictorially, how a given number can be represented by a variety of equal groups, with and without singles left over.
Comparing Sets and More or Less
- Comparing sets with a referent1.N5 — Compare sets containing up to 20 elements using referents, and describe them with comparative words such as more, fewer, or as many.
- Matching sets one to one1.N5 — Compare two sets using one-to-one correspondence and solve story problems that involve comparing two quantities up to 20.
- One more, two more, one less, two less1.N7 — Identify the number, up to 20, that is one more, two more, one less, and two less than a given number.
Addition and Subtraction to 20
- Talking about adding and taking away1.N8 — Use familiar and mathematical language to describe additive and subtractive actions from everyday experience, for numbers with answers to 20.
- Solving adding and taking-away problems1.N8 — Create and solve problems in context that involve addition and subtraction with answers to 20, using concrete and visual representations.
- Modelling and recording number sentences1.N8 — Model addition and subtraction with concrete and visual representations and record the process symbolically as a number sentence, for answers to 20 and their corresponding subtraction facts.
- Counting on and counting back to add and subtract1.N9 — Describe and use the counting-on and counting-back mental math strategies for basic addition and subtraction facts to 18 (memorization not intended).
- Making 10 and using doubles1.N9 — Describe and use the making-10 and doubles mental math strategies for basic addition facts to 18.
- Using addition to subtract1.N9 — Describe and use the using-addition-to-subtract mental math strategy for basic subtraction facts to 18.
The official wording — 9 outcomes in this unit
- 1.N1
Say the number sequence, 0 to 100, by 1s forward and backward between any two given numbers
- 1.N2
Recognize, at a glance, and name familiar arrangements of 1 to 10 objects or dots.
- 1.N3
Demonstrate an understanding of counting by indicating that the last number said identifies “how many”; showing that any set has only one count
- 1.N4
Represent and describe numbers to 20 concretely, pictorially and symbolically.
- 1.N6
Demonstrate, concretely and pictorially, how a given number can be represented by a variety of equal groups with and without singles.
- 1.N5
Compare sets containing up to 20 elements to solve problems using: referents
- 1.N7
Identify the number, up to 20, that is one more, two more, one less and two less than a given number.
- 1.N8
using familiar and mathematical language to describe additive and subtractive actions from their experience
- 1.N9
Describe and use mental mathematics strategies (memorization not intended), such as: counting on and counting back
Unit 2Patterns and RelationsOfficial strand · Strand PR
Repeating patterns, translating patterns from one form to another, and equality as a balance.
Repeating Patterns
- Describing repeating patterns1.PR1 — Describe repeating patterns of two to four elements by naming the part that repeats (the core), using manipulatives, diagrams, sounds, and actions.
- Copying, extending, and creating patterns1.PR1 — Reproduce, extend, and create repeating patterns of two to four elements using manipulatives, diagrams, sounds, and actions.
- Translating a pattern to a new form1.PR2 — Translate a repeating pattern from one representation to another, such as turning a colour pattern into a sound or action pattern with the same core.
Equality as a Balance
- Balance and imbalance1.PR3 — Describe equality as a balance and inequality as an imbalance, concretely and pictorially, for numbers 0 to 20.
The official wording — 3 outcomes in this unit
- 1.PR1
Demonstrate an understanding of repeating patterns (two to four elements) by: describing
- 1.PR2
Translate repeating patterns from one representation to another.
- 1.PR3
Describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to 20).
Unit 3Shape and SpaceOfficial strand · Strand SS
Measurement as a process of comparing, and sorting, comparing, and constructing 3-D objects and 2-D shapes.
Measuring by Comparing
- Comparing and ordering by an attribute1.SS1 — Identify attributes such as length and mass that can be compared, order objects by an attribute, and make statements of comparison.
- Comparing by filling, covering, and matching1.SS1 — Compare objects by filling, covering, or matching to find which holds most, covers most, or is longest.
Sorting and Building Shapes
- Sorting, comparing, and building shapes and objects1.SS2 — Sort, compare, and construct 3-D objects and 2-D shapes, describing how they are alike and different.
The official wording — 2 outcomes in this unit
- 1.SS1
Demonstrate an understanding of measurement as a process of comparing by: identifying attributes that can be compared; ordering objects; making statements of comparison
- 1.SS2
Sort, compare, and construct 3D objects and 2D shapes
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 24 skills in Prince Edward Island'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 Prince Edward Island's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Prince Edward Island'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 Prince Edward Island curriculum for Mathematics, Grade 1?
The official source is linked on this page — Prince Edward Island'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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