Get help with Mathematics, Grade 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 61 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 Quebec Mathematics, Grade 1 curriculum
Quebec 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 Québec's official education programRead it on the government site — quebec.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand A | 29 | Arithmetic |
| Strand G | 13 | Geometry |
| Strand M | 7 | Measurement |
| Strand S | 4 | Statistics |
| Strand P | 8 | Probability |
Every skill below, taught one on one.
Try the first session free
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 1ArithmeticOfficial strand · Strand A
Understanding numbers, their meanings, and the four operations — the PDA Arithmetic branch.
Counts or recites counting rhymes involving natural numbers
- Counts or recites counting rhymes involving natural numbersARITH.U.A.1 — The student counts or recites counting rhymes involving natural numbers.
Counts collections (using objects or drawings)
- Counts collections (using objects or drawings)ARITH.U.A.2 — The student counts collections (using objects or drawings).
Counts collections (using objects or drawings) — counts a collectio…
- Counts collections (using objects or drawings) — counts a collection by grouping or regroupingARITH.U.A.2.c — The student counts collections (using objects or drawings), counts a collection by grouping or regrouping.
Reads and writes any natural number
- Reads and writes any natural numberARITH.U.A.3 — The student reads and writes any natural number.
Represents natural numbers in different ways or associates a number…
- Represents natural numbers in different ways or associates a number with a set of objects or drawingsARITH.U.A.4 — The student represents natural numbers in different ways or associates a number with a set of objects or drawings.
Composes and decomposes a natural number in a variety of ways
- Composes and decomposes a natural number in a variety of waysARITH.U.A.5 — The student composes and decomposes a natural number in a variety of ways.
Identifies equivalent expressions
- Identifies equivalent expressionsARITH.U.A.6 — The student identifies equivalent expressions.
Compares natural numbers
- Compares natural numbersARITH.U.A.7 — The student compares natural numbers.
Arranges natural numbers in increasing or decreasing order
- Arranges natural numbers in increasing or decreasing orderARITH.U.A.8 — The student arranges natural numbers in increasing or decreasing order.
Describes number patterns, using his/her own words and appropriate…
- Describes number patterns, using his/her own words and appropriate mathematical vocabularyARITH.U.A.9 — The student describes number patterns, using his/her own words and appropriate mathematical vocabulary.
Locates natural numbers using different visual aids
- Locates natural numbers using different visual aidsARITH.U.A.10 — The student locates natural numbers using different visual aids.
Identifies properties of natural numbers
- Identifies properties of natural numbersARITH.U.A.11 — The student identifies properties of natural numbers.
Classifies natural numbers in various ways, based on their properti…
- Classifies natural numbers in various ways, based on their propertiesARITH.U.A.12 — The student classifies natural numbers in various ways, based on their properties.
Approximates a collection, using objects or drawings
- Approximates a collection, using objects or drawingsARITH.U.A.13 — The student approximates a collection, using objects or drawings.
Identifies fractions related to everyday items (using objects or dr…
Represents a fraction in a variety of ways, based on a whole or a c…
- Represents a fraction in a variety of ways, based on a whole or a collection of objectsARITH.U.B.2 — The student represents a fraction in a variety of ways, based on a whole or a collection of objects.
Determines the operation(s) to perform in a given situation
- Determines the operation(s) to perform in a given situationARITH.M.A.1 — The student determines the operation(s) to perform in a given situation.
Uses objects, diagrams or equations to represent a situation and co…
- Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of addition and subtraction)ARITH.M.A.2 — The student uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of addition and subtraction).
Uses objects, diagrams or equations to represent a situation and co…
- Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of multiplication and division)ARITH.M.A.3 — The student uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of multiplication and division).
Establishes equality relations between numerical expressions
- Establishes equality relations between numerical expressionsARITH.M.A.4 — The student establishes equality relations between numerical expressions.
Determines numerical equivalencies using operations and the commuta…
- Determines numerical equivalencies using operations and the commutative propertyARITH.M.A.5 — The student determines numerical equivalencies using the relationships between addition and subtraction and the commutative property of addition.
Approximates the result of an addition or subtraction
- Approximates the result of an addition or subtractionARITH.O.A.1 — The student approximates the result of an addition or subtraction involving natural numbers.
Builds a repertoire of memorized addition and subtraction facts1
- Builds a repertoire of memorized addition and subtraction facts1ARITH.O.A.2 — The student builds a repertoire of memorized addition and subtraction facts1.
Develops processes for mental computation
- Develops processes for mental computationARITH.O.A.3 — The student develops processes for mental computation.
Develops processes for written computation (addition and subtractio…
- Develops processes for written computation (addition and subtraction)ARITH.O.A.4 — The student develops processes for written computation (addition and subtraction).
Determines the missing term in an equation (relationships between o…
- Determines the missing term in an equation (relationships between operations) — a + b = □, a + □ = c, □ + b = c, a – b = □, a – □ = c, □ – b = cARITH.O.A.5 — The student determines the missing term in an equation (relationships between operations), a + b = □, a + □ = c, □ + b = c, a – b = □, a – □ = c, □ – b = c.
Using his/her own words and mathematical language that is at an app…
- Using his/her own words and mathematical language that is at an appropriate level for the cycle, describesARITH.O.A.13 — The student using his/her own words and mathematical language that is at an appropriate level for the cycle, describes.
Adds new terms to a series when the first three terms or more are g…
- Adds new terms to a series when the first three terms or more are givenARITH.O.A.14 — The student adds new terms to a series when the first three terms or more are given.
Uses a calculator: becomes familiar with its basic functions
- Uses a calculator: becomes familiar with its basic functionsARITH.O.A.15 — The student uses a calculator and becomes familiar with its basic functions (+, –, =, the 0-to-9 number keys).
The official wording — 29 outcomes in this unit
- ARITH.U.A.1
Counts or recites counting rhymes involving natural numbers
- ARITH.U.A.2
Counts collections (using objects or drawings)
- ARITH.U.A.2.c
counts a collection by grouping or regrouping
- ARITH.U.A.3
Reads and writes any natural number
- ARITH.U.A.4
Represents natural numbers in different ways or associates a number with a set of objects or drawings
- ARITH.U.A.5
Composes and decomposes a natural number in a variety of ways (e.g. 123 = 100 + 23 123 = 100 + 20 + 3 123 = 50 + 50 + 20 + 3 123 = 2 × 50 + 30 − 7 123 = 2 × 60 + 3)
- ARITH.U.A.6
Identifies equivalent expressions (e.g. 52 = 40 + 12, 25 + 27 = 40 + 12, 52 = 104 ÷ 2)
- ARITH.U.A.7
Compares natural numbers
- ARITH.U.A.8
Arranges natural numbers in increasing or decreasing order
- ARITH.U.A.9
Describes number patterns, using his/her own words and appropriate mathematical vocabulary (e.g. even numbers, odd numbers, square numbers, triangular numbers, prime numbers, composite numbers)
- ARITH.U.A.10
Locates natural numbers using different visual aids (e.g. hundreds chart, number strip, number line)
- ARITH.U.A.11
Identifies properties of natural numbers
- ARITH.U.A.12
Classifies natural numbers in various ways, based on their properties (e.g. even numbers, composite numbers)
- ARITH.U.A.13
Approximates a collection, using objects or drawings (e.g. estimate, round up/down to a given value)
- ARITH.U.B.1
Identifies fractions related to everyday items (using objects or drawings)
- ARITH.U.B.2
Represents a fraction in a variety of ways, based on a whole or a collection of objects
- ARITH.M.A.1
Determines the operation(s) to perform in a given situation
- ARITH.M.A.2
Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of addition and subtraction)
- ARITH.M.A.3
Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of multiplication and division)
- ARITH.M.A.4
Establishes equality relations between numerical expressions (e.g. 3 + 2 = 6 – 1)
- ARITH.M.A.5
Determines numerical equivalencies using relationships between
- ARITH.O.A.1
Approximates the result of
- ARITH.O.A.2
Builds a repertoire of memorized addition and subtraction facts1
- ARITH.O.A.3
Develops processes for mental computation
- ARITH.O.A.4
Develops processes for written computation (addition and subtraction)
- ARITH.O.A.5
Determines the missing term in an equation (relationships between operations): a + b = □, a + □ = c, □ + b = c, a – b = □, a – □ = c, □ – b = c
- ARITH.O.A.13
Using his/her own words and mathematical language that is at an appropriate level for the cycle, describes
- ARITH.O.A.14
Adds new terms to a series when the first three terms or more are given
- ARITH.O.A.15
Uses a calculator and
Unit 2GeometryOfficial strand · Strand G
Space, plane figures and solids, and spatial sense — the PDA Geometry branch.
Gets his/her bearings and locates objects in space (spatial relatio…
- Gets his/her bearings and locates objects in space (spatial relationships)GEOM.A.1 — The student gets his/her bearings and locates objects in space (spatial relationships).
Locates objects in a plane
- Locates objects in a planeGEOM.A.2 — The student locates objects in a plane.
Locates objects on an axis (based on the types of numbers studied)
- Locates objects on an axis (based on the types of numbers studied)GEOM.A.3 — The student locates objects on an axis (based on the types of numbers studied).
Locates points in a Cartesian plane
- Locates points in a Cartesian planeGEOM.A.4 — The student locates points in a Cartesian plane.
Compares objects or parts of objects in the environment with solids
- Compares objects or parts of objects in the environment with solidsGEOM.B.1 — The student compares objects or parts of objects in the environment with solids.
Compares and constructs solids
- Compares and constructs solidsGEOM.B.2 — The student compares and constructs solids.
Identifies the main solids
- Identifies the main solidsGEOM.B.3 — The student identifies the main solids.
Identifies and represents the different faces of a prism or pyramid…
- Identifies and represents the different faces of a prism or pyramid (base, face, flat and curved surfaces)GEOM.B.4 — The student identifies and represents the different faces of a prism or pyramid (base, face, flat and curved surfaces).
Compares and constructs figures made with closed curved lines or cl…
- Compares and constructs figures made with closed curved lines or closed straight linesGEOM.C.1 — The student compares and constructs figures made with closed curved lines or closed straight lines.
Identifies plane figures (square, rectangle, triangle, rhombus and…
- Identifies plane figures (square, rectangle, triangle, rhombus and circle)GEOM.C.2 — The student identifies plane figures (square, rectangle, triangle, rhombus and circle).
Describes plane figures (square, rectangle, triangle and rhombus)
- Describes plane figures (square, rectangle, triangle and rhombus)GEOM.C.3 — The student describes plane figures (square, rectangle, triangle and rhombus).
Identifies congruent figures
- Identifies congruent figuresGEOM.D.1 — The student identifies congruent figures.
Observes and produces patterns using geometric figures
- Observes and produces patterns using geometric figuresGEOM.D.2 — The student observes and produces patterns using geometric figures.
The official wording — 13 outcomes in this unit
- GEOM.A.1
Gets his/her bearings and locates objects in space (spatial relationships)
- GEOM.A.2
Locates objects in a plane
- GEOM.A.3
Locates objects on an axis (based on the types of numbers studied)
- GEOM.A.4
Locates points in a Cartesian plane
- GEOM.B.1
Compares objects or parts of objects in the environment with solids (e.g. spheres, cones, cubes, cylinders, prisms, pyramids)
- GEOM.B.2
Compares and constructs solids (e.g. spheres, cones, cubes, cylinders, prisms, pyramids)
- GEOM.B.3
Identifies the main solids (e.g. spheres, cones, cubes, cylinders, prisms, pyramids)
- GEOM.B.4
Solid, base of a solid, face, flat surface, curved surface Sphere, cone, cube, cylinder, prism, pyramid Identifies and represents the different faces of a prism or pyramid
- GEOM.C.1
Compares and constructs figures made with closed curved lines or closed straight lines
- GEOM.C.2
Identifies plane figures (square, rectangle, triangle, rhombus and circle)
- GEOM.C.3
Describes plane figures (square, rectangle, triangle and rhombus)
- GEOM.D.1
Identifies congruent figures
- GEOM.D.2
Observes and produces patterns using geometric figures
Unit 3MeasurementOfficial strand · Strand M
Comparing and measuring length, area, volume, time, angles and more — the PDA Measurement branch.
Compares lengths
- Compares lengthsMEAS.A.1 — The student compares lengths.
Constructs rulers
- Constructs rulersMEAS.A.2 — The student constructs rulers.
Estimates and measures the dimensions of an object using unconventi…
- Estimates and measures the dimensions of an object using unconventional unitsMEAS.A.3 — The student estimates and measures the dimensions of an object using unconventional units.
Estimates and measures the dimensions of an object using convention…
- Estimates and measures the dimensions of an object using conventional unitsMEAS.A.4 — The student estimates and measures the dimensions of an object using conventional units.
Estimates and measures time using conventional units
- Estimates and measures time using conventional unitsMEAS.G.1 — The student estimates and measures time using conventional units.
Establishes relationships between units of measure for time
- Establishes relationships between units of measure for timeMEAS.G.2 — The student establishes relationships between the units of measure for time.
Estimates and measures temperature using conventional units
- Estimates and measures temperature using conventional unitsMEAS.H.1 — The student estimates and measures temperature using conventional units.
The official wording — 7 outcomes in this unit
- MEAS.A.1
Compares lengths
- MEAS.A.2
Constructs rulers
- MEAS.A.3
Estimates and measures the dimensions of an object using unconventional units
- MEAS.A.4
Estimates and measures the dimensions of an object using conventional units
- MEAS.G.1
Estimates and measures time using conventional units
- MEAS.G.2
Establishes relationships between units of measure
- MEAS.H.1
Estimates and measures temperature using conventional units
Unit 4StatisticsOfficial strand · Strand S
Collecting, organizing and reading data — the PDA Statistics branch.
Formulates questions for a survey (based on age-appropriate topics,…
- Formulates questions for a survey (based on age-appropriate topics, students’ language level, etc.)STAT.1 — The student formulates questions for a survey (based on age-appropriate topics, students’ language level, etc.).
Collects, describes and organizes data (classifies or categorizes)…
- Collects, describes and organizes data (classifies or categorizes) using tablesSTAT.2 — The student collects, describes and organizes data (classifies or categorizes) using tables.
Interprets data using a table, a bar graph and a pictograph
- Interprets data using a table, a bar graph and a pictographSTAT.3 — The student interprets data using a table, a bar graph and a pictograph.
Displays data using a table, a bar graph and a pictograph
- Displays data using a table, a bar graph and a pictographSTAT.4 — The student displays data using a table, a bar graph and a pictograph.
The official wording — 4 outcomes in this unit
- STAT.1
Formulates questions for a survey (based on age-appropriate topics, students’ language level, etc.)
- STAT.2
Collects, describes and organizes data (classifies or categorizes) using tables
- STAT.3
Interprets data using
- STAT.4
Displays data using
Unit 5ProbabilityOfficial strand · Strand P
Chance, likelihood and simple experiments — the PDA Probability branch.
When applicable, recognizes variability in possible outcomes (uncer…
- When applicable, recognizes variability in possible outcomes (uncertainty)PROB.1 — The student when applicable, recognizes variability in possible outcomes (uncertainty).
When applicable, recognizes equiprobability
- When applicable, recognizes equiprobabilityPROB.2 — The student when applicable, recognizes equiprobability.
When applicable, becomes aware of the independence of events in an…
- When applicable, becomes aware of the independence of events in an experimentPROB.3 — The student when applicable, becomes aware of the independence of events in an experiment.
Experiments with activities involving chance, using various objects
- Experiments with activities involving chance, using various objectsPROB.4 — The student experiments with activities involving chance, using various objects.
Predicts qualitatively an outcome or several events using a probabi…
- Predicts qualitatively an outcome or several events using a probability line, among other thingsPROB.5 — The student predicts qualitatively an outcome or several events using a probability line, among other things.
Distinguishes between prediction and outcome
- Distinguishes between prediction and outcomePROB.6 — The student distinguishes between prediction and outcome.
Uses tables or diagrams to collect and display the outcomes of an e…
- Uses tables or diagrams to collect and display the outcomes of an experimentPROB.7 — The student uses tables or diagrams to collect and display the outcomes of an experiment.
Enumerates the possible outcomes of a simple random experiment
- Enumerates the possible outcomes of a simple random experimentPROB.8 — The student enumerates the possible outcomes of a simple random experiment.
The official wording — 8 outcomes in this unit
- PROB.1
When applicable, recognizes variability in possible outcomes (uncertainty)
- PROB.2
When applicable, recognizes equiprobability (e.g. quantity, symmetry of an object [cube])
- PROB.3
When applicable, becomes aware of the independence of events in an experiment
- PROB.4
Experiments with activities involving chance, using various objects (e.g. spinners, rectangular prisms, glasses, marbles, thumb tacks, 6-, 8- or 12-sided dice)
- PROB.5
Predicts qualitatively an outcome or several events using a probability line, among other things
- PROB.6
Distinguishes between prediction and outcome
- PROB.7
Uses tables or diagrams to collect and display the outcomes of an experiment
- PROB.8
Enumerates possible outcomes of
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.
$4.99 CAD
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, Grade 1?
Yes. MapleMind's AI tutor covers all 61 skills in Quebec'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 Quebec's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Quebec'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 Quebec curriculum for Mathematics, Grade 1?
The official source is linked on this page — Québec's official education program. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
Keep exploring
Ready when you are
Pick a skill from this page and see it taught properly — free, in the browser, in under a minute.