Curriculum (Poland)

Mathematics — Grade 1 of Primary School

Math scope for 1st grade of primary school: counting up to 20, addition and subtraction without crossing the tens barrier, comparing numbers, shapes, the clock, and first word problems. Ready-to-use worksheet templates for each topic to generate a printable PDF worksheet.

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What does a child learn in 1st grade math?

In grade 1, a child counts up to 20, adds and subtracts mentally, compares numbers, and recognizes basic shapes. They learn about the clock, the calendar, and first word problems — most often single-step, supported by pictures.

Important note about the curriculum: the Polish core curriculum for early childhood education is structured in a block format — it defines what the student knows at the end of grade 3, rather than separately after grades 1 and 2. That is why in the "Curriculum scope" section below you see the full grade 1–3 block along with quotes from the ministerial regulation — while the list of exercise templates shows what we cover from this block specifically in grade 1.

Curriculum scope

Curriculum point EW.MAT.I-III.1 · Teaching content · checked against the act

Achievements in understanding spatial relations and size characteristics.

our translation · original wording (PL): Osiągnięcia w zakresie rozumienia stosunków przestrzennych i cech wielkościowych.

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 1
Curriculum point EW.MAT.I-III.1.1 · Teaching content · checked against the act

determines and presents the relative position of objects on a plane and in space; determines and presents the direction of movement of objects and people; determines the position of an object to the right/to the left of a person seen from the front (also shown in a photograph or picture);

our translation · original wording (PL): określa i prezentuje wzajemne położenie przedmiotów na płaszczyźnie i w przestrzeni; określa i prezentuje kierunek ruchu przedmiotów oraz osób; określa położenie przedmiotu na prawo/na lewo od osoby widzianej z przodu (także przedstawionej na fotografii czy obrazku);

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 1 pkt 1
Curriculum point EW.MAT.I-III.1.2 · Teaching content · checked against the act

compares objects with respect to a distinguished size attribute, e.g. length or mass; classifies objects;

our translation · original wording (PL): porównuje przedmioty pod względem wyróżnionej cechy wielkościowej, np. długości czy masy; dokonuje klasyfikacji przedmiotów;

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 1 pkt 2

Comparing the Length of Objects (we teach in grade 1-3)
Curriculum point EW.MAT.I-III.1.3 · Teaching content · checked against the act

uses the concepts: vertical, horizontal, diagonal.

our translation · original wording (PL): posługuje się pojęciami: pion, poziom, skos.

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 1 pkt 3

Recognizing directions: vertical, horizontal, and diagonal (we teach in grade 1-3)
Curriculum point EW.MAT.I-III.2 · Teaching content · checked against the act

Achievements in understanding numbers and their properties.

our translation · original wording (PL): Osiągnięcia w zakresie rozumienia liczb i ich własności.

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 2
Curriculum point EW.MAT.I-III.2.1 · Teaching content · checked against the act

counts (forwards and backwards) from a given number by 1, by 2, by 10, etc.;

our translation · original wording (PL): liczy (w przód i wstecz) od podanej liczby po 1, po 2, po 10 itp.;

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 2 pkt 1

Number range: liczby naturalne do 1000

Counting forward and backward by a fixed step (we teach in grade 1-3)
Curriculum point EW.MAT.I-III.2.2 · Teaching content · checked against the act

reads and writes, using digits, numbers from zero to one thousand and selected numbers up to one million (e.g. 1 500, 10 000, 800 000);

our translation · original wording (PL): odczytuje i zapisuje, za pomocą cyfr, liczby od zera do tysiąca oraz wybrane liczby do miliona (np. 1 500, 10 000, 800 000);

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 2 pkt 2

Number range: od zera do tysiąca; wybrane liczby do miliona (odczyt)
Curriculum point EW.MAT.I-III.2.3 · Teaching content · checked against the act

explains the meaning of digits in the notation of a number; indicates ones, tens, hundreds, etc., determines order using an ordinal number;

our translation · original wording (PL): wyjaśnia znaczenie cyfr w zapisie liczby; wskazuje jedności, dziesiątki, setki itd., określa kolejność, posługując się liczbą porządkową;

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 2 pkt 3

Number range: liczby trzycyfrowe

Determining order: ordinal numbers (we teach in grade 1-3)
Curriculum point EW.MAT.I-III.2.4 · Teaching content · checked against the act

compares numbers; orders numbers from smallest to largest and vice versa; understands formulations of the type: a number 7 greater, a number 10 smaller; uses the symbols: <, =, >.

our translation · original wording (PL): porównuje liczby; porządkuje liczby od najmniejszej do największej i odwrotnie; rozumie sformułowania typu: liczba o 7 większa, liczba o 10 mniejsza; stosuje znaki: <, =, >.

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 2 pkt 4

Number range: liczby naturalne do 1000

Comparing numbers up to 100 (we teach in grade 1-3)
Curriculum point EW.MAT.I-III.3 · Teaching content · checked against the act

Achievements in the area of using numbers.

our translation · original wording (PL): Osiągnięcia w zakresie posługiwania się liczbami.

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 3
Curriculum point EW.MAT.I-III.3.1 · Teaching content · checked against the act

explains the essence of mathematical operations – addition, subtraction, multiplication, division and the relationships between them; intuitively uses the properties of operations;

our translation · original wording (PL): wyjaśnia istotę działań matematycznych – dodawania, odejmowania, mnożenia, dzielenia oraz związki między nimi; korzysta intuicyjnie z własności działań;

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 3 pkt 1

Convenient mental addition of multiple numbers (we teach in grade 1-3)
Curriculum point EW.MAT.I-III.3.2 · Teaching content · checked against the act

adds mentally to a given number and subtracts mentally from a given number: a one-digit number, the number 10, the number 100, and multiples of 10 and 100 (in simpler examples);

our translation · original wording (PL): dodaje do podanej liczby w pamięci i od podanej liczby odejmuje w pamięci: liczbę jednocyfrową, liczbę 10, liczbę 100 oraz wielokrotności 10 i 100 (w prostszych przykładach);

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 3 pkt 2

Number range: dodawanie i odejmowanie w pamięci; wielokrotności 10 i 100

Not required at this stage: algorytmy pisemne (dodawanie i odejmowanie pod kreską) — podstawa wymaga obliczeń pamięciowych i zapisu cząstkowego

Mental addition within 100 (we teach in grade 1-3) · Addition within 20 without regrouping (we teach in grade 1)
Curriculum point EW.MAT.I-III.3.3 · Teaching content · checked against the act

multiplies and divides mentally within the multiplication table; multiplies numbers less than 20 by 10 mentally; solves equations with an unknown written in the form of a box (fills in the box); uses own strategies when performing calculations; uses the equals sign and the signs of the four basic operations;

our translation · original wording (PL): mnoży i dzieli w pamięci w zakresie tabliczki mnożenia; mnoży w pamięci przez 10 liczby mniejsze od 20; rozwiązuje równania z niewiadomą zapisaną w postaci okienka (uzupełnia okienko); stosuje własne strategie, wykonując obliczenia; posługuje się znakiem równości i znakami czterech podstawowych działań;

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 3 pkt 3

Number range: tabliczka mnożenia; mnożenie przez 10 liczb < 20

Not required at this stage: dzielenie pisemne, dzielenie z resztą
Curriculum point EW.MAT.I-III.3.4 · Teaching content · checked against the act

adds and subtracts two-digit numbers, writing down partial results of operations if necessary or, performing operations mentally, gives the result immediately; calculates sums and differences of larger numbers in simple examples such as: 250 + 50, 180 – 30; multiplies two-digit numbers by 2, writing down partial results of operations if they need to; uses their own strategies in calculations.

our translation · original wording (PL): dodaje i odejmuje liczby dwucyfrowe, zapisując w razie potrzeby cząstkowe wyniki działań lub, wykonując działania w pamięci, od razu podaje wynik; oblicza sumy i różnice większych liczb w prostych przykładach typu: 250 + 50, 180 – 30; mnoży liczby dwucyfrowe przez 2, zapisując, jeśli ma taką potrzebę, cząstkowe wyniki działań; przy obliczeniach stosuje własne strategie.

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 3 pkt 4

Number range: liczby dwucyfrowe; proste przykłady typu 250 + 50

Not required at this stage: algorytmy pisemne
Curriculum point EW.MAT.I-III.4 · Teaching content · checked against the act

Achievements in the area of reading mathematical texts.

our translation · original wording (PL): Osiągnięcia w zakresie czytania tekstów matematycznych.

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 4
Curriculum point EW.MAT.I-III.4.1 · Teaching content · checked against the act

analyzes and solves simple and selected complex word problems; recognizes a mathematical problem and creates their own strategy for solving it, appropriate to the conditions of the problem; describes the solution using operations, equations with a box, a drawing, or in another way of their choice;

our translation · original wording (PL): analizuje i rozwiązuje zadania tekstowe proste i wybrane złożone; dostrzega problem matematyczny oraz tworzy własną strategię jego rozwiązania, odpowiednią do warunków zadania; opisuje rozwiązanie za pomocą działań, równości z okienkiem, rysunku lub w inny wybrany przez siebie sposób;

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 4 pkt 1

Solving simple word problems (we teach in grade 1-3)
Curriculum point EW.MAT.I-III.4.2 · Teaching content · checked against the act

poses problems and solves them, creates mathematical puzzles, uses their own artistic, technical, and construction activity in this process; carries out selected activities using simple computer applications.

our translation · original wording (PL): układa zadania i je rozwiązuje, tworzy łamigłówki matematyczne, wykorzystuje w tym procesie własną aktywność artystyczną, techniczną, konstrukcyjną; wybrane działania realizuje za pomocą prostych aplikacji komputerowych.

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 4 pkt 2
Curriculum point EW.MAT.I-III.5 · Teaching content · checked against the act

Achievements in understanding geometric concepts.

our translation · original wording (PL): Osiągnięcia w zakresie rozumienia pojęć geometrycznych.

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 5
Curriculum point EW.MAT.I-III.5.1 · Teaching content · checked against the act

recognises – in the natural environment (including on the faces of solid figures) and in drawings – geometric figures: rectangle, square, triangle, circle; distinguishes these figures from other figures; draws line segments and broken lines using a ruler; draws rectangles (including squares) freehand, using a square grid;

our translation · original wording (PL): rozpoznaje – w naturalnym otoczeniu (w tym na ścianach figur przestrzennych) i na rysunkach – figury geometryczne: prostokąt, kwadrat, trójkąt, koło; wyodrębnia te figury spośród innych figur; kreśli przy linijce odcinki i łamane; rysuje odręcznie prostokąty (w tym kwadraty), wykorzystując sieć kwadratową;

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 5 pkt 1

Recognizing basic geometric shapes (we teach in grade 1-3) · Drawing segments and polygonal chains with a ruler (we teach in grade 1-3)
Curriculum point EW.MAT.I-III.5.2 · Teaching content · checked against the act

measures the lengths of line segments, sides of geometric figures, etc.; states the measurement result using units of length: centimeter, meter, millimeter; explains the relationships between units of length; uses compound units; explains the concept of the kilometer;

our translation · original wording (PL): mierzy długości odcinków, boków figur geometrycznych itp.; podaje wynik pomiaru, posługując się jednostkami długości: centymetr, metr, milimetr; wyjaśnia związki między jednostkami długości; posługuje się wyrażeniami dwumianowanymi; wyjaśnia pojęcie kilometr;

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 5 pkt 2

Number range: milimetr, centymetr, metr; kilometr jako pojęcie
Curriculum point EW.MAT.I-III.5.3 · Teaching content · checked against the act

measures the perimeters of various figures using measuring tools, also in everyday life contexts; calculates the perimeter of a triangle and a rectangle (including also a square) with given sides;

our translation · original wording (PL): mierzy obwody różnych figur za pomocą narzędzi pomiarowych, także w kontekstach z życia codziennego; oblicza obwód trójkąta i prostokąta (w tym także kwadratu) o danych bokach;

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 5 pkt 3

Number range: wyniki w zakresie 100
Curriculum point EW.MAT.I-III.5.4 · Teaching content · checked against the act

notices symmetry in the natural environment, in applied art and other human creations present in the child's surroundings.

our translation · original wording (PL): dostrzega symetrię w środowisku przyrodniczym, w sztuce użytkowej i innych wytworach człowieka obecnych w otoczeniu dziecka.

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 5 pkt 4
Curriculum point EW.MAT.I-III.6 · Teaching content · checked against the act

Achievements in applying mathematics in real-life situations and in other areas of education.

our translation · original wording (PL): Osiągnięcia w zakresie stosowania matematyki w sytuacjach życiowych oraz w innych obszarach edukacji.

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 6
Curriculum point EW.MAT.I-III.6.1 · Teaching content · checked against the act

classifies objects and various elements of the social and natural environment based on identified features; notices rhythm in the natural environment, applied art and other human creations present in the child's environment;

our translation · original wording (PL): klasyfikuje obiekty i różne elementy środowiska społeczno-przyrodniczego z uwagi na wyodrębnione cechy; dostrzega rytm w środowisku przyrodniczym, sztuce użytkowej i innych wytworach człowieka, obecnych w środowisku dziecka;

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 6 pkt 1

Recognizing and completing patterns (we teach in grade 1-3)
Curriculum point EW.MAT.I-III.6.2 · Teaching content · checked against the act

divides into two and four equal parts, e.g. a sheet of paper, chocolate; uses the terms: half, two and a half, four equal parts, fourth part or quarter;

our translation · original wording (PL): dzieli na dwie i cztery równe części, np. kartkę papieru, czekoladę; używa pojęć: połowa, dwa i pół, cztery równe części, czwarta część lub ćwierć;

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 6 pkt 2
Curriculum point EW.MAT.I-III.6.3 · Teaching content · checked against the act

performs money calculations; converts zlotys into grosze and vice versa, distinguishes denominations on coins and banknotes, indicates differences in their purchasing power;

our translation · original wording (PL): wykonuje obliczenia pieniężne; zamienia złote na grosze i odwrotnie, rozróżnia nominały na monetach i banknotach, wskazuje różnice w ich sile nabywczej;

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 6 pkt 3

Number range: kwoty do 100 zł

Converting zlotys to grosze (we teach in grade 1-3)
Curriculum point EW.MAT.I-III.6.4 · Teaching content · checked against the act

reads time on an analogue clock and a digital clock (displaying digits in a 24-hour system); performs simple calculations related to time; uses units of time: 24-hour day, hour, minute, second; uses a stopwatch, phone, tablet, and computer applications; writes dates, e.g. their date of birth or the current date; uses a calendar; reads and writes Roman numerals at least up to XII;

our translation · original wording (PL): odczytuje godziny na zegarze ze wskazówkami oraz elektronicznym (wyświetlającym cyfry w systemie 24-godzinnym); wykonuje proste obliczenia dotyczące czasu; posługuje się jednostkami czasu: doba, godzina, minuta, sekunda; posługuje się stoperem, aplikacjami telefonu, tabletu, komputera; zapisuje daty np. swojego urodzenia lub datę bieżącą; posługuje się kalendarzem; odczytuje oraz zapisuje znaki rzymskie co najmniej do XII;

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 6 pkt 4

Number range: doba, godzina, minuta, sekunda; znaki rzymskie do XII

Telling time on a clock (we teach in grade 1-3)
Curriculum point EW.MAT.I-III.6.5 · Teaching content · checked against the act

measures temperature using a thermometer and reads it;

our translation · original wording (PL): mierzy temperaturę za pomocą termometru oraz odczytuje ją;

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 6 pkt 5
Curriculum point EW.MAT.I-III.6.6 · Teaching content · checked against the act

makes estimated calculations in various real-life situations;

our translation · original wording (PL): dokonuje obliczeń szacunkowych w różnych sytuacjach życiowych;

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 6 pkt 6
Curriculum point EW.MAT.I-III.6.7 · Teaching content · checked against the act

weighs; uses the terms: kilogram, decagram, gram, tonne; knows the relationships between these units; measures liquids; uses the terms: litre, half a litre, quarter of a litre;

our translation · original wording (PL): waży; używa określeń: kilogram, dekagram, gram, tona; zna zależności między tymi jednostkami; odmierza płyny; używa określeń: litr, pół litra, ćwierć litra;

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 6 pkt 7
Curriculum point EW.MAT.I-III.6.8 · Teaching content · checked against the act

uses checkers, chess and other board or logic games to develop strategic and logical thinking skills, understanding of rules, etc.; transforms games, creating their own strategies and organizational rules;

our translation · original wording (PL): wykorzystuje warcaby, szachy i inne gry planszowe lub logiczne do rozwijania umiejętności myślenia strategicznego, logicznego, rozumienia zasad itd.; przekształca gry, tworząc własne strategie i zasady organizacyjne;

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 6 pkt 8
Curriculum point EW.MAT.I-III.6.9 · Teaching content · checked against the act

uses acquired skills for problem-solving, creative activities and exploration of the world, taking care of one's own development and creating individual learning strategies.

our translation · original wording (PL): wykorzystuje nabyte umiejętności do rozwiązywania problemów, działań twórczych i eksploracji świata, dbając o własny rozwój i tworząc indywidualne strategie uczenia się.

Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 6 pkt 9
EW.MAT.I-III.WR.1 (our numbering) · How it is taught

At this stage, calculations are carried out mentally, with the support of partial recording — the core curriculum does not require written algorithms (column addition, written division); this is material for stage II of education.

our translation · original wording (PL): Na tym etapie obliczenia prowadzi się pamięciowo, ze wsparciem zapisu cząstkowego — podstawa nie wymaga algorytmów pisemnych (dodawania pod kreską, dzielenia pisemnego); to materiał II etapu edukacyjnego.

our summary of the point · Dz.U. 2017 poz. 356, zal. nr 2, II. Edukacja matematyczna, ust. 3 pkt 2 i 4 — nasz wniosek z brzmienia punktów

Not required at this stage: algorytmy pisemne, dzielenie pisemne, dzielenie z resztą
EW.MAT.I-III.WR.2 (our numbering) · How it is taught

We introduce concepts in the order: manipulation of concrete objects, drawing and diagram (number line, place value chart, bar chart), only then symbolic notation.

our translation · original wording (PL): Pojęcia wprowadzamy w kolejności: manipulacja konkretami, rysunek i schemat (oś liczbowa, tabela pozycyjna, diagram słupkowy), dopiero potem zapis symboliczny.

our summary of the point · Nasza nota dydaktyczna (model Brunera), nie tekst rozporządzenia

Skills step by step

Comparing numbers up to 100

The child learns to compare two-digit numbers up to 100 and correctly write the relationships between them using the signs <, =, and >.

Curriculum point EW.MAT.I-III.2.4 compares numbers; orders numbers from smallest to largest and vice versa; understands formulations of the type: a number 7 greater, a number 10 smaller; uses the symbols: <, =, >. (our translation)

At this stage, the child compares two numbers up to 100 and determines which one is greater, smaller, or if they are equal. In doing so, they learn the correct use of mathematical symbols: <, =, and >, as well as identifying even numbers within a specified range.

A common mistake among first graders is confusing the direction of the less than and greater than signs, or looking only at the units digit instead of the tens digit. For example, a child might think that the number 39 is greater than 51 because the digit 9 is greater than 1 and 5.

In practice, the tasks involve inserting the missing sign between two numbers, determining how much is missing to reach one hundred, or identifying the digits that fit into an empty box to make an inequality true. Children also solve simple word problems, determining, for example, which group collected the fewest items.

Create a worksheet for this skill

Task types: Insert the sign: <, > or = · Comparing numbers within 100 · Compute, then insert the sign · How much is missing to one hundred · Order five numbers · Order the numbers from greatest · Which group collected the least · An even number between two numbers · How many digits fit in the box · List the digits that fit

Mental addition within 100

The child learns to mentally add single-digit numbers and whole tens up to 100 without using column addition.

Curriculum point EW.MAT.I-III.3.2 adds mentally to a given number and subtracts mentally from a given number: a one-digit number, the number 10, the number 100, and multiples of 10 and 100 (in simpler examples); (our translation)

At this stage, the child performs calculations exclusively in their head or using partial notation, without using a written column addition algorithm. Within the range up to 100, they learn to efficiently increase numbers by ones (a single-digit number) and by whole tens, including the number 10 and its multiples in simpler examples.

A typical mistake at this level is confusing place values during addition. Children often add tens to ones instead of tens — for example, in the operation 34 + 20, they might add the digit 2 to the ones place and give the answer 36 instead of 54.

In practice, this skill is practiced through a variety of tasks, such as:

marking and counting consecutive steps as addition on a number line,
calculating sums involving three addends at once (up to 100),
finding mistakes in the task which operation has a different result,
writing down sums in an exercise like fill in the results table.

Create a worksheet for this skill

Task types: Adding two-digit numbers · Addition on the number line · Addition on the number line within 100 · Choose the result of the addition within 100 · Fill in the results table · Is the total right? Addition within 100 · Jumping on the hundred grid · Correct the mistake in an addition within 100 · Match each sum to its result · Number pyramid · The addition code · Three parts at once (within 100) · Which one has a different result

Solving simple word problems

The child learns to understand short math word problems within the range of 20 and write them down using a drawing, an operation, or an equation with a box.

Curriculum point EW.MAT.I-III.4.1 analyzes and solves simple and selected complex word problems; recognizes a mathematical problem and creates their own strategy for solving it, appropriate to the conditions of the problem; describes the solution using operations, equations with a box, a drawing, or in another way of their choice; (our translation)

In the first grade, children learn to recognize mathematical problems in everyday situations within the range of 20, without regrouping across ten. After listening to or reading a short text, they are able to plan their own solution strategy. They present their answer using addition or subtraction sentences, a supporting drawing, or an equation with an empty box.

A common problem at this stage is mechanically adding all the numbers heard in the word problem without considering the meaning of the situation. Children also tend to struggle with tasks where they need to determine the initial state (for example, when they know how many were taken away and how many are left, but must deduce how many there were at the beginning).

Exercises include, among others:

calculating how many items are left after some of them are taken away,
finding out how many objects were there at the beginning of the story,
choosing the correct operation from several given options (for example, pointing out the equation that allows calculating how many things there are altogether).

Create a worksheet for this skill

Task types: Simple word problem — how many are left · A word problem with an extra number — how many are left · Choose the correct result · Which operation solves the problem · Which operation solves the problem (altogether) · How many were there at the start

Recognizing basic geometric shapes

The child recognizes and names squares, rectangles, triangles, and circles in drawings and in their surroundings, and also distinguishes them from other shapes.

Curriculum point EW.MAT.I-III.OS.7 (our numbering) The student recognizes geometric figures and distinguishes them from among others. (our translation)
Curriculum point EW.MAT.I-III.5.1 recognises – in the natural environment (including on the faces of solid figures) and in drawings – geometric figures: rectangle, square, triangle, circle; distinguishes these figures from other figures; draws line segments and broken lines using a ruler; draws rectangles (including squares) freehand, using a square grid; (our translation)

In Grade 1, children learn to recognize and correctly name four basic 2D shapes: the circle, triangle, square, and rectangle. They can identify them in illustrations, as well as find their shapes in their immediate surroundings and on the faces of 3D solids. As part of geometry, first graders also practice drawing line segments using a ruler and sketching rectangles freehand in grid notebooks.

A common problem at this stage is recognizing shapes in unusual orientations. Children easily identify a triangle resting on its base, but one rotated with its vertex pointing down is sometimes mistaken for a different shape. A similar difficulty applies to a square resting "on its corner"—first graders often call it a diamond (rhombus) or claim it is no longer a square. Distinguishing the properties of a square from those of a rectangle can also be a challenge.

In practice, tasks involve indicating the correct names under drawn shapes (e.g., What is the name of the drawn shape?) or carefully searching for elements in a complex picture, for example in prompts like How many triangles are in the picture?.

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Task types: How many triangles are in the picture · Correct the name of the drawn figure · Is it this figure? True or false · What is the drawn figure called · What is this figure called? Choose · What is this turned figure called?

Counting forward and backward by a fixed step

The child learns to count numbers forward and backward from a given point by a fixed value, for example, by 1s or by 2s.

Curriculum point EW.MAT.I-III.2.1 counts (forwards and backwards) from a given number by 1, by 2, by 10, etc.; (our translation)

In Grade 1, a child practices fluent counting forward and backward up to 20. Instead of always starting from one, they learn to begin from any given number and skip by a fixed step — for example, counting consecutively by 1s or 2s (eventually, throughout the entire early primary education stage, this range expands up to 1000, also including counting by 10s, among others).

The most common difficulty at this stage is losing the rhythm of the step when counting backward and skipping numbers when crossing a whole ten. Children also tend to revert to counting by ones (by 1) when the task requires consistently skip-counting by 2.

In practice, tasks from the Count On by a Fixed Step template involve filling in missing numbers in a started sequence, for example, writing in the next values in an increasing or decreasing sequence according to a specific rule.

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Task types: Counting in steps: choose the next number · Keep counting by the same step · Count backwards in equal steps · Counting in steps: correct the wrong number · How many times you must count on to get there

Convenient mental addition of multiple numbers

The child learns to rearrange the added numbers within 20 so that mental calculations are as simple as possible for them.

Curriculum point EW.MAT.I-III.3.1 explains the essence of mathematical operations – addition, subtraction, multiplication, division and the relationships between them; intuitively uses the properties of operations; (our translation)

In Grade 1, a child intuitively uses the properties of addition within 20 without regrouping across the tens threshold. Instead of adding numbers in order from left to right, they notice that changing the order does not affect the result. They can first combine the addends that are easier to sum up, and only then add the remaining number.

A common mistake among first-graders is rigidly sticking to the written order and counting strictly in sequence, for example, on their fingers. When there are three numbers in an operation, children also sometimes lose track of one of the addends along the way or add the same number twice when trying to jump between terms without a plan.

Exercises from the Choose a convenient order template contain simple examples with three numbers, where the student chooses the first pair to sum up on their own. The child connects two convenient addends with arrows or brackets and writes down a simpler intermediate step, making it easier to quickly find the final result.

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Task types: Choose the convenient order · Compare the two sums · A handy order of adding: choose the correct answer · A handy order of adding: true or false · Add the easy way and explain your steps · The same total, sides swapped — what is hidden · Four terms, two convenient pairs · What is missing on the other side to make it equal

Converting zlotys to grosze

The child learns to convert full amounts in zlotys to groszy up to 100 PLN, discovering the relationship between basic monetary units.

Curriculum point EW.MAT.I-III.6.3 performs money calculations; converts zlotys into grosze and vice versa, distinguishes denominations on coins and banknotes, indicates differences in their purchasing power; (our translation)

At this stage, the child learns that 1 zł is exactly 100 gr. They recognize coins and banknotes and perform simple money conversions for amounts up to 100 zł, converting whole zlotys into the corresponding number of groszy.

A common mistake children make is confusing the values of both units and treating 1 zł as equivalent to 10 gr. This usually stems from intuitively adding only one zero, as with full tens, instead of remembering a full hundred groszy.

The tasks in the Converting zlotys to groszy template involve filling in missing values in simple equations (for example: 1 zł = ... gr) or reading given denominations and writing their equivalent value in groszy.

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Task types: Converting zloty to grosz · How much is missing to a whole unit of currency · How many whole units of currency is that · Zloty to grosz: choose the correct answer · Zloty to grosz: true or false

Telling time on a clock

The child learns to correctly read full hours on a traditional clock face with hands and on a 24-hour digital clock.

Curriculum point EW.MAT.I-III.6.4 reads time on an analogue clock and a digital clock (displaying digits in a 24-hour system); performs simple calculations related to time; uses units of time: 24-hour day, hour, minute, second; uses a stopwatch, phone, tablet, and computer applications; writes dates, e.g. their date of birth or the current date; uses a calendar; reads and writes Roman numerals at least up to XII; (our translation)

In grade 1, children learn to tell time on an analog clock with hands and on a 24-hour digital display. They learn basic units of time, such as day, hour, minute, and second, and also become familiar with the clock face, where numbers can be written as Roman numerals up to XII.

A common difficulty at this stage is confusing the hour hand with the minute hand due to their different lengths, as well as struggling to link afternoon hours on a digital clock with a traditional clock face—for example, understanding that 15:00 on a digital display corresponds to 3 o'clock in the afternoon.

Exercises from the Reading the clock template usually involve indicating the correct time on a clock face illustration, drawing the missing hands for a given time, or matching a digital time to the positions of the hands.

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Task types: Reading a clock: true or false · Reading a clock: which time is on the dial · Reading the clock · Correct the mistake in reading the clock · How many minutes to the full hour · Which clock shows the earlier time

Determining order: ordinal numbers

The child learns to indicate the position of objects in a sequence, using terms such as first, second, or fifth.

Curriculum point EW.MAT.I-III.2.3 explains the meaning of digits in the notation of a number; indicates ones, tens, hundreds, etc., determines order using an ordinal number; (our translation)

In Grade 1, a child learns to arrange elements and determine their position in a sequence using ordinal numbers. Although by the end of early childhood education (grades 1–3) students become familiar with numbers up to three digits, at this stage they focus on basic sequencing in their immediate environment and simple sets up to 20.

A common mistake children make is confusing cardinal numbers with ordinal numbers—instead of indicating which element it is in sequence (e.g., fourth), they state the total number of all objects (e.g., four). Accurately counting from the beginning of the row is also difficult, often leading the child to lose the correct direction and start counting from right to left instead of left to right.

In tasks such as Which one from the beginning, the student looks at a row of identical or varied drawings (for example, animals or toys) and is then asked to point to, color, or label the object located at a specific position, counting from left to right.

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Task types: Which position from the start · Which position from the front: choose the correct answer · Which position from the front: true or false · How many are between two given places · How many there are, given the place from both ends

Addition within 20 without regrouping

The child learns to mentally add numbers up to 20 by combining a whole ten or a teen number with a ones digit without crossing the ten threshold.

At this stage, the child performs mental calculations within 20. They add single-digit numbers (for example, 4 + 3) and add a single-digit number to a two-digit number such that the sum of the ones does not exceed ten (for example, 12 + 5 or 10 + 6). All calculations are done without written algorithms, with an emphasis on efficient mental math.

A common mistake among first-grade children is losing the tens digit when adding to a teen number. For example, when calculating 13 + 4, the student focuses solely on 3 + 4 = 7 and writes down only the number 7 as the result, forgetting the ten at the front. Uncertainty also sometimes occurs when adding zero or the number 10 itself.

The tasks in the Addition within 20 template take the form of simple mental math problems to complete, where the child enters the final result of adding two numbers or matches an equation with its correct sum.

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Task types: Addition within 20 · Count the two frames · How many are missing to make ten · Correct the mistake in adding to 20 · Adding within 20: choose the correct answer · Adding within 20: three numbers · Adding within 20: true or false

Drawing segments and polygonal chains with a ruler

The child learns to use a ruler to draw straight segments neatly, connect them into polygonal chains, and draw the sides of geometric figures.

Curriculum point EW.MAT.I-III.5.1 recognises – in the natural environment (including on the faces of solid figures) and in drawings – geometric figures: rectangle, square, triangle, circle; distinguishes these figures from other figures; draws line segments and broken lines using a ruler; draws rectangles (including squares) freehand, using a square grid; (our translation)

In 1st grade, children practice basic geometric skills: they learn how to hold a ruler firmly and draw straight line segments and broken lines along it. This skill is essential for identifying and constructing geometric shapes, such as rectangles, squares, or triangles, as well as for drawing figures on a notebook grid.

The most common difficulty at this stage is two-handed coordination. The ruler easily slips while drawing, which causes the line to become crooked or break halfway through. Children also tend to press the pencil too hard against the edge of the tool, causing the pencil lead to slip underneath the ruler and create uneven strokes.

In practice, tasks involve connecting designated points using a ruler or creating outlines of shapes. Among other things, a child will encounter exercises such as Draw a rectangle with the given sides, where they use grid squares or specified dimensions to draw straight segments meeting at right angles.

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Task types: Correct the length of the broken line · Draw a broken line of the given length · Draw a rectangle with the given sides · How long is the broken line? Choose · Is the broken line this long? True or false

Recognizing and completing patterns

The child learns to notice repeating rules in the arrangement of numbers up to 20 and correctly add subsequent elements of the sequence.

Curriculum point EW.MAT.I-III.6.1 classifies objects and various elements of the social and natural environment based on identified features; notices rhythm in the natural environment, applied art and other human creations present in the child's environment; (our translation)

At this stage, the child is able to notice a repeating rule in a simple sequence and predict what should come next. In 1st grade, tasks are based on numbers up to 20, where the student recognizes a simple rule of change — for example, alternating numbers or a regular increase in their value without crossing the tens threshold.

The most common mistake is adding numbers based on standard sequential counting (e.g., 1, 2, 3...) instead of following the discovered rule. Children often focus only on the last two elements of the sequence, losing sight of the repeating pattern of the entire rhythm.

In practice, the exercise is based on the Continue the number rhythm template. The task involves analyzing a given fragment of a sequence (e.g., 2, 4, 2, 4 or 1, 3, 5) and entering the missing numbers into the blanks according to the discovered pattern.

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Task types: Continue the countdown rhythm · Continue the number rhythm · Correct the wrongly continued pattern · Next term of the pattern: choose the correct answer · Next term of the pattern: true or false · Number pattern: which number is missing in the middle · What was the first term of the pattern · Find a term far along the pattern · Number pattern: how much does it grow each time · Which pattern grows faster and by how much

Recognizing directions: vertical, horizontal, and diagonal

The child learns to correctly identify and name lines, as well as the arrangement of elements vertically, horizontally, and diagonally.

Curriculum point EW.MAT.I-III.1.3 uses the concepts: vertical, horizontal, diagonal. (our translation)

At this stage of learning, the child uses the concepts of: vertical, horizontal, and diagonal. They can identify and describe the orientation of straight lines, arrows, or the arrangement of objects on a sheet of paper and in their immediate surroundings.

A typical difficulty in the first grade is confusing vertical and horizontal directions. Children also tend to call any line tilted at an angle a "crooked" line, instead of correctly describing its orientation as diagonal.

In practice, using the template Vertical, horizontal, or diagonal, the child completes tasks that involve observing drawn lines or objects and determining their direction. They identify the correct term from those provided or match the presented patterns with the corresponding orientation names.

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Task types: Correct it: vertical, horizontal or oblique · Draw a line: vertical, horizontal or oblique · Vertical, horizontal or oblique · Vertical, horizontal or oblique? True or false · What kind of line is it? Choose

Comparing the Length of Objects

The child learns to compare objects by their length and determine, using numbers up to 20, how much longer one is than the other.

Curriculum point EW.MAT.I-III.1.2 compares objects with respect to a distinguished size attribute, e.g. length or mass; classifies objects; (our translation)

In Grade 1, children learn to notice and compare the size characteristics of objects, especially their length. This is not limited to simply identifying which object is longer and which is shorter. By combining this skill with counting up to 20 and subtraction, students can precisely determine the difference between two lengths.

A common mistake for children at this stage is focusing solely on the ends of the measured objects without checking whether they share the same starting point. If the drawn ribbons do not start at the same line, a student might mistakenly judge the length by eye instead of counting grid squares or centimeters. Another challenge is the question itself: how much longer — children sometimes confuse it with asking for the total length of the ribbon, and instead of subtracting, they simply state the measurement of the longer strip.

In practice, tasks are based on the How much longer is the ribbon template. On the worksheet, the child sees the drawn objects, reads their lengths expressed in simple units, and writes a subtraction equation to calculate the difference.

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Task types: How much longer is the ribbon · Put them in order from lightest · Which one is the longest · How much longer: choose the correct answer · How much longer: true or false

Legal basis

Regulation of the Ministry of National Education on the core curriculum — the act in force for Grade 3 Dz.U. 2017 poz. 356
Full text of the regulation with annexes (PDF) — Annex No. 2 contains the core curriculum for grades I–III Dz.U. 2017 poz. 356, załącznik nr 2
The 2024 amendment — changed only foreign languages, not mathematics Dz.U. 2024 poz. 996
New core curriculum (2026) — will cover grade 3 only from September 1, 2028 Dz.U. 2026 poz. 378
Ministry of National Education — ministry website
Integrated Educational Platform — MEN teaching materials

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