Early grade education is basic and necessary for preparing students for their future education and life. Therefore, paying attention for early grade mathematics education has a multidirectional contribution to the quality of education in a country. This study investigated Ethiopian early grade mathematics curriculum organization in relation to its responsiveness to children learning progression. In this study a qualitative research approach was employed. 4 early grade mathematics teachers participated in evaluating the early grade mathematics curriculum (minimum learning competency (MLC) document, syllabus, and flowchart document). In addition, two educational experts at the regional education bureau and the Ministry of Education (MoE) participated in the study. The data were collected through interview and document analysis by using content analysis protocol developed by adapting the national guideline for preparing and evaluating teaching-learning materials (Taye, 2011), mathematics content analysis (Aggarwal, 2009; Hashmi, Hussain, & Shoaib, 2018), and learning progression responsive curriculum (Bristow & Patrick, 2014; Council, 2007; Duschl, Maeng, & Sezen, 2011; Popham, 2007; Sáez, Lai, & Tindal, 2013; Simon, 1995; Wilson & Bertenthal, 2005). The study revealed that there are considerable gaps in the early grade mathematics curriculum in relation to responding to children learning progression at the level. The study recommends special focus to be given for children learning progression and alignment of curricular materials when developing early grade mathematics curriculum. The study further suggested developing a learning progression document, based on research evidence that can be used as a guide for the textbook and other curricular materials development.