Correlation of Nelson Mathematics 1 to the Ontario Curriculum

Correlation of Nelson Mathematics 1 to The Ontario Curriculum Grades 1-8 Mathematics – Revised 2005

Number Sense and Numeration: Grade 1 Overall Expectations Nelson Mathematics 1 read, represent, compare, and order whole Weaving Math into Your Day, Early Number Activities, Chapter 2 numbers to 50, and use concrete materials to Jump In, 2.1, 2.2, 2.3, 2.4, 2.6, 2.7, 2.8, 2.9, 2.10, 2.11, Chapter 2 investigate fractions and money amounts Task, Chapter 2 Keep Going, Chapter 2 Making Connections, Chapter 4 Jump In, 4.1, 4.3, 4.7, Chapter 4 Keep Going, Chapter 5 Keep Going, Chapter 6 Jump In, 6.3, 6.4, 6.5, 6.7, Chapter 6 Keep Going, Chapter 6 Making Connections, Chapter 8 Jump In, 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10, 8.11, Chapter 8 Task, Chapter 8 Keep Going, Chapter 8 Making Connections, 9.6, Chapter 9 Keep Going, Chapter 10 Jump In, 10.6, 10.7, 10.8, Chapter 10 Task, Chapter 10 Keep Going, 11.6, 11.8, 11.10, Chapter 11 Keep Going, Chapter 12 Jump In, 12.1, 12.3, 12.4, 12.5, 12.6, 12.7, Chapter 12 Keep Going, Chapter 12 Making Connections demonstrate an understanding of magnitude Weaving Math into Your Day, Early Number Activities, Chapter 2 by counting forward to 100 and backwards Jump In, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.9, 2.10, 2.11, Chapter 2 from 20 Task, Chapter 2 Keep Going, Chapter 2 Making Connections, 6.2, Chapter 6 Keep Going, Chapter 6 Making Connections, Chapter 8 Jump In, 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10, 8.11, Chapter 8 Task, Chapter 8 Keep Going, Chapter 8 Making Connections, 10.7, Chapter 10 Keep Going, 12.1, 12.2, 12.6, 12.7, Chapter 12 Keep Going, 14.2, 14.4, 14.5, 14.6, Chapter 14 Keep Going, Chapter 14 Making Connections solve problems involving the addition and Weaving Math into Your Day, Early Number Activities, Chapter 4 subtraction of single-digit whole numbers, Jump In, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, Chapter 4 Task, Chapter 4 using a variety of strategies Keep Going, Chapter 6 Jump In, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, Chapter 6 Task, Chapter 6 Keep Going, Chapter 6 Making Connections, 10.8, Chapter 10 Task, Chapter 10 Keep Going, Chapter 12 Jump In, 12.1, 12.2, 12.3, 12.4, 12.5, 12.6, 12.7, 12.8, Chapter 12 Task, Chapter 12 Keep Going, Chapter 12 Making Connections, Chapter 14 Making Connections Quantity Relationships represent, compare, and order whole numbers Weaving Math into Your Day, Early Number Activities, Chapter 2 to 50, using a variety of tools (e.g., Jump In, 2.1, 2.2, 2.3, 2.4, 2.6, 2.7, 2.8, 2.9, 2.10, 2.11, Chapter 2 connecting cubes, ten frames, base ten Task, Chapter 2 Keep Going, Chapter 4 Jump In, 4.1, Chapter 6 Keep Going, Chapter 6 Making Connections, Chapter 8 Jump In, materials, number lines, hundreds charts) and 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.10, 8.11, Chapter 8 Task, contexts (e.g., real-life experiences, number Chapter 8 Keep Going, Chapter 8 Making Connections, Chapter stories) 12 Jump In, Chapter 12 Keep Going, Chapter 12 Making Connections read and print in words whole numbers to Early Number Activities, 2.4, Chapter 2 Keep Going, Chapter 6 ten, using meaningful contexts (e.g., Making Connections storybooks, posters) demonstrate, using concrete materials, the Early Number Activities, 2.1, 2.2, 2.3, 2.6, 2.9, 2.10, Chapter 2 concept of conservation of number (e.g., 5 Keep Going, Chapter 2 Making Connections, Chapter 6 Making counters represent the number 5, regardless Connections, 8.1, 8.7, 8.8, 8.10, Chapter 8 Keep Going, Chapter 8 Making Connections whether they are close together or far apart) relate numbers to the anchors of 5 and 10 Weaving Math into Your Day, Early Number Activities, 2.6, 2.7, (e.g., 7 is 2 more than 5 and 3 less than 10) 2.9, Chapter 2 Keep Going, 6.3, Chapter 6 Making Connections, 8.1, 8.7, 8.8, Chapter 8 Task, Chapter 8 Keep Going, 12.3, 12.7

Grade 1 1 identify and describe various coins (i.e., Weaving Math into Your Day, Early Number Activities, Chapter 2 penny, nickel, dime, quarter, $1 coin, $2 Keep Going, Chapter 5 Keep Going, 8.3, 8.11, Chapter 8 Keep coin), using coin manipulatives or drawings, Going, Chapter 10 Jump In, 10.6, 10.7, 10.8, Chapter 10 Task, Chapter 10 Keep Going, 12.4, 12.5, Chapter 12 Keep Going and state their value (e.g., the value of a penny is one cent; the value of a toonie is two dollars) represent money amounts to 20¢, through Weaving Math into Your Day, Early Number Activities, Chapter 2 investigation using coin manipulatives Keep Going, Chapter 10 Jump In, 10.6, 10.7, Chapter 10 Task, Chapter 10 Keep Going, 12.1, 12.4, 12.5, Chapter 12 Keep Going estimate the number of objects in a set, and Weaving Math into Your Day, Early Number Activities, 2.8, 2.10, check by counting (e.g.,“I guessed that there Chapter 2 Keep Going, Chapter 2 Making Connections, Chapter 8 were 20 cubes in the pile. I counted them and Jump In, 8.1, 8.2, 8.4, 8.7, 8.8, Chapter 8 Task, Chapter 8 Keep Going, Chapter 8 Making Connections, Chapter 10 Jump In, there were only 17 cubes. 17 is close to 20.”) Chapter 12 Making Connections compose and decompose numbers up to 20 in Weaving Math into Your Day, Early Number Activities, 2.3, 2.6, a variety of ways, using concrete materials 2.7, Chapter 2 Keep Going, Chapter 2 Making Connections, 4.3, (e.g., 7 can be decomposed using connecting 4.7, Chapter 4 Keep Going, Chapter 6 Jump In, 6.3, 6.4, 6.5, 6.7, Chapter 6 Keep Going, 10.7, Chapter 12 Jump In, 12.3, 12.4, 12.6, cubes into 6 and 1, or 5 and 2, or 4 and 3) 12.7, Chapter 12 Keep Going divide whole objects into parts and identify 9.6, Chapter 9 Keep Going, 11.6, 11.8, 11.10, Chapter 11 Keep and describe, through investigation, equal- Going, Chapter 12 Making Connections sized parts of the whole, using fractional names (e.g., halves; [fourths or quarters]) Counting demonstrate, using concrete materials, the Early Number Activities, Chapter 2 Jump In, 2.1, 2.2, 2.3, 2.4, 2.6, concept of one-to-one correspondence 2.7, 2.9, 2.10, 2.11, Chapter 2 Keep Going, Chapter 2 Making between number and objects when counting Connections, Chapter 6 Making Connections, Chapter 8 Jump In, 8.1, 8.2, 8.3, 8.7, 8.8, 8.9, 8.10, 8.11, Chapter 8 Task, Chapter 8 Keep Going, Chapter 8 Making Connections count forward by 1’s, 2’s, 5’s, and 10’s to Weaving Math into Your Day, Early Number Activities, Chapter 2 100, using a variety of tools and strategies Jump In, 2.4, 2.6, 2.7, 2.10, 2.11, Chapter 2 Task, Chapter 2 Keep (e.g., move with steps; skip count on a Going, Chapter 2 Making Connections, 6.2, Chapter 6 Keep Going, Chapter 8 Jump In, 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, number line; place counters on a hundreds 8.11, Chapter 8 Task, Chapter 8 Keep Going, Chapter 8 Making chart; connect cubes to show equal groups; Connections, 10.7, 12.1, 12.2, 12.6, 12.7, Chapter 12 Keep Going, count groups of pennies, nickels, or dimes) 14.2, 14.4, 14.5, 14.6, Chapter 14 Keep Going, Chapter 14 Making Connections count backwards by 1’s from 20 and any Weaving Math into Your Day, Early Number Activities, Chapter 2 number less than 20 (e.g., count backwards Keep Going, 6.2, Chapter 6 Keep Going, 12.1, Chapter 12 Keep from 18 to 11), with and without the use of Going concrete materials and number lines count backwards from 20 by 2’s and 5’s, Weaving Math into Your Day, Early Number Activities, Chapter 2 using a variety of tools (e.g., number lines, Keep Going, 6.2 hundreds charts) use ordinal numbers to thirty-first in Weaving Math into Your Day, Chapter 2 Jump In, 2.5, Chapter 2 meaningful contexts (e.g., identify the days Task, Chapter 2 Keep Going, Chapter 10 Keep Going of the month on a calendar)

Grade 1 2 Operational Sense solve a variety of problems involving the Weaving Math into Your Day, Early Number Activities, Chapter 4 addition and subtraction of whole numbers to Jump In, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, Chapter 4 Task, Chapter 4 20, using concrete materials and drawings Keep Going, Chapter 6 Jump In, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, Chapter 6 Task, Chapter 6 Keep Going, Chapter 6 Making (e.g., pictures, number lines) Connections, 10.8, Chapter 10 Task, Chapter 10 Keep Going, Chapter 12 Jump In, 12.1, 12.2, 12.3, 12.4, 12.5, 12.6, 12.7, 12.8, Chapter 12 Task, Chapter 12 Keep Going, Chapter 12 Making Connections, Chapter 14 Making Connections solve problems involving the addition and Weaving Math into Your Day, Early Number Activities, Chapter 6 subtraction of single-digit whole numbers, Jump In, 6.2, 6.3, 6.4, 6.6, Chapter 6 Task, Chapter 6 Keep Going, using a variety of mental strategies (e.g., one Chapter 6 Making Connections, Chapter 12 Jump In, 12.1, 12.2, 12.3, 12.5, 12.6, 12.7, 12.8, Chapter 12 Task, Chapter 12 Keep more than, one less than, counting on, Going, Chapter 14 Making Connections counting back, doubles) add and subtract money amounts to 10¢, Weaving Math into Your Day, Early Number Activities, Chapter using coin manipulatives and drawings 10 Task, Chapter 10 Keep Going, 12.1, 12.4, 12.5, Chapter 12 Task, Chapter 12 Keep Going, Chapter 14 Making Connections

Grade 1 3 Measurement: Grade 1 Overall Expectations Nelson Mathematics 1 estimate, measure, and describe length, area, Weaving Math into Your Day, Chapter 2 Making Connections, mass, capacity, time, and temperature, using Chapter 5 Jump In, 5.3, 5.4, 5.5, 5.6, Chapter 5 Task, Chapter 5 non-standard units of the same size Keep Going, Chapter 6 Making Connections, 8.10, Chapter 8 Keep Going, Chapter 8 Making Connections, 9.3, 9.5, Chapter 9 Task, Chapter 9 Keep Going, 10.2, Chapter 10 Keep Going, 11.1, 11.2, 11.3, Chapter 11 Task, Chapter 11 Keep Going, Chapter 12 Making Connections, 13.2, Chapter 14 Making Connections compare, describe, and order objects, using Weaving Math into Your Day, Chapter 5 Jump In, 5.3, 5.4, attributes measured in non-standard units 5.5,Chapter 5 Task, Chapter 5 Keep Going, Chapter 6 Making Connections, 9.3, 9.5, Chapter 9 Task, Chapter 9 Keep Going, 11.1, 11.2, 11.3, Chapter 11 Task, Chapter 11 Keep Going, Chapter 12 Making Connections Attributes, Units, and Measurement Sense demonstrate an understanding of the use of Weaving Math into Your Day, Chapter 2 Making Connections, non-standard units of the same size (e.g., Chapter 5 Jump In, 5.3, 5.4, 5.5, 5.6, Chapter 5 Task, Chapter 5 straws, index cards) for measuring Keep Going, Chapter 6 Making Connections, 8.10, Chapter 8 Keep Going, Chapter 8 Making Connections, 9.3, 9.5, Chapter 9 Task, Chapter 9 Keep Going, 10.2, Chapter 10 Keep Going, 11.1, 11.2, 11.3, Chapter 11 Task, Chapter 11 Keep Going, Chapter 12 Making Connections, Chapter 14 Making Connections estimate, measure (i.e., by placing Weaving Math into Your Day, Chapter 2 Making Connections, nonstandard units repeatedly, without Chapter 5 Jump In, 5.3, 5.4, 5.5, 5.6, Chapter 5 Task, Chapter 5 overlaps or gaps), and record lengths, Keep Going, Chapter 6 Making Connections, Chapter 8 Making Connections, Chapter 12 Making Connections, Chapter 14 Making heights, and distances (e.g., a book is about Connections 10 paper clips wide; a pencil is about 3 toothpicks long) construct, using a variety of strategies, tools for measuring lengths, heights, and distances in non-standard units (e.g., footprints on cash register tape or on connecting cubes) estimate, measure (i.e., by minimizing 8.10, Chapter 8 Keep Going, 11.1, 11.2, 11.3, Chapter 11 Task, overlaps and gaps), and describe area, Chapter 11 Keep Going, Chapter 14 Making Connections through investigation using non-standard units (e.g.,“It took about 15 index cards to cover my desk, with only a little bit of space left over.”) estimate, measure, and describe the capacity Weaving Math into Your Day, Chapter 2 Making Connections, and/or mass of an object, through Chapter 8 Making Connections, 9.3, 9.5, Chapter 9 Task, Chapter investigation using non-standard units 9 Keep Going, Chapter 12 Making Connections

(e.g.,“My journal has the same mass as 13 pencils.” “The juice can has the same capacity as 4 pop cans.”) estimate, measure, and describe the passage Weaving Math into Your Day, 10.2, Chapter 10 Keep Going of time, through investigation using nonstandard units (e.g., number of sleeps; number of claps; number of flips of a sand timer)

Grade 1 4 read demonstration digital and analogue Weaving Math into Your Day, Chapter 10 Jump In, 10.3, 10.4, clocks, and use them to identify benchmark 10.5, Chapter 10 Task, Chapter 10 Keep Going times (e.g., times for breakfast, lunch, dinner; the start and end of school; bedtime) and to tell and write time to the hour and half-hour in everyday settings name the months of the year in order, and Weaving Math into Your Day, Chapter 2 Jump In, 2.8, Chapter 2 read the date on a calendar Task, Chapter 2 Keep Going, 10.1, Chapter 10 Keep Going, Chapter 12 Making Connections relate temperature to experiences of the Weaving Math into Your Day, 13.2 seasons (e.g.,“In winter, we can skate because it’s cold enough for there to be ice.”) Measurement Relationships compare two or three objects using Weaving Math into Your Day, Chapter 5 Jump In, 5.1, 5.2, 5.3, measurable attributes (e.g., length, height, 5.4, 5.5,Chapter 5 Task, Chapter 5 Keep Going, Chapter 6 Making width, area, temperature, mass, capacity), Connections, Chapter 9 Jump In, 9.1, 9.2, 9.3, 9.4, 9.5, Chapter 9 Task, Chapter 9 Keep Going, Chapter 11 Jump In, 11.1, 11.2, and describe the objects using relative terms 11.3, Chapter 11 Task, Chapter 11 Keep Going, Chapter 12 (e.g., taller, heavier, faster, bigger, warmer; Making Connections “If I put an eraser, a pencil, and a metre stick beside each other, I can see that the eraser is shortest and the metre stick is longest.”) compare and order objects by their linear Chapter 5 Jump In, 5.3, 5.4, 5.5, Chapter 5 Task, Chapter 5 Keep measurements, using the same non-standard Going, Chapter 6 Making Connections, unit use the metre as a benchmark for measuring length, and compare the metre with non- standard units describe, through investigation using Chapter 2 Making Connections, 5.5, 5.6, Chapter 5 Task, Chapter concrete materials, the relationship between 5 Keep Going, Chapter 8 Making Connections the size of a unit and the number of units needed to measure length

Grade 1 5 Geometry and Spatial Sense: Grade 1 Section: Overall Expectations Nelson Mathematics 1 identify common two-dimensional shapes Weaving Math into Your Day, Chapter 6 Making Connections, and three-dimensional figures and sort and Chapter 7 Jump In, 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8, Chapter 7 classify them by their attributes Task, Chapter 7 Keep Going, Chapter 11 Jump In, 11.1, 11.6, 11.7, Chapter 11 Keep Going, Chapter 12 Making Connections compose and decompose common two- Chapter 7 Jump In, 7.4, Chapter 7 Task, Chapter 7 Keep Going, dimensional shapes and three-dimensional Chapter 11 Jump In, 11.6, 11.7, 11.8, Chapter 11 Task, Chapter 11 figures Keep Going, Chapter 12 Making Connections, Chapter 14 Making Connections describe the relative locations of objects Weaving Math into Your Day, Chapter 11 Jump In, 11.4, 11.5, using positional language 11.7, Chapter 11 Task, Chapter 11 Keep Going

Geometric Properties identify and describe common two- Weaving Math into Your Day, Chapter 6 Making Connections, dimensional shapes (e.g., circles, triangles, Chapter 7 Jump In, 7.5, 7.6, 7.7, 7.8, Chapter 7 Task, Chapter 7 rectangles, squares) and sort and classify Keep Going, Chapter 11 Jump In, 11.1, 11.6, 11.7, Chapter 11 Keep Going, Chapter 12 Making Connections them by their attributes (e.g., colour; size; texture; number of sides), using concrete materials and pictorial representations (e.g.,“I put all the triangles in one group. Some are long and skinny, and some are short and fat, but they all have three sides.”) trace and identify the two-dimensional faces Chapter 7 Jump In, 7.1, 7.2, 7.3, 7.4, 7.5, Chapter 7 Task, Chapter of three-dimensional figures, using concrete 7 Keep Going models (e.g.,“I can see squares on the cube.”) identify and describe common three- Chapter 7 Jump In, 7.1, 7.2, 7.3, 7.4, 7.8, Chapter 7 Task, Chapter dimensional figures (e.g., cubes, cones, 7 Keep Going cylinders, spheres, rectangular prisms) and sort and classify them by their attributes (e.g., colour; size; texture; number and shape of faces), using concrete materials and pictorial representations (e.g.,“I put the cones and the cylinders in the same group because they all have circles on them.”) describe similarities and differences between Weaving Math into Your Day, Chapter 7 Jump In, 7.1, 7.2, 7.3, an everyday object and a three-dimensional 7.4, 7.8, Chapter 7 Task, Chapter 7 Keep Going figure (e.g.,“A water bottle looks like a cylinder, except the bottle gets thinner at the top.”) locate shapes in the environment that have 11.10, Chapter 11 Keep Going symmetry, and describe the symmetry Geometric Relationships compose patterns, pictures, and designs, Chapter 11 Jump In, 11.6, 11.7, Chapter 11 Task, Chapter 11 Keep using common two-dimensional shapes Going, Chapter 14 Making Connections identify and describe shapes within other 11.6, 11.7, 11.8, Chapter 11 Task, Chapter 11 Keep Going, shapes (e.g., shapes within a geometric Chapter 12 Making Connections, Chapter 14 Making Connections design)

Grade 1 6 build three-dimensional structures using Chapter 7 Jump In, 7.4, Chapter 7 Task, Chapter 7 Keep Going concrete materials, and describe the two- dimensional shapes the structures contain cover outline puzzles with two-dimensional 11.7, Chapter 11 Keep Going shapes (e.g., pattern blocks, tangrams) Location and Movement describe the relative locations of objects or Weaving Math into Your Day, Chapter 11 Jump In, 11.4, 11.5, people using positional language (e.g., over, 11.7, Chapter 11 Task, Chapter 11 Keep Going under, above, below, in front of, behind, inside, outside, beside, between, along) describe the relative locations of objects on concrete maps created in the classroom create symmetrical designs and pictures, Chapter 11 Jump In, 11.8, 11.9, Chapter 11 Task, Chapter 11 Keep using concrete materials (e.g., pattern blocks, Going, 12.6 connecting cubes, paper for folding), and describe the relative locations of the parts

Grade 1 7 Patterning and Algebra: Grade 1 Overall Expectations Nelson Mathematics 1 identify, describe, extend, and create Weaving Math into Your Day, Chapter 1 Jump In, 1.4, 1.5, 1.6, repeating patterns 1.7, Chapter 1 Task, Chapter 1 Keep Going, Chapter 2 Keep Going, Chapter 2 Making Connections, Chapter 6 Making Connections, Chapter 7 Jump In, 8.4, 8.5, 8.6, Chapter 8 Keep Going, Chapter 10 Keep Going, Chapter 12 Making Connections, Chapter 14 Jump In, 14.1, 14.6, Chapter 14 Keep Going demonstrate an understanding of the concept Weaving Math into Your Day, Early Number Activities, 2.2, 2.3, of equality, using concrete materials and Chapter 2 Keep Going, 4.7, Chapter 4 Keep Going, Chapter 6 addition and subtraction to 10 Jump In, 6.3, 6.4, 6.5, 6.6, Chapter 6 Keep Going Patterns and Relationships identify, describe, and extend, through Weaving Math into Your Day, Chapter 1 Jump In, 1.4, 1.5, 1.6, investigation, geometric repeating patterns 1.7, Chapter 1 Task, Chapter 1 Keep Going, Chapter 2 Keep involving one attribute (e.g., colour, size, Going, Chapter 2 Making Connections, Chapter 6 Making Connections, Chapter 7 Jump In, Chapter 12 Making Connections, shape, thickness, orientation) Chapter 14 Jump In, 14.1, Chapter 14 Keep Going identify and extend, through investigation, Weaving Math into Your Day,.4, 1.5, 1.6, 1.7, Chapter 1 Task, numeric repeating patterns (e.g., 1, 2, 3, 1, 2, Chapter 1 Keep Going, Chapter 2 Keep Going, 8.4, 8.5, 8.6, 3, 1, 2, 3, …) Chapter 8 Keep Going, Chapter 12 Making Connections, Chapter 14 Jump In, 14.1, 14.6, Chapter 14 Keep Going describe numeric repeating patterns in a 8.4, 8.5, 8.6, Chapter 8 Keep Going, 14.6, Chapter 14 Keep Going hundreds chart identify a rule for a repeating pattern (e.g., Weaving Math into Your Day, Chapter 1 Jump In, 1.4, 1.5, 1.6, “We’re lining up boy, girl, boy, girl, boy, 1.7, Chapter 1 Task, Chapter 1 Keep Going, Chapter 2 Keep girl.”) Going, Chapter 2 Making Connections, Chapter 6 Making Connections, Chapter 7 Jump In, 8.4, 8.5, 8.6, Chapter 8 Keep Going, Chapter 10 Keep Going, Chapter 12 Making Connections, Chapter 14 Jump In, 14.1, 14.6, Chapter 14 Keep Going create a repeating pattern involving one Weaving Math into Your Day, 1.4, 1.6, 1.7, Chapter 1 Task, attribute (e.g., colour, size, shape, sound) Chapter 1 Keep Going, Chapter 2 Keep Going, Chapter 2 Making Connections, Chapter 6 Making Connections, Chapter 7 Jump In, Chapter 10 Keep Going, Chapter 12 Making Connections, Chapter 14 Jump In, Chapter 14 Keep Going represent a given repeating pattern in a Weaving Math into Your Day, 1.4, 1.6, 1.7, Chapter 1 Task, variety of ways (e.g., pictures, actions, Chapter 1 Keep Going, Chapter 2 Keep Going, Chapter 2 Making colours, sounds, numbers, letters) Connections, Chapter 6 Making Connections, Chapter 12 Making Connections, Chapter 14 Jump In, 14.1, Chapter 14 Keep Going Expressions and Equality create a set in which the number of objects is Weaving Math into Your Day, Early Number Activities, 2.2, 2.3, greater than, less than, or equal to the number Chapter 2 Keep Going, 8.9 of objects in a given set demonstrate examples of equality, through Weaving Math into Your Day, Early Number Activities, 4.7, investigation, using a “balance” model Chapter 4 Keep Going, Chapter 6 Jump In, 6.3, 6.4, 6.5, 6.6, Chapter 6 Keep Going, 8.3, 8.4, 9.6, Chapter 12 Jump In, 12.3, 12.4, 12.5, Chapter 12 Keep Going determine, through investigation using a Weaving Math into Your Day, Early Number Activities, 4.7, “balance” model and whole numbers to 10, Chapter 4 Keep Going, 6.4, 6.6, Chapter 6 Keep Going, Chapter 6 the number of identical objects that must be Making Connections, 12.4, 12.5, 12.8, Chapter 12 Keep Going added or subtracted to establish equality

Grade 1 8 Data Management and Probability: Grade 1 Overall Expectations Nelson Mathematics 1 collect and organize categorical primary data Weaving Math into Your Day, Chapter 1 Jump In, 1.1, 1.2, 1.3, and display the data using concrete graphs 1.4, 1.6, Chapter 1 Keep Going, Chapter 2 Jump In, Chapter 2 and pictographs, without regard to the order Making Connections, Chapter 3 Jump In, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, Chapter 3 Task, Chapter 3 Keep Going, 5.3, 5.5, of labels on the horizontal axis Chapter 6 Making Connections, 7.2, 7.6, Chapter 7 Keep Going, 10.4, 10.6, Chapter 10 Keep Going, Chapter 12 Making Connections, 13.2, 13.5, 13.6, Chapter 13 Keep Going, Chapter 14 Keep Going read and describe primary data presented in Weaving Math into Your Day, Chapter 2 Jump In, Chapter 2 concrete graphs and pictographs Making Connections, Chapter 3 Jump In, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, Chapter 3 Keep Going, 5.3, Chapter 6 Making Connections, 10.4, Chapter 12 Making Connections describe the likelihood that everyday events 3.4, 3.5, 3.8, Chapter 13 Jump In, 13.1, 13.2, 13.5, 13.6, Chapter will happen 13 Keep Going Collection and Organization of Data demonstrate an ability to organize objects Weaving Math into Your Day, Chapter 1 Jump In, 1.1, 1.2, 1.3, into categories by sorting and classifying 1.4, 1.6, Chapter 1 Keep Going, Chapter 2 Making Connections, objects using one attribute (e.g., colour, size), Chapter 3 Jump In, 3.1, 3.2, 3.3, 3.5, 3.6, Chapter 3 Keep Going, 7.2, 7.6, Chapter 7 Keep Going, 10.4, 10.6, Chapter 10 Keep and by describing informal sorting Going, Chapter 12 Making Connections, 13.2, Chapter 13 Keep experiences (e.g., helping to put away Going, Chapter 14 Keep Going groceries) collect and organize primary data (e.g., data Weaving Math into Your Day, Chapter 2 Jump In, Chapter 2 collected by the class) that is categorical (i.e., Making Connections, Chapter 3 Jump In, 3.1, 3.2, 3.3, 3.4, 3.5, that can be organized into categories based 3.6, 3.7, 3.8, Chapter 3 Task, Chapter 3 Keep Going, 5.3, 5.5, Chapter 6 Making Connections, 10.4, Chapter 12 Making on qualities such as colour or hobby), and Connections, 13.5, 13.6, Chapter 13 Keep Going display the data using one-to-one correspondence, prepared templates of concrete graphs and pictographs (with titles and labels), and a variety of recording methods (e.g., arranging objects, placing stickers, drawing pictures, making tally marks) Data Relationships read primary data presented in concrete Weaving Math into Your Day, Chapter 2 Jump In, Chapter 2 graphs and pictographs, and describe the data Making Connections, Chapter 3 Jump In, 3.1, 3.2, 3.3, 3.4, 3.5, using comparative language (e.g., more 3.6, Chapter 3 Keep Going, 5.3, Chapter 6 Making Connections, 10.4, Chapter 12 Making Connections students chose summer than winter as their single favourite season) pose and answer questions about collected Weaving Math into Your Day, 1.1, 1.2, 1.3, 1.4, 1.6, Chapter 1 data Keep Going, Chapter 2 Making Connections, Chapter 3 Jump In, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, Chapter 3 Task, Chapter 3 Keep Going, 5.3, 5.5, Chapter 6 Making Connections, 7.2, 7.6, Chapter 7 Keep Going, 10.4, 10.6, Chapter 10 Keep Going, Chapter 12 Making Connections, 13.2, 13.6, Chapter 13 Keep Going, Chapter 14 Keep Going Probability describe the likelihood that everyday events 3.4, 3.5, 3.8, Chapter 13 Jump In, 13.1, 13.2, 13.5, 13.6, Chapter will occur, using mathematical language (i.e., 13 Keep Going impossible, unlikely, less likely, more likely, certain) (e.g., “It’s unlikely that I will win the contest shown on the cereal box.”)

Grade 1 9 Grade 1 10