Number Sense and Numeration

Grade 1 Overview Spatial Sense and Geometry Patterning and Algebra Number Sense and Numeration Data Management and Probability Measurement THREE-AND TWO-DIMENSIONAL  describe, draw, and make models of patterns using UNDERSTANDING NUMBER COLLECTING, ORGANIZING, AND UNITS OF MEASURE GEOMETRY actions, objects, diagrams, and words;  read and print numerals from 0 to 100; ANALYSING DATA  compare two objects and identify similarities and  explore and identify three-dimensional  recognize similarities and differences in a variety of  read and print number words to ten;  conduct an inquiry using appropriate methods (e.g., differences (e.g., compare the length and width of figures using concrete materials and drawings attributes (e.g., size, shape, colour);  demonstrate the conservation of number ask one another, "What is your favourite kind of ice two pencils); (e.g., cube, cone, cylinder, sphere);  use one attribute to create a pattern (e.g., thick or (e.g., 5 counters still represent the number 5 whether cream?");  represent the results of measurement activities using  create structures using three-dimensional thin, open or closed); they are close together or far apart);  pose questions about data gathered (e.g., why are concrete materials and drawings; figures and model three-dimensional figures  identify counting patterns in hundreds charts;  demonstrate the one-to-one correspondence so many students wearing running shoes?);  demonstrate that a non-standard unit is used using concrete materials (e.g., building blocks,  use a calculator and a computer application to between number and objects when counting;  compare, sort, and classify concrete objects repeatedly to measure (e.g., count the number of floor construction sets); explore patterns;  count by 1's, 2's, 5's, and 10's to 100 using a variety according to a specific attribute (e.g., colour, size); tiles to measure the length of the classroom); of ways (e.g., counting board, abacus, rote);  identify relationships between objects by stating  use mathematical language to describe dimensions  observe and construct a given three  talk about a pattern rule;  count backwards from 10; locate whole numbers to shared attributes (e.g., shape, colour); (e.g., height, length); dimensional model (e.g., re-create a structure  given a rule expressed in informal language, extend a 10 on a number line;  generate yes/no questions for a given topic;  select an appropriate non-standard unit to measure given by the teacher); pattern;  compare, order, and represent whole numbers to 50  collect first-hand data by counting objects, length;  compare and sort three-dimensional figures  compare patterns using objects, pictures, actions, and using concrete materials and drawings; conducting surveys, measuring, and performing simple  estimate, measure, and record the linear dimensions according to observable attributes (e.g., size, spoken words. experiments; (e.g., length, height) of objects using non-standard units, slide, roll);  investigate number meanings(e.g., the concept of 5)  use mathematical language to identify and describe CONCLUDING AND REPORTING and compare and order objects by their linear  describe similarities and differences between numbers to 50 in real-life situations;  relate objects to number on a graph with one-to-one dimensions; an object and a three-dimensional figure;  discuss the use of number and arrangement in real correspondence;  order sequences of events orally and with pictures;  explore and identify two-dimensional shapes life situations (e.g., there are 21 children in my class, 11  record data on charts or grids given by the teacher demonstrate an understanding of the passage of time by using concrete materials and drawings (e.g., girls and 10 boys); using various recording methods (e.g., drawing pictures, comparing the duration of various activities (e.g., circle, rectangle, triangle);  use a seriation line to display relationships of order placing stickers); walking home will take as long as watching one  identify attributes of two-dimensional (e.g., order of events in a story);  organize materials on concrete graphs and television show); shapes;  model numbers grouped in 10's and 1's and use pictographs using one-to-one correspondence;  name the days of the week in order, and the  use two-dimensional shapes to construct a zero as a place holder;  read and discuss data from graphs made with seasons; picture of objects in the environment (e.g.,  use a calculator to explore counting, to solve concrete materials and express understanding in a  estimate and measure the passage of time using stickers, stamps); problems, and to operate with numbers larger than 10; variety of informal ways (e.g., tell a story, draw a non-standard units;  compare and sort two-dimensional shapes  use ordinal numbers to tenth; represent and explain picture);  read analog clocks, and tell and write time to the according to attributes they choose; halves as part of a whole using concrete materials and PROBABILITY hour and half-hour;  describe and name two-dimensional shapes drawings (e.g., colour one-half of a circle);  demonstrate understanding that an event may or  relate temperature to their daily activities; (e.g., circle, square, rectangle, triangle);  estimate the number of objects and check the may not occur;  demonstrate an understanding of the value of some  use events from meaningful experiences to discuss coins (1¢, 5¢, 10¢);  compare the size and shape of two reasonableness of an estimate by counting; COMPUTATIONS probability (e.g., it will never snow here in July);  represent a given value of coins up to 10¢ using dimensional shapes by superimposing (e.g., this  use mathematical language (e.g., never, sometimes, concrete materials or drawings; triangle is taller, this triangle is the same);  demonstrate that addition involves joining and that always) in informal discussion to describe probability.  name coins up to $2 and state the value of pennies, TRANSFORMATIONAL GEOMETRY subtraction involves taking one group away from another; nickels, and dimes;  recognize symmetry in the environment;  demonstrate addition and subtraction facts to 20  use appropriate language to describe relative times,  create symmetrical figures using concrete using concrete materials; sizes, temperatures, amounts of money, areas, masses, materials and drawings;  represent addition and subtraction sentences (e.g., and capacities (e.g., tallest, warmer);  demonstrate spatial sense in relation to self 5 + 6 = 11) using concrete materials (e.g., counters);  use non-standard units to solve oral measurement and to objects in the environment (e.g., inside, to  identify the effect of zero in addition and problems related to everyday issues; the right); subtraction; PERIMETER AND AREA  follow directions to move or place an object  mentally add one-digit numbers; add and subtract  demonstrate an understanding of the relationship in relation to another object (e.g., beside, to the money amounts to 10¢ using concrete materials, between the tiling of a surface and the number of units right); drawings and symbols; needed to cover the surface;  describe an object in relation to another using APPLICATIONS  estimate and count the number of uniform and non positional language (e.g., over, to the left of).  pose and solve simple number problems orally (e.g., uniform shapes that will cover a surface; how many students wore boots today?); CAPACITY, VOLUME, AND MASS  use concrete materials to help in solving simple  estimate, measure, and record the capacity of number problems; describe their thinking as they solve containers using non-standard units, and compare problems. the measures;  estimate, measure, and record the mass of objects using non-standard units, and compare the measures.