• 1
    Grade 1 Standards
Top Mathematicians
  • Patterns and Relations
    • 1.PR.1
      Demonstrate an understanding of repeating patterns (two to four elements) by:
      • describing patterns using manipulatives, diagrams, sounds and actions.
      • reproducing patterns using manipulatives, diagrams, sounds and actions.
      • extending patterns using manipulatives, diagrams, sounds and actions.
      • creating patterns using manipulatives, diagrams, sounds and actions.
      • Describe a given repeating pattern containing two to four elements in its core.
      • Identify and describe errors in a given repeating pattern.
      • Identify and describe the missing element(s) in a given repeating pattern.
      • Create and describe a repeating pattern, using a variety of manipulatives, diagrams, sounds and actions.
      • Reproduce and extend a given repeating pattern, using manipulatives, diagrams, sounds and actions.
      • Identify and describe a repeating pattern in the environment, e.g., in the classroom, outdoors, using everyday language.
      • Identify repeating events; e.g., days of the week, birthdays, seasons.
    • 1.PR.2
      Translate repeating patterns from one representation to another.
      • Represent a given repeating pattern, using another mode; e.g., actions to sound, colour to shape, ABC ABC to bear eagle fish bear eagle fish.
      • Describe a given repeating pattern, using a letter code; e.g., ABC ABC…
    • 1.PR.3
      Sort objects, using one attribute, and explain the sorting rule.
      • Identify a common attribute in a given set of objects.
      • Choose a single attribute to sort a given set of objects, sort the set, and explain the sorting rule.
      • Sort a given set of objects, using a given sorting rule.
      • Determine the difference between two given pre-sorted sets of objects, and explain a possible sorting rule used to sort them.
    • 1.PR.4
      Describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to 20).
      • Construct two equal sets, using the same objects (same shape and mass), and demonstrate their equality of number, using a balance (limited to 20 elements).
      • Construct two unequal sets, using the same objects (same shape and mass), and demonstrate their inequality of number, using a balance (limited to 20 elements).
      • Determine if two given concrete sets are equal or unequal, and explain the process used.
    • 1.PR.5
      Record equalities, using the equal symbol.
      • Represent a given equality, using manipulatives or pictures.
      • Represent a given pictorial or concrete equality in symbolic form.
      • Provide examples of equalities where the given sum or difference is on either the left or right side of the equal symbol (=).
      • Record different representations of the same quantity (0 to 20) as equalities.
  • Number
    • 1.N.1
      Say the number sequence 0 to 100 by:
      • 1s forward between any two given numbers.
      • 1s backward from 20 to 0.
      • 2s forward from 0 to 20.
      • 5s and 10s forward from 0 to 100.
      • Recite forward by 1s the number sequence between two given numbers (0 to 100).
      • Recite backward by 1s the number sequence between two given numbers (20 to 0).
      • Read a given numeral (0 to 100) when it is presented symbolically.
      • Skip count forward by 2s to 20, starting at 0.
      • Skip count forward by 5s to 100, starting at 0.
      • Skip count forward by 10s to 100, starting at 0.
      • Identify and read numbers in the environment.
      • Identify and correct errors and omissions in a given number sequence.
    • 1.N.10
      Describe and use mental mathematics strategies for basic addition facts and related subtraction facts to 18.
      • Use and describe a mental mathematics strategy for determining a given sum.
      • Use and describe a mental mathematics strategy for determining a given difference.
      • Use and describe mental mathematics strategies, such as:
      - counting on and counting back.
      - making 10.
      - using doubles.
      - thinking addition for subtraction.
      • Refine mental mathematics strategies to increase their efficiency.
      • Write the related subtraction fact for a given addition fact.
      • Write the related addition fact for a given subtraction fact.
      • Demonstrate understanding and application of strategies for addition facts up to and including 9 + 9 and related subtraction facts.
      • Demonstrate recall/memorization of addition facts to a sum of 5 and related subtraction facts.
    • 1.N.2
      Subitize (recognize at a glance) and name familiar arrangements of 1 to 10 objects or dots.
      • Look briefly at a given familiar arrangement of objects or dots, and identify how many objects or dots there are without counting.
      • Identify the number represented by a given arrangement of dots on a ten frame.
    • 1.N.3
      Demonstrate an understanding of counting by:
      • indicating that the last number said identifies "how many".
      • showing that any set has only one count.
      • using counting-on.
      • using parts or equal groups to count sets.
      • Answer the question, "How many are in the set?", using the last number counted in a given set.
      • Identify and correct counting errors in a given counting sequence.
      • Show that the count of the number of objects in a given set does not change regardless of the order in which the objects are counted.
      • Count the number of objects in a given set, rearrange the objects, predict the new count and recount to verify the prediction.
      • Determine the total number of objects in a given set, starting from a known quantity and counting on.
      • Count quantity, using groups of 2, 5 or 10 and counting on.
      • Record the number of objects in a given set (up to 100).
    • 1.N.4
      Represent and describe numbers to 20, concretely, pictorially and symbolically.
      • Represent a given number up to 20, using a variety of manipulatives, including ten frames and base ten materials.
      • Read given number words to 20.
      • Partition any given quantity up to 20 into 2 parts, and identify the number of objects in each part.
      • Model a given number, using two different objects; e.g., 10 desks represents the same number as 10 pencils.
      • Place given numerals on a number line with benchmarks 0, 5, 10 and 20.
      • Find examples of a given number in the environment.
    • 1.N.5
      Compare sets containing up to 20 elements, using:
      • referents to solve problems.
      • one-to-one correspondence to solve problems.
      • Build a set equal to a given set that contains up to 20 elements.
      • Build a set that has more elements than, fewer elements than or as many elements as a given set.
      • Build several sets of different objects that have the same given number of elements in the set.
      • Compare two given sets, using one-to-one correspondence, and describe the sets, using comparative words such as more, fewer or as many.
      • Compare a set to a given referent, using comparative language.
      • Solve a given problem (pictures and words) that involves the comparison of two quantities.
    • 1.N.6
      Estimate quantities to 20 by using referents.
      • Estimate a given quantity by comparing it to a given referent (known quantity).
      • Select an estimate for a given quantity from at least two possible choices, and explain the choice.
    • 1.N.7
      Demonstrate an understanding of conservation of number.
      • Explain why for a given number of counters, no matter how they are grouped, the total number of counters does not change.
      • Group a set of given counters in more than one way.
    • 1.N.8
      Identify the number, up to 20, that is:
      • one more than a given number.
      • two more than a given number.
      • one less than a given number.
      • two less than a given number.
      • Name the number that is one more, two more, one less or two less than a given number, up to 20.
      • Represent a number on a ten frame that is one more, two more, one less or two less than a given number.
    • 1.N.9
      Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially and symbolically, by:
      • using familiar mathematical language to describe additive and subtractive actions.
      • creating and solving problems in context that involve addition and subtraction.
      • modelling addition and subtraction, using a variety of concrete and visual representations, and recording the process symbolically.
      • Act out a given problem presented orally or through shared reading.
      • Indicate if the scenario in a given problem represents additive or subtractive action.
      • Represent the numbers and actions presented in a given problem by using manipulatives, and record them using sketches and/or number sentences.
      • Create an addition problem based on personal experiences, and simulate the action with counters.
      • Create a subtraction problem based on personal experiences, and simulate the action with counters.
      • Create a word problem for a given number sentence (equation).
      • Represent a given problem pictorially or symbolically to show the additive or subtractive action, and solve the problem.
  • Shape and Space
    • 1.SS.1
      Demonstrate an understanding of measurement as a process of comparing by:
      • identifying attributes that can be compared.
      • ordering objects.
      • making statements of comparison.
      • filling, covering or matching.
      • Identify common attributes, such as length (height), mass (weight), volume (capacity) and area, that could be used to compare two given objects.
      • Order a set of objects by length (height), mass (weight), volume (capacity) or area, and explain their ordering.
      • Compare two given objects, and identify the attributes used to compare.
      • Determine which of two or more given objects is longest/shortest by matching, and explain the reasoning.
      • Determine which of two or more given objects is heaviest/lightest by comparing, and explain the reasoning.
      • Determine which of two or more given objects holds the most/least by filling, and explain the reasoning.
      • Determine which of two or more given objects has the greatest/least area by covering, and explain the reasoning.
    • 1.SS.2
      Sort 3-D objects and 2-D shapes, using one attribute, and explain the sorting rule.
      • Sort a given set of familiar 3-D objects or 2-D shapes, using a given sorting rule.
      • Choose a single attribute to sort a given set of familiar 3-D objects, sort the set, and explain the sorting rule.
      • Choose a single attribute to sort a given set of 2-D shapes, sort the set, and explain the sorting rule.
      • Determine the difference between two given pre-sorted sets of familiar 3-D objects or 2-D shapes, and explain a possible sorting rule used to sort them.
    • 1.SS.3
      Replicate composite 2-D shapes and 3-D objects.
      • Select 2-D shapes from a given set to reproduce a given composite 2-D shape.
      • Select 3-D objects from a given set to reproduce a given composite 3-D object.
      • Predict and select the 2-D shapes used to produce a composite 2-D shape, and verify by deconstructing the composite shape.
      • Predict and select the 3-D objects used to produce a composite 3-D object, and verify by deconstructing the composite object.
    • 1.SS.4
      Compare 2-D shapes to parts of 3-D objects in the environment.
      • Identify 3-D objects in the environment that have parts similar to a given 2-D shape.
Remove Ads