• 1
    Grade 1 Standards
Top Mathematicians
  • 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.
  • 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.
  • 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.