Mathematics 1
Outcomes:
Say the number sequence, 0 to 100, by:
- 1s forward and backward between any two given numbers
- 2s to 20, forward starting at 0
- 5s and 10s to 100, forward starting at 0.
Recognize, at a glance, and name familiar arrangements of 1 to 10 objects, dots, and pictures.
([C, CN, V, ME])
Demonstrate an understanding of counting by:
- indicating that the last number said identifies "how many"
- showing that any set has only one count using the counting on strategy
- using parts or equal groups to count sets.
Represent and describe whole numbers to 20 concretely, pictorially, and symbolically.
([C, CN, V])
Compare sets containing up to 20 elements to solve problems using:
- referents (known quantity)
- one-to-one correspondence.
Estimate quantities to 20 by using referents.
([C, PS, ME, R, V])
Demonstrate, concretely, physically, and pictorially, how whole numbers can be represented by a variety of equal groupings with and without singles.
([C, R, V])
Identify the number, up to 20, that is one more, two more, one less, and two less than a given number.
([C, CN, ME, R, V])
Demonstrate an understanding of addition of numbers with answers to 20 and the corresponding subtraction facts, concretely, pictorially, physically, and symbolically by:
- using familiar and mathematical language to describe additive and subtractive actions from their experience
- 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.
Describe and use mental mathematics strategies (memorization not intended), such as:
- counting on and counting back
- making 10
- doubles
- using addition to subtract
Outcomes:
Demonstrate an understanding of repeating patterns (two to four elements) by:
- describing
- reproducing
- extending
- creating patterns using manipulatives, diagrams, sounds, and actions.
Translate repeating patterns from one form of representation to another.
([C, R, V])
Describe equality as a balance and inequality as an imbalance, concretely, physically, and pictorially (0 to 20).
([C, CN, R, V])
Record equalities using the equal symbol.
([C, CN, PS, V])
Outcomes:
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.
Sort 3-D objects and 2-D shapes using one attribute, and explain the sorting rule.
([C, CN, R, V])
Replicate composite 2-D shapes and 3-D objects.
([CN, PS, V])
Compare 2-D shapes to parts of 3-D objects in the environment.
([C, CN, V])