Mathematics
Grade 1: Number Sense and Numeration |
Planning: Term # or Tracking: Ach. Level |
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Overall Expectations |
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•read, represent, compare, and order whole numbers to 50, and use concrete materials to investigate fractions and money amounts; |
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•demonstrate an
understanding of magnitude by counting forward to 100 and backwards from 20; |
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•solve problems involving
the addition and subtraction of single-digit whole numbers, using a variety
of strategies. |
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Specific Expectations |
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Quantity Relationships |
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•represent, compare, and
order whole numbers to 50, using a variety of tools (e.g., connecting cubes, ten
frames, base ten materials, number lines, hundreds charts) and contexts
(e.g., real-life experiences, number stories); |
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•read and print in words
whole numbers to ten, using meaningful contexts (e.g., storybooks, posters); |
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•demonstrate, using concrete
materials, the concept of conservation of number (e.g., 5 counters represent
the number 5, regardless whether they are close together or far apart); |
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•relate numbers to the anchors
of 5 and 10 (e.g., 7 is 2 more than 5 and 3 less than 10); |
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•identify and describe
various coins (i.e., penny, nickel, dime, quarter, $1 coin, $2 coin), using coin
manipulatives or drawings, and state their value (e.g., the value of a penny
is one cent; the value of a toonie is two dollars); |
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•represent money amounts to
20¢, through investigation using coin manipulatives; |
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•estimate the number of
objects in a set, and check by counting (e.g.,“I guessed that there were 20
cubes in the pile. I counted them and there were only 17 cubes. 17 is close
to 20.”); |
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•compose and decompose
numbers up to 20 in a variety of ways, using concrete materials (e.g., 7 can
be decomposed using connecting cubes into 6 and 1, or 5 and 2, or 4 and 3); |
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•divide whole objects into
parts and identify and describe, through investigation, equal-sized parts of the
whole, using fractional names (e.g., halves; fourths or quarters). |
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Counting |
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•demonstrate, using concrete
materials, the concept of one-to-one correspondence between number and
objects when counting; |
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•count forward by 1’s, 2’s,
5’s, and 10’s to 100, using a variety of tools and strategies (e.g., move
with steps; skip count on a number line; place counters on a hundreds chart; connect
cubes to show equal groups; count groups of pennies, nickels, or dimes); |
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•count backwards by 1’s from
20 and any number less than 20 (e.g., count backwards from 18 to 11), with
and without the use of concrete materials and number lines; |
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•count backwards from 20 by
2’s and 5’s, using a variety of tools (e.g., number lines, hundreds charts); |
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•use ordinal numbers to
thirty-first in meaningful contexts (e.g., identify the days of the month on a
calendar). |
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Operational Sense |
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•solve a variety of problems
involving the addition and subtraction of whole numbers to 20, using concrete
materials and drawings (e.g., pictures, number lines) (Sample problem: Miguel
has 12 cookies. Seven cookies are chocolate. Use counters to determine how
many cookies are not chocolate.); |
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•solve problems involving
the addition and subtraction of single-digit whole numbers, using a variety
of mental strategies (e.g., one more than, one less than, counting on,
counting back, doubles); |
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•add and subtract money
amounts to 10¢, using coin manipulatives and drawings. |
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Student Name: |
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Expectations: Copyright The Queen's Printer for Ontario, 2005. Format: Copyright B.Phillips, 1998.