Mathematics
Grade 1: Patterning and Algebra |
Planning: Term # Tracking: Ach. Level |
|||
Overall Expectations |
1 |
2 |
3 |
4 |
• identify, describe, extend,
and create repeating patterns; |
|
|
|
|
• demonstrate an
understanding of the concept of equality, using concrete materials and
addition and subtraction to 10. |
|
|
|
|
Specific Expectations |
|
|
|
|
Patterns and Relationships
|
|
|
|
|
•identify, describe, and
extend, through investigation, geometric repeating patterns involving one
attribute (e.g., colour, size, shape, thickness, orientation); |
|
|
|
|
•identify and extend,
through investigation, numeric repeating patterns (e.g., 1, 2, 3, 1, 2, 3, 1,
2, 3, …); |
|
|
|
|
•describe numeric repeating
patterns in a hundreds chart; |
|
|
|
|
•identify a rule for a
repeating pattern (e.g., “We’re lining up boy, girl, boy, girl, boy, girl.”); |
|
|
|
|
•create a repeating pattern
involving one attribute (e.g., colour, size, shape, sound) (Sample problem:
Use beads to make a string that shows a repeating pattern involving one
attribute.); |
|
|
|
|
• represent a given repeating
pattern in a variety of ways (e.g., pictures, actions, colours, sounds,
numbers, letters) (Sample problem: Make an ABA,ABA,ABA pattern using actions
like clapping or tapping.). |
|
|
|
|
Expressions and Equality
|
|
|
|
|
•create a set in which the
number of objects is greater than, less than, or equal to the number of
objects in a given set; |
|
|
|
|
•demonstrate examples of
equality, through investigation, using a “balance” model (Sample problem:
Demonstrate, using a pan balance, that a train of 7 attached cubes on one
side balances a train of 3 cubes and a train of 4 cubes on the other side.); |
|
|
|
|
•determine, through
investigation using a “balance” model and whole numbers to 10, the number of
identical objects that must be added or subtracted to establish equality
(Sample problem: On a pan balance, 5 cubes are placed on the left side and 8
cubes are placed on the right side. How many cubes should you take off the
right side so that both sides balance?). |
|
|
|
|
Student Name: |
|
|
|
|
Expectations: Copyright The Queen's Printer for Ontario, 1997. Format: Copyright B.Phillips, 1998.