Math Games

1.PR.1

Demonstrate an understanding of repeating patterns (two to four elements) by: • describing • reproducing • extending • creating patterns using manipulatives, diagrams, sounds and actions. • Achievement Indicators: - 1PR1.1 Describe a given repeating pattern containing two to four elements in its core. - 1PR1.2 Identify and describe errors in a given repeating pattern. - 1PR1.3 Identify and describe the missing element(s) in a given repeating pattern. - 1PR1.4 Reproduce and extend a given repeating pattern using manipulatives, diagrams, sounds and actions. - 1PR1.5 Identify and describe, using every day language, a repeating pattern in the environment, e.g., in the classroom, outdoors. - 1PR1.6 Identify repeating events; e.g., days of the week, birthdays, seasons - 1PR1.7 Create and describe a repeating pattern, using a variety of manipulatives, diagrams, sounds and actions.

1.PR.2

Translate repeating patterns from one representation to another. • Achievement Indicators: - 1PR2.1 Represent a given repeating pattern, using another mode; e.g., actions to sound, colour to shape, ABC ABC to moose, puffin, bear, moose, puffin, bear. - 1PR2.2 Describe a given repeating pattern, using a letter code; e.g., ABC ABC,…

1.PR.3

Describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to 20). • Achievement Indicators: - 1PR3.1 Construct two equal sets, using the same objects (same shape and mass), and demonstrate their equality of number, using a balance scale. - 1PR3.2 Construct two unequal sets, using the same objects (same shape and mass), and demonstrate their inequality of number, using a balance scale. - 1PR3.3 Determine if two given concrete sets are equal or unequal, and explain the process used.

1.PR.4

Record equalities using the equal symbol (0 to 20). • Achievement Indicators: - 1PR4.1 Represent a given equality, using manipulatives or pictures. - 1PR4.2 Represent a given pictorial or concrete equality in symbolic form. - 1PR4.3 Provide examples of equalities where the given sum or difference is on either the left or right side of the equal symbol (=). - 1PR4.4 Record different representations of the same quantity (0 to 20) as equalities.

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. • Achievement Indicators: - 1SS1.1 Identify common attributes, such as length, height, mass, capacity and area, that could be used to compare two given objects. - 1SS1.2 Order a set of objects by length, height, mass, capacity or area, and explain their ordering. - 1SS1.3 Compare two given objects, and identify the attributes used to compare. - 1SS1.4 Determine which of two or more objects is longest or shortest by matching, and explain the reasoning. - 1SS1.5 Determine which of two or more objects has the greatest or least area by covering, and explain the reasoning. - 1SS1.6 Determine which of two or more objects holds the most or least by filling, and explain the reasoning. - 1SS1.7 Determine which of two or more objects is heaviest or lightest by comparing, and explain the reasoning.

1.SS.2

Sort 3-D objects and 2-D shapes, using one attribute, and explain the sorting rule. • Achievement Indicators: - 1SS2.1 Sort a set of familiar 3-D objects or 2-D shapes, using a given sorting rule. - 1SS2.2 Sort a set of familiar 3-D objects using a single attribute, determined by the student, and explain the sorting rule. - 1SS2.3 Sort a set of 2-D shapes using a single attribute, determined by the student, and explain the sorting rule. - 1SS2.4 Determine the difference between two 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. • Achievement Indicators: - 1SS3.1 Select 2-D shapes from a set to reproduce a composite 2-D shape. - 1SS3.2 Select 3-D objects from a set to reproduce a composite 3-D object. - 1SS3.3 Predict and select the 2-D shapes used to produce a composite 2-D shape, and verify by deconstructing the composite shape. - 1SS3.4 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. • Achievement Indicators: SS4.1 Identify 3-D objects (cylinder, cone, cube, sphere) in the environment that have parts similar to a 2-D shape (circle, triangle, square, rectangle).

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. • Achievement Indicators: - 1N1.1 Recite forward by 1s the number sequence between two given numbers (0 to 100). - 1N1.2 Recite backward by 1s the number sequence between two given numbers (20 to 0). - 1N1.3 Record a given numeral (0 to 100) symbolically when it is presented orally. - 1N1.4 Read a given numeral (0 to 100) when it is presented symbolically. - 1N1.5 Skip count by 2s to 20, starting at 0. - 1N1.6 Skip count by 5s to 100, starting at 0. - 1N1.7 Skip count by 10s to 100, starting at 0. - 1N1.8 Identify and correct errors/omissions in a given number sequence and explain.

1.N.2

Subitize (recognize at a glance) and name familiar arrangements of 1 to 10 objects, dots or pictures. • Achievement Indicators: - 1N2.1 Identify the number represented by a given arrangement of dots on a ten frame and describe the number’s relationship to 5 and/or 10. - 1N2.2 Look briefly at a given familiar arrangement of objects, dots or pictures and identify the number represented without counting.

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 the counting on strategy • using parts or equal groups to count sets. • Achievement Indicators: - 1N3.1 Answer the question, “How many are in the set?”, using the last number counted in a given set. - 1N3.2 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. - 1N3.3 Count the number of objects in a given set, rearrange the objects, predict the new count and recount to verify the prediction. - 1N3.4 Record the number of objects in a given set (up to 100). - 1N3.5 Determine the total number of objects in a given set, starting from a known quantity and counting on. - 1N3.6 Identify and correct counting errors in a given counting sequence. - 1N3.7 Count quantity, using groups of 2, 5 or 10 and counting on.

1.N.4

Represent and describe numbers to 20, concretely, pictorially and symbolically. • Achievement Indicators: - 1N4.1 Read given number words to 10. - 1N4.2 Represent a given number up to 20, using a variety of manipulatives, including ten-frames and base ten materials. - 1N4.3 Partition any given quantity up to 20 into 2 parts, and identify the number of objects in each part. - 1N4.4 Model a given number, using two different objects; e.g., 10 desks represents the same number as 10 pencils. - 1N4.5 Place given numerals on a number line with benchmarks 0, 5, 10 and 20.

1.N.5

Compare sets containing up to 20 elements, using: • referents • one-to-one correspondence to solve problems. • Achievement Indicators: - 1N5.1 Build a set equal to a given set that contains up to 20 elements. - 1N5.2 Build a set that has more elements than, fewer elements than or as many elements as a given set. - 1N5.3 Compare two given sets, using one-to-one correspondence, and describe them, using comparative words such as more, fewer or as many. - 1N5.4 Solve a given story problem (pictures and words) that involves the comparison of two quantities.

1.N.6

Estimate quantities to 20 by using referents. • Achievement Indicators: - 1N6.1 Estimate a given quantity by comparing it to a given referent (known quantity). - 1N6.2 Select an estimate for a given quantity from at least two possible options, and explain the choice.

1.N.7

Identify the number, up to 20, that is one more, two more, one less and two less than a given number. • Achievement Indicators: - 1N7.1 Name the number that is one more, two more, one less or two less than a given number, up to 20. - 1N7.2 Represent a number on a ten-frame that is one more, two more, one less or two less than a given number.

1.N.8

Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially and symbolically, by: • using familiar and mathematical language to describe additive and subtractive actions from their personal 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. • Achievement Indicators: - 1N8.1 Act out a given problem presented orally or through shared reading. - 1N8.2 Represent the numbers and actions presented in a given story problem by using manipulatives, and record them using sketches and/or number sentences. - 1N8.3 Create an addition problem based on personal experiences, and simulate the action with counters. - 1N8.4 Create a word problem for a given addition or subtraction number sentence (equation). - 1N8.5 Create a subtraction problem based on personal experiences, and simulate the action with counters. - 1N8.6 Write the related subtraction fact for a given addition fact. - 1N8.7 Write the related addition fact for a given subtraction fact. - 1N8.8 Indicate if the scenario in a given story problem represents additive or subtractive action. - 1N8.9 Represent a given story problem pictorially or symbolically to show the additive or subtractive action, and solve the problem.

1.N.9

Describe and use mental mathematics strategies for basic addition facts and related subtraction facts to 18. • Achievement Indicators: - 1N9.1 Use and describe a mental mathematics strategy for determining a given sum. - 1N9.2 Use and describe a mental mathematics strategy for determining a given difference. - 1N9.3 Use and describe mental mathematics strategies, such as: • counting on and counting back • making 10 • using doubles • thinking addition for subtraction. - 1N9.4 Refine mental mathematics strategies to increase their efficiency.