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1Grade 1 Standards
Top Mathematicians
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Patterns and Relations
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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. -
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1.625
-
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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,… -
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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. -
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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. -
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1.2710
-
1.285
-
1.295
-
1.3015
-
1.315
-
1.3210
-
1.3310
-
1.3410
-
1.355
-
1.3610
-
1.5920
-
-
1.PR.1
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Shape and Space
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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. -
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1.635
-
1.645
-
1.655
-
1.665
-
1.675
-
1.685
-
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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. -
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1.695
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1.705
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1.715
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1.725
-
1.735
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1.745
-
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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. -
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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). -
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1.SS.1
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Number
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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. -
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1.110
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1.35
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1.45
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1.520
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1.65
-
1.815
-
1.915
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1.1020
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1.1120
-
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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. -
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1.110
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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. -
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1.110
-
1.45
-
1.520
-
1.65
-
1.915
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1.125
-
1.135
-
-
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. -
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1.1410
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1.1510
-
-
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. -
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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. -
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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. -
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1.1910
-
1.2010
-
1.2110
-
1.2210
-
1.2310
-
1.2410
-
1.2510
-
1.2610
-
1.2710
-
1.285
-
1.295
-
1.3015
-
1.315
-
1.3210
-
1.3310
-
1.3410
-
1.355
-
1.3610
-
-
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. -
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1.35
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1.2010
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1.2310
-
1.3710
-
1.3810
-
1.3915
-
1.4110
-
1.4220
-
1.4315
-
1.4415
-
1.4710
-
1.4810
-
1.4920
-
1.5010
-
1.515
-
1.5250
-
1.5350
-
1.5415
-
1.5510
-
1.5615
-
1.5710
-
1.5815
-
1.5920
-
1.6015
-
1.6110
-
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1.N.1