1.N.1

• Say the number sequence by:
• 1s forward and backward between any two given numbers (0 to 100)
• 2s to 30, forward starting at 0
• 5s and 10s to 100, forward starting at 0


[C, CN, ME, V]

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.


[C, PS, R, V]

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


[C, CN, PS, R, V]

1.N.2

• Subitize and name familiar arrangements of 1 to 10 dots (or objects).


[C, CN, ME, V]

1.PR.2

• Translate repeating patterns from one representation to another.


[C, R, V]

1.N.3

• Demonstrate an understanding of counting by
• using the counting on strategy
• using parts or equal groups to count sets


[C, CN, ME, R, V]

1.SS.2

• Sort 3-D objects and 2-D shapes using one attribute, and explain the sorting rule.


[C, CN, R, V]

1.N.4

• Represent and describe numbers to 20, concretely, pictorially and symbolically.


[C, CN, V]

1.PR.3

• Describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to 20).


[C, CN, R, V]

1.SS.3

• Replicate composite 2-D shapes and 3-D objects.


[CN, PS, V]

1.N.5

• Compare and order sets containing up to 20 elements to solve problems using
• referents
• one-to-one correspondence
 


[C, CN, ME, PS, R, V]

1.PR.4

• Record equalities using the equal symbol (0 to 20).


[C, CN, PS, V]

1.SS.4

• Compare 2-D shapes to parts of 3-D objects in the environment.


[C, CN, V]

1.N.6

• Estimate quantities to 20 by using referents.


[C, ME, PS, R, V]

1.N.7

• Demonstrate, concretely and pictorially, how a number up to 30, can be represented by a variety of equal groups with and without singles.


[C, R, V]

1.N.8

• 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]

1.N.9

• 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 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.


[C, CN, ME, PS, R, V]

1.N.10

• Describe and use mental mathematics strategies (memorization not intended)
  • counting on and counting back
  • using one more or one less
  • making 10
  • starting from known doubles
  • using addition to subtract
  to determine the basic addition and related subtraction facts to 18.



[C, CN, ME, PS, R, V]