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Grade 1 learners will demonstrate an understanding of counting strategies and subitizing, as well as comparing and estimating quantities. They will develop an understanding of the meaning of addition and subtraction, and they will recall some facts by learning and applying mental math strategies while they learn the meaning of equality and inequality. Learners will demonstrate an understanding that objects and shapes can be described, sorted, measured, compared, and used to translate repeating patterns according to their attributes.
The Guiding Principles for the Design of Learning Experiences and Assessment Practices provide guidance to all Manitoba educators as they design learning experiences and classroom assessments to strengthen, extend, and expand student learning. Planning with the learner, the context, and the curricula in mind creates opportunities for the co-construction of inclusive learning experiences and assessment practices where the diverse learning needs, abilities, and interests of each learner are met.
Assessment for and as learning involve learners in the process and support learner reflection; assessment of learning (commonly known as summative evaluation) measures final outcomes. All aspects, when done well, contribute to informed teaching and reliable judgment of learner progress.
The Guiding Principles for Evaluation and Reporting are currently still under development and not yet available. When completed, a notification will be added to the Manitoba Framework for Learning “What’s New?” page on the website.
General Learning Outcome: Develop number sense.
1.N.1. Say the number sequence by
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1.N.2. Subitize and name familiar arrangements of 1 to 10 dots (or objects).
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1.N.3. Demonstrate an understanding of counting by
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1.N.4. Represent and describe numbers to 20, concretely, pictorially, and symbolically.
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1.N.5. Compare and order sets containing up to 20 elements to solve problems using
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1.N.6. Estimate quantities to 20 by using referents.
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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.
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1.N.8. Identify the number, up to 20, that is one more, two more, one less, and two less than a given number
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1.N.9. Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially, and symbolically, by
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1.N.10. Describe and use mental mathematics strategies, including
to determine the basic addition and related subtraction facts to 18.
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General Learning Outcome: Use patterns to describe the world and solve problems.
1.PR.1. Demonstrate an understanding of repeating patterns (two to four elements) by
patterns using manipulatives, diagrams, sounds, and actions.
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1.PR.2. Translate repeating patterns from one representation to another.
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General Learning Outcome: Represent algebraic expressions in multiple ways.
1.PR.3. Describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to 20).
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1.PR.4. Record equalities using the equal symbol (0 to 20).
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General Learning Outcome: Use direct or indirect measurement to solve problems.
1.SS.1. Demonstrate an understanding of measurement as a process of comparing by
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General Learning Outcome: Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.
1.SS.2. Sort 3-D objects and 2-D shapes using one attribute, and explain the sorting rule.
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1.SS.3. Replicate composite 2-D shapes and 3-D objects.
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1.SS.4. Compare 2-D shapes to parts of 3-D objects in the environment.
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Not applicable. Statistics starts in Grade 2. Probability starts in Grade 5.
Grade 1 - Curriculum Implementation Resources: Web Pages