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Mathematics

 Grade 1: Geometry and Spatial Sense Planning: Term # Tracking: Ach. Level Overall Expectations 1 2 3 4 •identify common two-dimensional shapes and three-dimensional figures and sort and classify them by their attributes; • compose and decompose common two-dimensional shapes and three-dimensional figures; • describe the relative locations of objects using positional language. Specific Expectations Geometric Properties • identify and describe common twodimensional shapes (e.g., circles, triangles, rectangles, squares) and sort and classify them by their attributes (e.g., colour; size; texture; number of sides), using concrete materials and pictorial representations (e.g.,“I put all the triangles in one group. Some are long and skinny, and some are short and fat, but they all have three sides.”); • trace and identify the two-dimensional faces of three-dimensional figures, using concrete models (e.g.,“I can see squares on the cube.”); • identify and describe common threedimensional figures (e.g., cubes, cones, cylinders, spheres, rectangular prisms) and sort and classify them by their attributes (e.g., colour; size; texture; number and shape of faces), using concrete materials and pictorial representations (e.g.,“I put the cones and the cylinders in the same group because they all have circles on them.”); • describe similarities and differences between an everyday object and a threedimensional figure (e.g.,“A water bottle looks like a cylinder, except the bottle gets thinner at the top.”); • locate shapes in the environment that have symmetry, and describe the symmetry. Geometric Relationships • compose patterns, pictures, and designs, using common two-dimensional shapes (Sample problem: Create a picture of a flower using pattern blocks.); • identify and describe shapes within other shapes (e.g., shapes within a geometric design); • build three-dimensional structures using concrete materials, and describe the twodimensional shapes the structures contain; • cover outline puzzles with two-dimensional shapes (e.g., pattern blocks, tangrams) (Sample problem: Fill in the outline of a boat with tangram pieces.). Location and Movement • describe the relative locations of objects or people using positional language (e.g., over, under, above, below, in front of, behind, inside, outside, beside, between, along); • describe the relative locations of objects on concrete maps created in the classroom (Sample problem:Work with your group to create a map of the classroom in the sand table, using smaller objects to represent the classroom objects. Describe where the teacher’s desk and the bookshelves are located.); • create symmetrical designs and pictures, using concrete materials (e.g., pattern blocks, connecting cubes, paper for folding), and describe the relative locations of the parts. Student Name:

Expectations: Copyright The Queen's Printer for Ontario, 2005.  Format: Copyright B.Phillips, 1998.