Mathematics
Grade 1: Geometry and Spatial Sense 
Planning: Term # Tracking: Ach. Level 

Overall Expectations 
1 
2 
3 
4 
•identify common
twodimensional shapes and threedimensional figures and sort and classify them
by their attributes; 




• compose and decompose
common twodimensional shapes and threedimensional 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
twodimensional faces of threedimensional 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 twodimensional 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 threedimensional
structures using concrete materials, and describe the twodimensional shapes
the structures contain; 




• cover outline puzzles with
twodimensional 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.