Mathematics

Grade 1: Number Sense and Numeration	Planning: Term # or Tracking: Ach. Level
Overall Expectations	1	2	3	4
•read, represent, compare, and order whole numbers to 50, and use concrete materials to investigate fractions and money amounts;
•demonstrate an understanding of magnitude by counting forward to 100 and backwards from 20;
•solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of strategies.
Specific Expectations
Quantity Relationships
•represent, compare, and order whole numbers to 50, using a variety of tools (e.g., connecting cubes, ten frames, base ten materials, number lines, hundreds charts) and contexts (e.g., real-life experiences, number stories);
•read and print in words whole numbers to ten, using meaningful contexts (e.g., storybooks, posters);
•demonstrate, using concrete materials, the concept of conservation of number (e.g., 5 counters represent the number 5, regardless whether they are close together or far apart);
•relate numbers to the anchors of 5 and 10 (e.g., 7 is 2 more than 5 and 3 less than 10);
•identify and describe various coins (i.e., penny, nickel, dime, quarter, $1 coin, $2 coin), using coin manipulatives or drawings, and state their value (e.g., the value of a penny is one cent; the value of a toonie is two dollars);
•represent money amounts to 20¢, through investigation using coin manipulatives;
•estimate the number of objects in a set, and check by counting (e.g.,“I guessed that there were 20 cubes in the pile. I counted them and there were only 17 cubes. 17 is close to 20.”);
•compose and decompose numbers up to 20 in a variety of ways, using concrete materials (e.g., 7 can be decomposed using connecting cubes into 6 and 1, or 5 and 2, or 4 and 3);
•divide whole objects into parts and identify and describe, through investigation, equal-sized parts of the whole, using fractional names (e.g., halves; fourths or quarters).
Counting
•demonstrate, using concrete materials, the concept of one-to-one correspondence between number and objects when counting;
•count forward by 1’s, 2’s, 5’s, and 10’s to 100, using a variety of tools and strategies (e.g., move with steps; skip count on a number line; place counters on a hundreds chart; connect cubes to show equal groups; count groups of pennies, nickels, or dimes);
•count backwards by 1’s from 20 and any number less than 20 (e.g., count backwards from 18 to 11), with and without the use of concrete materials and number lines;
•count backwards from 20 by 2’s and 5’s, using a variety of tools (e.g., number lines, hundreds charts);
•use ordinal numbers to thirty-first in meaningful contexts (e.g., identify the days of the month on a calendar).
Operational Sense
•solve a variety of problems involving the addition and subtraction of whole numbers to 20, using concrete materials and drawings (e.g., pictures, number lines) (Sample problem: Miguel has 12 cookies. Seven cookies are chocolate. Use counters to determine how many cookies are not chocolate.);
•solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of mental strategies (e.g., one more than, one less than, counting on, counting back, doubles);
•add and subtract money amounts to 10¢, using coin manipulatives and drawings.
Student Name:

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