Mathematics

Grade 1: Patterning and Algebra	Planning: Term # Tracking: Ach. Level
Overall Expectations	1	2	3	4
• identify, describe, extend, and create repeating patterns;
• demonstrate an understanding of the concept of equality, using concrete materials and addition and subtraction to 10.
Specific Expectations
Patterns and Relationships
•identify, describe, and extend, through investigation, geometric repeating patterns involving one attribute (e.g., colour, size, shape, thickness, orientation);
•identify and extend, through investigation, numeric repeating patterns (e.g., 1, 2, 3, 1, 2, 3, 1, 2, 3, …);
•describe numeric repeating patterns in a hundreds chart;
•identify a rule for a repeating pattern (e.g., “We’re lining up boy, girl, boy, girl, boy, girl.”);
•create a repeating pattern involving one attribute (e.g., colour, size, shape, sound) (Sample problem: Use beads to make a string that shows a repeating pattern involving one attribute.);
• represent a given repeating pattern in a variety of ways (e.g., pictures, actions, colours, sounds, numbers, letters) (Sample problem: Make an ABA,ABA,ABA pattern using actions like clapping or tapping.).
Expressions and Equality
•create a set in which the number of objects is greater than, less than, or equal to the number of objects in a given set;
•demonstrate examples of equality, through investigation, using a “balance” model (Sample problem: Demonstrate, using a pan balance, that a train of 7 attached cubes on one side balances a train of 3 cubes and a train of 4 cubes on the other side.);
•determine, through investigation using a “balance” model and whole numbers to 10, the number of identical objects that must be added or subtracted to establish equality (Sample problem: On a pan balance, 5 cubes are placed on the left side and 8 cubes are placed on the right side. How many cubes should you take off the right side so that both sides balance?).
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Expectations: Copyright The Queen's Printer for Ontario, 1997.  Format: Copyright B.Phillips, 1998.