Mathematics

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?).

Student Name:

Expectations: Copyright The Queen's Printer for Ontario, 1997.  Format: Copyright B.Phillips, 1998.