OUTCOME:
N1.1 Say the number sequence, 0 to 100, by:
• 1s forward and backward between any two given numbers
• 2s to 20, forward starting at 0
• 5s and 10s to 100, forward starting at 0.
[C, CN, V, ME]
Possible Instructional Strategies
- Counting 100 days of school and recording the numeral each day.
- Scholastic book reading chart
- Rolling pennies
Key Indicators
- (c) Record a numeral (0 to 100) symbolically when it is presented orally.
- (h) Identify and correct errors and omissions in a number sequence.
Concepts (Nouns, Knows)
Skills (Verbs, Dos)
numeral
record(1)
symbol
identify (1)
errors
correct (3)
omissions
number sequence
Big Ideas (Enduring Understandings)
We can write numbers people say.
We write numbers to show how many.
Essential Questions
Number sequence never changes.
Why do we write numbers?
There are patterns in number sequence.
How can we correct errors in a number
sequence? Why is it important to correct those
errors?
How can numbers be represented?
Why do we write numbers in sequence?
Math Grade 1 (Updated MAR-19-2012)
OUTCOME:
N1.2 Recognize, at a glance, and name familiar arrangements of 1 to 10 objects, dots, and
pictures. [C, CN, ME, V]
Key Indicators
-(b)Look briefly at a familiar arrangement and identify how many objects there are
without counting.
Concepts (Nouns, Knows)
Skills (Verbs, Dos)
arrangement
look (1)
objects
identify (subitize) (1)
counting
Big Ideas (Enduring Understandings)
There are different ways of knowing how
many objects in a group.
Math Grade 1 (Updated MAR-19-2012)
Essential Questions
How can you tell how many without
counting?
OUTCOME:
N1.3 Demonstrate an understanding of counting by:
• indicating that the last number said identifies “how many”
• showing that any set has only one count using N1.3 the counting on strategy
• using parts or equal groups to count sets.
[C, CN, ME, R, V]
Possible Instructional Strategies
- Missing floors in elevators.
- Counting nickels and dimes.
- Counting a tooth chart
Key Indicators
- (b) identify and correct counting errors in a counting sequence
- (f) Determine the total number of objects in a set using groups of 2s, 5s, or 10s and
counting on.
Concepts (Nouns, Knows)
errors
Skills (Verbs, Dos)
identify (1)
counting sequence
correct (3)
total number
determine (2)
set
use (groups of 2s,5s or 10s) (3)
groups
counting on (3)
counting on
Big Ideas (Enduring Understandings)
Essential Questions
Number sequence never changes.
There are patterns in number sequence.
Why do we count numbers in sequence?
Skip counting and counting on are efficient
ways to count large numbers.
How can we correct errors in a counting
sequence? Why is it important to correct those
errors?
How are skip counting (by 2s,5s, and 10s) or
counting on faster than counting by 1s?
OUTCOME:
Math Grade 1 (Updated MAR-19-2012)
N1.4 Represent and describe whole numbers to 20 concretely, pictorially, and
symbolically. [C, CN, V]
Key Indicators
- (a) represent a whole number using a variety of manipulatives, including ten frames and
base ten materials
- (c) Partition any quantity into 2 parts and identify the number of objects in each part.
Concepts (Nouns, Knows)
Skills (Verbs, Dos)
whole number
represent (2)
manipulatives
use (manipulatives) (3)
ten frames
partition (4)
base ten materials
identify (1)
parts
objects
number
Big Ideas (Enduring Understandings)
Essential Questions
There are many ways of representing a
number.
How and why do we represent numbers?
Many tools that can be used to represent
numbers.
Different tools can be used to represent
certain numbers more efficiently.
A number can be represented by two smaller
parts.
What tools can be used to represent a
number?
How do I know which tool or strategy to use
when working with numbers?
Why would I break numbers into parts or put
them into groups?
OUTCOME:
N1.5 Compare sets containing up to 20 elements to solve problems using:
Math Grade 1 (Updated MAR-19-2012)
• referents (known quantity)
• one-to-one correspondence. [C, CN, ME, PS, R, V]
Key Indicators
- (b) Build a set that has more, fewer, or as many elements as a given set.
-( f) Solve a story problem (pictures and words) that involves the comparison of two
quantities.
Concepts (Nouns, Knows)
Skills (Verbs, Dos)
set
build (3)
more
solve (3)
fewer
compare (4)
as many
elements
story problem (pictures and words)
comparison
quantities
Big Ideas (Enduring Understandings)
Essential Questions
There are different ways to build/create sets.
You need more than one set to make a
comparison.
Relationships can be described and problems
can be solved by comparing.
How can I create sets and why would I do
this?
Why do we compare more than one set?
When and why do we compare things?
Math Grade 1 (Updated MAR-19-2012)
OUTCOME:
N1.6 Estimate quantities to 20 by using referents. [C, ME, PS, R, V]
Key Indicators
- b) Select an estimate for a given quantity by choosing between at least two possible
options and explain the choice.
Concepts (Nouns, Knows)
Skills (Verbs, Dos)
estimate
select (1)
quantity
choose (3)
options
explain (2)
choice
Big Ideas (Enduring Understandings)
Essential Questions
An estimate is a guess between at least 2
options.
Estimating is a strategy that helps me check
my work.
A referent is used to make comparisons.
What is an estimate?
Math Grade 1 (Updated MAR-19-2012)
Why do we estimate? How do we do it?
What is a referent and why use it?
OUTCOME:
N1.7 Demonstrate, concretely, physically, and pictorially, how whole numbers can be
represented by a variety of equal groupings with and without singles. [C, R, V]
Key Indicators
- (b) Recognize that for a number of counters, no matter how they are grouped, the total
number of counters does not change.
Concepts (Nouns, Knows)
Skills (Verbs, Dos)
number
recognize (number does not change) (1)
counters
groups
change
total number
Big Ideas (Enduring Understandings)
Essential Questions
Groups of counters can be used to represent
numbers.
I can trust the count no matter how things are
grouped.
When do we need to count groups of objects
in our daily lives?
Math Grade 1 (Updated MAR-19-2012)
How do I know the number of objects is the
same if objects are moved, but none added or
taken away?
OUTCOME:
N1.8 Identify the number, up to 20, that is one more, two more, one less, and two less than a
given number.
[C, CN, ME, R, V]
Key Indicators
- (b) Represent the number on a ten frame that is one more, two more, one less, or two less
than a whole number.
Concepts (Nouns, Knows)
number
Skills (Verbs, Dos)
represent (the number on a ten frame) (2)
ten frame
more
less
whole number
Big Ideas (Enduring Understandings)
Essential Questions
I can name numbers that are more or less than
a given number.
I can count forward to find numbers that are
more.
How can you identify numbers that are more
or less?
What does it mean to have more than or less
than a number?
I can count backward to find numbers that are
less.
How does counting help us with more than?
What tools can help us figure out more than?
How does counting help us with less than?
What tools can help us figure out more than
and less than?
Math Grade 1 (Updated MAR-19-2012)
OUTCOME:
N1.9 Demonstrate an understanding of addition of numbers with answers to 20 and the
corresponding subtraction facts, concretely, pictorially, physically, and symbolically by:
• using familiar and mathematical language to describe additive and subtractive actions from
their experience
• creating and solving problems in context that involve addition and subtraction
modelling addition and subtraction using a variety of concrete and visual representations, and
recording the process symbolically. [C, CN, ME, PS, R, V]
Key Indicators
- (g) Represent a story problem pictorially or symbolically to show the additive or
subtractive action and solve the problem.
Concepts (Nouns, Knows)
Skills (Verbs, Dos)
story problem
represent (pictorially or symbolically) (2)
picture
show (additive or subtractive action) (1)
symbol
solve (problem) (3)
addition
subtraction
Big Ideas (Enduring Understandings)
Essential Questions
Problems can be solved using addition and
subtraction actions.
Symbols are used to represent objects and
actions.
There are different ways to show how
problems are solved.
Addition means putting things together or
adding more. Subtraction is showing a
difference or taking away.
Why do we ask questions? What are problems
and how can I solve them?
Math Grade 1 (Updated MAR-19-2012)
What do symbols mean?
How can we show our thinking with pictures
and/or symbols?
What does addition and subtraction mean?
When do I add and subtract?
OUTCOME:
N1.10 Describe and use mental mathematics strategies (memorization not intended), such
as:
• counting on and counting back
• making 10
• doubles
• using addition to subtract
to determine basic addition facts to 18 and related subtraction facts. [C, CN, ME, PS, R,
V]
Key Indicators
- (a) Use and describe a personal strategy for determining a sum.
Concepts (Nouns, Knows)
personal strategy
Skills (Verbs, Dos)
use (3)
sum
describe (2)
difference
determine (sum) (3)
determine (difference) (3)
Big Ideas (Enduring Understandings)
Essential Questions
There are different ways to add and subtract.
Why is it important to know different
strategies for addition and subtraction?
We can choose to add or subtract the way that
makes the most sense to us.
How do I know which strategies to use?
Math Grade 1 (Updated MAR-19-2012)
OUTCOME:
P1.1 Demonstrate an understanding of repeating patterns (two to four elements) by:
• describing
• reproducing
• extending
• creating patterns using manipulatives, diagrams, sounds, and actions.
[C, PS, R, V]
Possible Instructional Strategies
- Creating paper chains to decorate classroom
- Rainbow printing
- Calendar time - days, special days, months, seasons, etc.
Key Indicators
- (d) create and describe a repeating pattern using a variety of manipulatives, diagrams,
musical instruments, and actions.
- (e) reproduce and extend a repeating pattern using manipulatives, diagrams, sounds, and
actions
- (g) identify repeating events (e.g. days of the week, birthdays, seasons)
Concepts (Nouns, Knows)
- repeating events
- repeating pattern
Skills (Verbs, Dos)
-identify (1)
- create (6)
- describe (2)
- reproduce (1)
- extend (3)
Big Ideas (Enduring Understandings)
Essential Questions
-patterns repeat weekly, annually, monthly,
daily
-What events in life repeat?
-patterns exist in pictures, music, and
actions
- all patterns have a core
-What patterns do you see on the
calendar?
- Can you hear patterns? see patterns?
make patterns?
- How are patterns created?
Math Grade 1 (Updated MAR-19-2012)
OUTCOME:
P1.2 Translate repeating patterns from one form of representation to another. [C, R, V]
Key Indicators
- b) describe a repeating pattern using a letter code (e.g. ABC ABC...)
Concepts (Nouns, Knows)
Skills (Verbs, Dos)
-repeating pattern
-letter code
-describe (2)
Big Ideas (Enduring Understandings)
- alphabet letters can be used to describe
any pattern
Essential Questions
Math Grade 1 (Updated MAR-19-2012)
- How could we use letters to describe a
pattern?
OUTCOME:
P1.3 Describe equality as a balance and inequality as an imbalance, concretely, physically,
and pictorially (0 to 20). [C, CN, R, V]
Key Indicators
- d) draw pictures to demonstrate inequality or equality and explain
Concepts (Nouns, Knows)
- pictures
-inequality
-equality
Skills (Verbs, Dos)
- draw (3)
- demonstrate (3)
- explain (2)
Essential Questions
Big Ideas (Enduring Understandings)
-pictures can be used to show number
-pictures can be compared to show whether - How can you make a picture to show
this number?
they are the same, or different number
How can you use two pictures to show
the same number? Or to show two
different numbers?
Math Grade 1 (Updated MAR-19-2012)
OUTCOME:
P1.4 Record equalities using the equal symbol. [C, CN, PS, V]
Key Indicators
-d) record different representations of the same quantity(0-20) as equalities
Concepts (Nouns, Knows)
- representations
-quantity
-equalities
Skills (Verbs, Dos)
-record (4)
Big Ideas (Enduring Understandings)
-we can make equal amounts by using
different sets of numbers
Essential Questions
Math Grade 1 (Updated MAR-19-2012)
-How many ways can you show a given
number?
OUTCOME:
SS1.1 Demonstrate an understanding of measurement as a process of comparing by:
• identifying attributes that can be compared
• ordering objects
• making statements of comparison
• filling, covering, or matching.
[C, CN, PS, R, V]
Key Indicators
- b) Compare two objects and identify the attribute(s) used to compare.
Concepts (Nouns, Knows)
objects
attribute
Skills (Verbs, Dos)
Big Ideas (Enduring Understandings)
Essential Questions
Comparing allows me to measure.
How do you compare objects?
compare (4)
identify (1)
Why do we measure?
Math Grade 1 (Updated MAR-19-2012)
OUTCOME:
SS1.2 Sort 3-D objects and 2-D shapes using one attribute, and explain the sorting rule. [C,
CN, R, V]
Key Indicators
-d) Determine the difference between two given pre-sorted sets of familiar 3-d objects of
2-d shapes and explain a possible sorting rule used to sort them.
Concepts (Nouns, Knows)
difference
sets
3-D objects
2-D shapes
sorting rule
Skills (Verbs, Dos)
Big Ideas (Enduring Understandings)
Essential Questions
An attribute helps us to see how things are
similar.
Why do attributes help us sort things?
Math Grade 1 (Updated MAR-19-2012)
determine (3)
explain (2)
OUTCOME:
SS1.3 Replicate composite 2-D shapes and 3-D objects. [CN, PS, V]
Key Indicators
- a) Select 2-D shapes from a set of 2-D shapes to reproduce a composite 2-D shape.
- b) Select 3-D objects from a set of 3-D objects to reproduce a composite 3-D object.
Concepts (Nouns, Knows)
2-D shapes
set
composite
3-D objects
Skills (Verbs, Dos)
Big Ideas (Enduring Understandings)
Essential Questions
All objects have shape.
What is a composite shape and how are
they made?
Objects are made up of shapes.
Shapes can be replicated.
Everything in our world is made of 3-D
objects.
Math Grade 1 (Updated MAR-19-2012)
select (2)
reproduce (1)
Where can we find composite shapes in our
world?
How can we use 3-D objects to make a
composite object?
How is a _______ a 3-D object?
OUTCOME:
SS1.4 Compare 2-D shapes to parts of 3-D objects in the environment. [C, CN, V]
Key Indicators
-identify 3-D objects in the environment that have parts similar to a given 2-D shape.
Concepts (Nouns, Knows)
-3-D objects
-2-D shapes
- parts of 3-D objects
Skills (Verbs, Dos)
Big Ideas (Enduring Understandings)
- there are shapes all around us
-2-D shapes can be found in parts of 3-D
objects
Essential Questions
-identify (1)
- What are shapes called? How are they
related?
- How are 2-D and 3-D shapes related?
Math Grade 1 (Updated MAR-19-2012)