Subject: Grade 1 Math, Number Strand
Outcome: N1.1 – I can say the number sequence starting anywhere from 0 to 100, by 2s to 20, by
5s and 10s to 100.
Beginning – 1
With assistance I can say the
number sequence forward and
backward by 1s.
With assistance I can skip count
by 2s, 5s and 10s.
Approaching – 2
Proficiency – 3
I can say the number sequence
forwards or backwards by 1s
between two whole numbers
with minimal teacher prompting.
I can skip count by 2s with
minimal teacher prompting.
I can begin to skip count by 5s
and10s with minimal teacher
prompting.
I can independently say the
number sequence between two
whole numbers forward and
backward from any given
number.
I can independently and
accurately skip count by 2s from
0 to 20.
I can independently and
accurately skip count by 5s and
10s from 0 to 100.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.

Recite forward by 1s the number sequence between two whole numbers, 0 to 100.

Recite backward by 1s the number sequence between two whole numbers.

Skip count by 2s to 20 starting at 0.

Skip count by 5s to 100 starting at 0.

Skip count forward by 10s to 100 starting at 0.

Record a numeral symbolically when it is presented orally.

Read a numeral when it is presented symbolically.

Identify and correct errors and omissions in a number sequence.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Mastery – 4
I can independently identify and
correct mistakes in a number
sequence.
I can skip count by 2, 5 and 10
starting from a given multiple of
2, 5 or 10.
Subject: Grade 1 Math, Number Strand
Outcome: N1.2 – I can recognize, at a glance, and name familiar arrangements of 1 to 10 objects,
dots, and pictures.
Beginning – 1
Approaching – 2
I need help.
I have a basic understanding.
I count familiar arrangements of
1 to 10 objects, dots and pictures.
I can recognize, at a glance, and
name familiar arrangements of 1
to 6 objects, dots or pictures. I
count larger quantities (7-10).
Proficiency – 3
My work consistently meets
expectations.
I can independently look briefly
at a familiar arrangement and
identify how many objects there
are without counting.
Mastery – 4
I have a deeper understanding.
I can independently identify the
number represented by an
unfamiliar arrangement of
objects or dots.
I can answer quickly and
confidently explain how I group
unfamiliar arrangements.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.

Look briefly at a familiar arrangement of objects or dots and identify the number represented without counting.

Look briefly at a familiar arrangement and identify how many objects there are without counting.

Identify the number represented by an arrangement of objects or dots on a ten frame.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Number Strand
Outcome: N1.3 – I can demonstrate understanding of counting.
Beginning – 1
Approaching – 2
I need help.
I have a basic understanding.
Proficiency – 3
Mastery – 4
My work consistently meets
I have a deeper understanding.
expectations.
With assistance I can count a set
I can accurately count a small set I can accurately count sets
I can accurately count sets
of objects accurately.
of objects following some
following counting principles
following counting principles
counting principles.
including counting on or
including counting on and
counting in groups.
counting in groups.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Answer the question, “How many are in the set?” using the last number counted in a set.
Show that the count of the number of objects in a set does not change regardless of the order in which the objects are counted.
Count the number of objects in a set, rearrange the objects, predict the new count, and recount to verify the prediction.
Determine the total number of objects in a given set, starting from a known quantity and counting on.
Determine the total number of objects in a set using groups of 2s, 5s or 10s and counting on.
Identify and correct counting errors in a counting sequence.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Number Strand
Outcome: N1.4 – I can represent and describe whole numbers to 20 concretely, pictorially, and
symbolically.
Beginning – 1
Approaching – 2
I need help.
I have a basic understanding.
With assistance I can represent
and describe whole numbers to
20.
I can represent a number from 09 concretely, pictorially or
symbolically.
Proficiency – 3
My work consistently meets
expectations.
I can independently represent a
given whole number from 0-20
concretely, pictorially and
symbolically.
Mastery – 4
I have a deeper understanding.
I can model a given whole
number in at least two different
ways.
I can partition any quantity into 2
parts and identify the number of
objects in each part.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.

Represent a whole number using a variety of manipulatives including ten frames and base ten materials.

Read whole number words to 20.

Partition any quantity into 2 parts and identify the number of objects in each part.

Model a whole number using two different objects.

Place whole numbers on a number line using benchmarks 0, 5, 10 and 20.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Number Strand
Outcome: N1.5 – I can compare sets of up to 20 elements to solve problems.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I can independently build a set
that has more, fewer or as many
elements as a given set.
I can independently solve a story
problem that involves the
comparison of two quantities.
I have a deeper understanding.
With assistance I can compare
sets of up to 20 elements to solve
problems.
I can build a set equal to a given
set.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.

Compare a set to a referent using comparative language.

Compare two sets using one-to-one correspondence and describe them using comparative words.

Build a set equal to a given set that contains up to 20 elements.

Build a set that has more, fewer, or as many elements as a given set.

Build several sets of different objects that have the same number of elements in the set.

Solve a story problem that involves the comparison of two quantities.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
I can independently build and
compare several sets using
different objects.
I can describe the comparison of
sets using words like more, fewer
or as many.
Subject: Grade 1 Math, Number Strand
Outcome: N1.6 – I can estimate quantities to 20 by using referents.
Beginning – 1
Approaching – 2
I need help.
I have a basic understanding.
With assistance I can estimate
quantites to 20 using referents.
Proficiency – 3
My work consistently meets
expectations.
I can estimate a basic quantity (0- I can independently choose a
10) by comparing it to a given
referent and make an
referent.
appropriate estimate by
comparing it to the chosen
referent.
Mastery – 4
I have a deeper understanding.
I can choose a referent, make an
appropriate estimate by
comparing to the referent and
explain my choice.
I can verify my estimate.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.

Estimate a quantity by comparing it to a referent.

Select an estimate for a given quantity by choosing between at least two possible options and explain the choice.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Number Strand
Outcome: N1.7 – I can demonstrate representations of equal groupings with and without
singles.
Beginning – 1
Approaching – 2
I need help.
I have a basic understanding.
With assistance I can show how
whole numbers can be
represented in equal groupings.
I can show how a whole number
can be represented in equal
groupings.
Proficiency – 3
My work consistently meets
expectations.
I can independently represent a
whole number in a variety of
equal groupings with and
without singles.
Mastery – 4
I have a deeper understanding.
I can independently group a set
of counters into equal groups
with and without singles in more
than one way.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.

Represent a whole number in a variety of equal groupings with and without singles.

Recognize that for a number of counters, no matter how they are grouped, the total number of counters does not change.

Group a set of counters into equal groups in more than one way.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Number Strand
Outcome: N1.8 – I can identify one more, two more, one less and two less than a given
number, up to 20.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I can independently name the
number up to 20 that is one
more, two more, one less and two
less than a given number.
I have a deeper understanding.
With assistance I can identify the
number that is one more, two
more, one less and two less than
any given number.
I can represent a number up to
10 that is one more, two more,
one less or two less than a given
number.
I can name the number up to 20
that is one more, two more, one
less and two less than a given
number and explain how I know.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.

Name the whole number that is one more, two more, one less or two less than a given whole number.

Represent the number on a ten frame that is one more, two more, one less, or two less than a whole number.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Number Strand
Outcome: N1.9 – I can demonstrate addition facts with answers to 20 and the corresponding
subtraction facts.
Beginning – 1
Approaching – 2
I need help.
I have a basic understanding.
Proficiency – 3
Mastery – 4
My work consistently meets
I have a deeper understanding.
expectations.
With assistance I can add
I can add simple numbers to 10
I can independently add numbers I can explain how I can add
numbers and subtract with the
and subtract the corresponding
to 20 and subtract corresponding numbers to 20 and subtract
corresponding facts.
facts using manipulatives,
facts by using manipulatives,
corresponding facts by using
pictures, acting it out or writing
pictures, acting it out and writing manipulatives, pictures, acting it
with symbols.
with symbols.
out and writing with symbols.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.

Create a story problem involving addition that connects to personal experience and simulate the action with counters.

Create a story problem involving subtraction that connects to personal experience and simulate the action with counters.

Act out a story problem presented orally or through shared reading.

Indicate if the scenario in story problem represents additive or subtractive action.

Create a word problem for a whole number addition or subtraction sentence.

Represent the numbers and actions presented in a story problem by using manipulatives, and record them using sketches and/or
number sentences.

Represent a story problem pictorially or symbolically to show the additive or subtractive action and solve the problem.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Number Strand
Outcome: N1.10 – I can describe and use mental math strategies to determine basic addition
and subtraction facts.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
I have a deeper understanding.
With assistance I can use mental
math strategies.
I can use some basic mental math
strategies.
My work consistently meets
expectations.
I can independently describe and
use mental math strategies.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.

Use and describe a personal strategy for determining a sum.

Use and describe a personal strategy for determining a difference.

Write the related subtraction fact for a given addition fact.

Write the related addition fact for a given subtraction fact.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
I can develop, use and describe
my own mental math strategies.
Subject: Grade 1 Math, Patterns and Relations Strand
Outcome: P1.1 – I can demonstrate understanding of repeating patterns of two-four elements.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
With assistance I can describe
simple patterns. With assistance
I can reproduce simple patterns.
I can describe simple twoelement patterns. I can
reproduce simple patterns. I can
identify repeating patterns in my
environment.
I can independently describe
patterns with two to four
elements. I can independently
reproduce and extend and create
patterns.
I can identify errors and correct
missing elements in repeating
patterns. I can create and
describe patterns using a variety
of manipulatives, diagrams,
instruments and actions.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.

Describe a repeating pattern containing two to four elements in its core.

Identify errors made in a repeating pattern.

Identify the missing element(s) in a repeating pattern.

Create and describe a repeating pattern using a variety of manipulatives, diagrams, musical instruments, and actions.

Reproduce and extend a repeating pattern using manipulatives, diagrams, sounds, and actions.

Identify and describe a repeating pattern found in the environment using everyday language.

Identify repeating events.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Patterns and Relations Strand
Outcome: P1.2 – I can translate repeating patterns from one form to another.
Beginning – 1
Approaching – 2
I need help.
I have a basic understanding.
With assistance I can represent
parts of a pattern using another
mode.
I can represent simple parts of a
pattern using another mode.
Proficiency – 3
My work consistently meets
expectations.
I can independently represent a
repeating pattern using another
mode.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.

Represent a repeating pattern using another mode (e.g., action to sound, colour to shape).

Describe a repeating pattern using a letter code.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Mastery – 4
I have a deeper understanding.
I can describe a complex
repeating pattern using multiple
modes.
Subject: Grade 1 Math, Patterns and Relations Strand
Outcome: P1.3 – I can describe equality as a balance and inequality as an imbalance.
Beginning – 1
Approaching – 2
I need help.
I have a basic understanding.
With assistance I can determine if I can determine if two given sets
two given sets are equal or
are equal or unequal.
unequal.
Proficiency – 3
My work consistently meets
expectations.
I can independently create two
sets of the same objects and
describe as equal or inequal
using manipulatives, pictures or
orally.
Mastery – 4
I have a deeper understanding.
I can create equal and unequal
sets with concrete materials or
pictures and explain why they
are equal or unequal.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Construct two equal sets using the same objects and demonstrate their equality of number using a balance scale.
Construct two unequal sets using the same objects and demonstrate their inequality of number using a balance scale.
Create two groups of students and explain if the groups are equal or not in quantity.
Draw pictures to demonstrate inequality or equality and explain.
Determine if two given concrete sets are equal or unequal, and explain the process used.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Patterns and Relations Strand
Outcome: P1.4 – I can record equalities using the equal symbol.
Beginning – 1
Approaching – 2
I need help.
I have a basic understanding.
With assistance I can represent a
given equality using
manipulatives or pictures.
I can represent a simple equality
using manipulatives or pictures.
Proficiency – 3
My work consistently meets
expectations.
I can independently represent
equality of pictures or concrete
materials in symbolic form.
Mastery – 4
I have a deeper understanding.
I can record different
representations of the same
quantity as equalities.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.

Represent a given equality using manipulatives or pictures.

Represent a given pictorial or concrete equality in symbolic form.

Provide examples of equalities where the given sum or difference is on either the left or right side of the equal symbol.

Record different representations of the same quantity (0 to 20 as equalities.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Shape and Space Strand
Outcome: SS1.1 – I can demonstrate understanding of measurement as a comparison.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I can independently compare two
objects by finding which of two
or more objects is longest or
shortest, heaviest or lightest,
holds the most or least or which
has the greatest or least area.
I have a deeper understanding.
With assistance I can show my
understanding of measurement
by comparing two or more
objects.
I can identify common attributes
that could be used to compare
two objects.
I can compare two objects using
one of a variety of attributes and
explain the reasoning.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Identify common attributes, including length, height, mass, volume, capacity, and area that could be used to compare two objects.
Compare two objects and identify the attribute(s) used to compare.
Determine which of two or more objects is longest or shortest by matching and explain the reasoning.
Determine which of two or more objects is heaviest or lightest by comparing and explain the reasoning.
Determine which of two or more given objects holds the most or least by filling and explain the reasoning.
Determine which of two or more given objects has the greatest/least area by covering and explain the reasoning.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Shape and Space Strand
Outcome: SS1.2 – I can sort 3-D objects and 2-D shapes using one attribute and explain the
sorting rule.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can sort a set of familiar 3-D
objects or 2-D shapes using a given
sorting rule.
I can independently find the
difference between two sets of 3-D
objects or 2-D shapes and explain a
possible sorting rule used to sort
them.
I can independently sort a set of 3-D
objects or 2-D shapes using an
attribute I choose and explain how I
sorted the objects.
With assistance I can sort 3-D
objects and 2-D shapes using one
attribute.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Sort a set of familiar 3-D objects or 2-D shapes using a given sorting rule.
Sort a set of familiar 3-D objects using a single attribute determined by the student and explain how the objects were sorted.
Sort a set of 2-D shapes using a single attribute determined by the student and explain how the shapes were sorted.
Determine the difference between two given pre-sorted sets of familiar 3-D objects or 2-D shapes and explain a possible
sorting rule used to sort them.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Shape and Space Strand
Outcome: SS1.3 – I can reproduce 2-D shapes and 3-D objects.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can choose the 2-D shapes needed
to make a simple composite 2-D
shape. I can choose the 3-D objects
needed to make a simple composite
3-D object.
I can independently make a
composite 2-D shape from a set of 2D shapes. I can independenly make
a composite 3-D object from a set of
3-D objects.
With assistance I can make
composite 2-D shapes and 3-D
objects.
I can select the 2-D shapes used to
make a composite 2-D shape and
verify by deconstructing the
composite shape.
I can select the 3-D objects used to
make a composite 3-D object and
verify by deconstructing the
composite object.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Select 2-D shapes from a set of 2-D shapes to reproduce a composite 2-D shape.
Select 3-D objects from a set of 3-D objects to reproduce a composite 3-D object.
Predict and select the 2-D shapes used to produce a composite 2-D shape, and verify by deconstructing the composite shape.
Predict and select the 3-D objects used to produce a composite 3-D object, and verify by deconstructing the composite object.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Shape and Space Strand
Outcome: SS1.4 – I can compare 2-D shapes to parts of 3-D objects in the environment.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
With assistance I can compare 2-D
shapes to parts of 3-D objects in my
environment.
I can identify basic 3-D objects in the
environment that have obvious
parts similar to a given 2-D shape.
I can independently and consistently
identify 3-D objects in the
environment that have parts similar
to a given 2-D shape.
I can use my understanding of 2-D
shapes and 3-D objects to justify the
3-D objects in my environment that
have parts similar to 2-D shapes.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.

Identify 3-D objects in the environment that have parts similar to a given 2-D shape.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.