Grade 1 Curriculum Tracking Template (Page 8 of 31) in pdf

Grade 1 Ontario Curriculum Tracking Template - Grade 1 Math

GRADE 1 - Mathematics

Student’s Name:____________________

Teacher:____________________

School Year:____________________

Term:____________________

Teacher

Needs

Tracking:

Improvement

Satisfactory

Good

Excellent

Grade 1: Number Sense and Numeration

Overall Expectations

By the end of Grade 1, students will:

• 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

By the end of Grade 1, students will:

– 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

By the end of Grade 1, students will:

– 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

By the end of Grade 1, students will:

– solve a variety of problems involving the addition and subtraction of whole numbers to 20, using concrete materials and

Grade 1 Curriculum Tracking Template Page 8

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