Grade 1 Curriculum Tracking Template (Page 9 of 31) in pdf

Grade 1 Ontario Curriculum Tracking Template - Grade 1 Math

drawings (e.g., pictures, number lines) (Sample problem: Miguel has 12 cookies. Seven cookies are chocolate. Use counters

to determine how many cookies are not chocolate.);

– solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of mental strategies (e.g., one

more than, one less than, counting on, counting back, doubles);

– add and subtract money amounts to 10¢, using coin manipulatives and drawings.

Grade 1: Measurement

Overall Expectations

By the end of Grade 1, students will:

• estimate, measure, and describe length, area, mass, capacity, time, and temperature, using non-standard units of the same size;

• compare, describe, and order objects, using attributes measured in non-standard units.

Specific Expectations

Attributes, Units, and Measurement Sense

By the end of Grade 1, students will:

– demonstrate an understanding of the use of non-standard units of the same size (e.g., straws, index cards) for measuring

(Sample problem: Measure the length of your desk in different ways; for example, by using several different non-standard

units or by starting measurements from opposite ends of the desk. Discuss your findings.);

– estimate, measure (i.e., by placing nonstandard units repeatedly,without overlaps or gaps), and record lengths, heights, and

distances (e.g., a book is about 10 paper clips wide; a pencil is about 3 toothpicks long);

– construct, using a variety of strategies, tools for measuring lengths, heights, and distances in non-standard units (e.g., footprints on

cash register tape or on connecting cubes);

– estimate, measure (i.e., by minimizing overlaps and gaps), and describe area, through investigation using non-standard

units (e.g.,“It took about 15 index cards to cover my desk, with only a little bit of space left over.”);

– estimate, measure, and describe the capacity and/or mass of an object, through investigation using non-standard units

(e.g.,“My journal has the same mass as 13 pencils.” “The juice can has the same capacity as 4 pop cans.”);

– estimate, measure, and describe the passage of time, through investigation using nonstandard units (e.g., number of sleeps;

number of claps; number of flips of a sand timer);

– read demonstration digital and analogue clocks, and use them to identify benchmark times (e.g., times for breakfast, lunch, dinner;

the start and end of school; bedtime) and to tell and write time to the hour and half-hour in everyday settings;

– name the months of the year in order, and read the date on a calendar;

– relate temperature to experiences of the seasons (e.g.,“In winter,we can skate because it’s cold enough for there to be ice.”).

Measurement Relationships

By the end of Grade 1, students will:

– compare two or three objects using measurable attributes (e.g., length, height, width, area, temperature, mass, capacity),

and describe the objects using relative terms (e.g., taller, heavier, faster, bigger, warmer; “If I put an eraser, a pencil, and a metre

stick beside each other, I can see that the eraser is shortest and the metre stick is longest.”);

– compare and order objects by their linear measurements, using the same non-standard unit (Sample problem: Using a length of

string equal to the length of your forearm, work with a partner to find other objects that are about the same length.);

– use the metre as a benchmark for measuring length, and compare the metre with non-standard units (Sample problem: In

the classroom, use a metre stick to find objects that are taller than one metre and objects that are shorter than one metre.);

– describe, through investigation using concrete materials, the relationship between the size of a unit and the number of units

needed to measure length (Sample problem: Compare the numbers of paper clips and pencils needed to measure the length of the

same table.).

Grade 1: Geometry and Spatial Sense

Overall Expectations

By the end of Grade 1, students will:

• identify common two-dimensional shapes and three-dimensional figures and sort and classify them by their attributes;*

• compose and decompose common two-dimensional shapes and three-dimensional figures;

• describe the relative locations of objects using positional language.

Grade 1 Curriculum Tracking Template Page 9

Related Articles

Related forms

Related Categories