Manitoba

1.N Number

• Develop number sense.

  • 1.N.1 Say the number sequence by

    • 1.N.1.a 1s forward and backward between any two given numbers (0 to 100).

      • Counting - up to 100 (1-A.11)
      • Counting forward - up to 100 (1-A.14)
      • Counting backward - up to 100 (1-A.15)
      • Number lines (1-A.16)

    • 1.N.1.b 2s to 30, forward starting at 0.

      • Skip-counting by twos (1-A.6)

    • 1.N.1.c 5s and 10s to 100, forward starting at 0.

      • Skip-counting by fives (1-A.7)
      • Skip-counting by tens (1-A.8)
      • Skip-counting patterns - with tables (1-A.23)

  • 1.N.2 Subitize and name familiar arrangements of 1 to 10 dots (or objects).

    • Counting review - up to 10 (1-A.1)

  • 1.N.3 Demonstrate an understanding of counting by

    • 1.N.3.a using the counting-on strategy.

      • Counting review - up to 20 (1-A.3)

    • 1.N.3.b using parts or equal groups to count sets.

      • Skip-counting by twos and fives (1-A.9)
      • Skip-counting by twos, fives and tens (1-A.10)

  • 1.N.4 Represent and describe numbers to 20, concretely, pictorially, and symbolically.

    • Count to 20 (K-D.1)
    • Count on ten frames - up to 20 (K-D.2)
    • Show numbers on ten frames - up to 20 (K-D.3)
    • Represent numbers - up to 20 (K-D.4)
    • Tally marks - up to 20 (K-D.6)
    • Number lines - up to 20 (K-D.7)
    • Names of numbers - up to 20 (K-D.10)
    • Counting tens and ones - up to 20 (1-A.4)

  • 1.N.5 Compare and order sets containing up to 20 elements to solve problems using

    • 1.N.5.a referents.

      • Comparing numbers up to 20 (1-K.2)
      • Comparison word problems (1-K.4)

    • 1.N.5.b one-to-one correspondence.

      • Comparing - review (1-K.1)

  • 1.N.6 Estimate quantities to 20 by using referents.

    • Estimate to the nearest ten (1-L.1)

  • 1.N.7 Demonstrate, concretely and pictorially, how a number, up to 30, can be represented by a variety of equal groups with and without singles.

    • Counting tens and ones - up to 20 (1-A.4)

  • 1.N.8 Identify the number, up to 20, that is one more, two more, one less, and two less than a given number.

    • Count up and down (K-D.5)

  • 1.N.9 Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially, and symbolically, by

    • 1.N.9.a using familiar and mathematical language to describe additive and subtractive actions from their experience.

      • Addition and subtraction terms (1-J.11)

    • 1.N.9.b creating and solving problems in context that involve addition and subtraction.

      • Addition word problems with pictures - sums up to 10 (1-D.5)
      • Addition word problems - sums up to 10 (1-D.6)
      • Addition sentences for word problems - sums up to 10 (1-D.7)
      • Addition word problems - sums up to 20 (1-D.10)
      • Addition sentences for word problems - sums up to 20 (1-D.12)
      • Subtraction word problems with pictures - numbers up to 10 (1-H.6)
      • Subtraction word problems - numbers up to 10 (1-H.7)
      • Subtraction sentences for word problems - numbers up to 10 (1-H.8)
      • Subtraction word problems - numbers up to 18 (1-H.11)
      • Subtraction sentences for word problems - numbers up to 18 (1-H.12)
      • Addition and subtraction word problems - numbers up to 20 (1-J.7)

    • 1.N.9.c modelling addition and subtraction using a variety of concrete and visual representations, and recording the process symbolically.

      • Add with cubes - sums up to 10 (1-B.1)
      • Add with pictures - sums up to 10 (1-B.2)
      • Addition sentences up to 10: which model matches? (1-B.3)
      • Addition sentences up to 10: what does the model show? (1-B.4)
      • Addition sentences using number lines - sums up to 10 (1-B.5)
      • Addition sentences using number lines - sums up to 20 (1-D.9)
      • Subtract with cubes - up to 10 (1-F.1)
      • Subtract with pictures - numbers up to 10 (1-F.2)
      • Subtraction sentences - numbers up to 10 (1-F.3)
      • Subtraction sentences using number lines - numbers up to 10 (1-F.4)
      • Subtraction sentences using number lines - numbers up to 18 (1-H.10)

  • 1.N.10 Describe and use mental mathematics strategies, including

    • 1.N.10.a counting on, counting back to determine the basic addition and related subtraction facts to 18.

      • Addition facts - sums up to 10 (1-D.1)
      • Make a number using addition - sums up to 10 (1-D.3)
      • Complete the addition sentence - sums up to 10 (1-D.4)
      • Addition facts - sums up to 20 (1-D.8)
      • Make a number using addition - sums up to 20 (1-D.11)
      • Subtraction facts - numbers up to 10 (1-H.1)
      • Make a number using subtraction - numbers up to 10 (1-H.4)
      • Complete the subtraction sentence (1-H.5)
      • Subtraction facts - numbers up to 18 (1-H.9)
      • Make a number using subtraction - numbers up to 20 (1-H.13)
      • Addition and subtraction - ways to make a number (1-J.1)
      • Addition and subtraction facts - numbers up to 10 (1-J.4)
      • Addition and subtraction facts - numbers up to 18 (1-J.5)

    • 1.N.10.b using one more, one less to determine the basic addition and related subtraction facts to 18.

      • Adding 1 (1-C.1)
      • Subtracting 1 (1-G.1)

    • 1.N.10.c making 10 to determine the basic addition and related subtraction facts to 18.

      • Complete the addition sentence - make ten (1-E.5)
      • Add three numbers - make ten (1-E.6)

    • 1.N.10.d starting from known doubles to determine the basic addition and related subtraction facts to 18.

      • Add doubles (1-E.1)
      • Add using doubles plus one (1-E.2)
      • Add using doubles minus one (1-E.3)
      • Add three numbers - use doubles (1-E.4)
      • Subtract doubles (1-I.2)

    • 1.N.10.e using addition to subtract to determine the basic addition and related subtraction facts to 18.

      • Related addition facts (1-D.13)
      • Related subtraction facts (1-H.14)
      • Relate addition and subtraction sentences (1-I.1)
      • Fact families (1-J.3)

1.PR Patterns and Relations

• Use patterns to describe the world and solve problems.

  • 1.PR.1 Demonstrate an understanding of repeating patterns (two to four elements) by

    • 1.PR.1.a describing patterns using manipulatives, diagrams, sounds, and actions.

    • 1.PR.1.b reproducing patterns using manipulatives, diagrams, sounds, and actions.

      • Colour patterns (1-U.1)
      • Size patterns (1-U.2)
      • Shape patterns (1-U.3)

    • 1.PR.1.c extending patterns using manipulatives, diagrams, sounds, and actions.

      • Find the next shape in a pattern (1-U.4)
      • Complete a pattern (1-U.5)

    • 1.PR.1.d creating patterns using manipulatives, diagrams, sounds, and actions.

      • Make a pattern (1-U.6)

  • 1.PR.2 Translate repeating patterns from one representation to another.

    • Make a pattern (1-U.6)

• Represent algebraic expressions in multiple ways.

  • 1.PR.3 Describe equality as a balance and inequality as imbalance, concretely and pictorially.

    • Addition sentences up to 10: which model matches? (1-B.3)
    • Addition sentences up to 10: what does the model show? (1-B.4)
    • Subtraction sentences - numbers up to 10 (1-F.3)

  • 1.PR.4 Record equalities using the equal symbol (0 to 20).

    • Ways to make a number - addition sentences (1-D.2)
    • Ways to make a number - subtraction sentences (1-H.2)

1.SS Shape and Space

• Use direct or indirect measure to solve problems.

  • 1.SS.1 Demonstrate an understanding of measurement as a process of comparing by

    • 1.SS.1.a identifying attributes that can be compared.

    • 1.SS.1.b ordering objects.

    • 1.SS.1.c making statements of comparison.

      • Long and short (1-R.1)
      • Tall and short (1-R.2)
      • Light and heavy (1-R.3)
      • Holds more or less (1-R.4)
      • Compare size, weight and capacity (1-R.5)

    • 1.SS.1.d filling, covering, or matching.

      • Tile a rectangle with squares (1-S.1)
      • Select figures with a given area (1-S.3)

• Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.

  • 1.SS.2 Sort 3-D objects and 2-D shapes using one attribute, and explain the sorting rule.

    • Select two-dimensional shapes (1-N.2)
    • Square corners (1-N.6)
    • Equal sides (1-N.7)
    • Congruent shapes (1-N.8)
    • Open and closed shapes (1-N.9)
    • Select three-dimensional shapes (1-O.4)
    • Sort shapes into a Venn diagram (1-W.1)

  • 1.SS.3 Replicate composite 2-D shapes and 3-D objects.

    • Compose two-dimensional shapes (1-N.12)

  • 1.SS.4 Compare 2-D shapes to parts of 3-D objects in the environment.

    • Identify shapes traced from solids (1-O.7)
    • Identify faces of three-dimensional shapes (1-O.8)