Newfoundland and Labrador

1 Patterning

• 1.1PR Patterns and Relations (Patterns)

  • 1.1PR1 Demonstrate an understanding of repeating patterns (two to four elements) by:

    • 1.1PR1.a describing

    • 1.1PR1.b reproducing

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

    • 1.1PR1.c extending

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

    • 1.1PR1.d creating

      • Make a pattern (1-U.6)

    • 1.1PR1.1 Describe a given repeating pattern containing two to four elements in its core.

    • 1.1PR1.2 Identify and describe errors in a given repeating pattern.

    • 1.1PR1.3 Identify and describe the missing element(s) in a given repeating pattern.

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

    • 1.1PR1.4 Reproduce and extend a given repeating pattern using manipulatives, diagrams, sounds and actions.

      • Colour patterns (1-U.1)
      • Size patterns (1-U.2)
      • Shape patterns (1-U.3)
      • Find the next shape in a pattern (1-U.4)
      • Complete a pattern (1-U.5)

    • 1.1PR1.5 Identify and describe, using every day language, a repeating pattern in the environment, e.g., in the classroom, outdoors.

    • 1.1PR1.6 Identify repeating events; e.g., days of the week, birthdays, seasons.

      • Seasons of the year (1-X.9)
      • Days of the week (1-X.10)
      • Months of the year (1-X.11)

    • 1.1PR1.7 Create and describe a repeating pattern, using a variety of manipulatives, diagrams, sounds and actions.

      • Make a pattern (1-U.6)

  • 1.1PR2 Translate repeating patterns from one representation to another.

    • 1.1PR2.1 Represent a given repeating pattern, using another mode; e.g., actions to sound, colour to shape, ABC ABC to moose, puffin, bear, moose, puffin, bear.

    • 1.1PR2.2 Describe a given repeating pattern, using a letter code; e.g., ABC ABC,…

2 Representing Numbers to 20

• 2.1N Number

  • 2.1N1 Say the number sequence 0 to 100 by:

    • 2.1N1.a 1s forward between any two given numbers

      • Counting review - up to 10 (1-A.1)
      • Count to fill a ten frame (1-A.2)
      • Counting review - up to 20 (1-A.3)
      • Count on ten frames - up to 40 (1-A.5)
      • Counting - up to 100 (1-A.11)
      • Number lines (1-A.16)
      • Counting on the hundred chart (1-A.17)

    • 2.1N1.b 1s backward from 20 to 0

    • 2.1N1.c 2s forward from 0 to 20

      • Learn to skip-count by twos (K-F.1)
      • Skip-count by twos (K-F.2)
      • Skip-count by twos on ten frames (K-F.3)
      • Skip-counting by twos, fives and tens (1-A.10)
      • Counting by twos, fives and tens (1-A.13)
      • Skip-counting patterns - with tables (1-A.23)

    • 2.1N1.d 5s and 10s forward from 0 to 100.

      • Learn to skip-count by fives (K-F.4)
      • Skip-count by fives (K-F.5)
      • Learn to skip-count by tens (K-F.6)
      • Skip-count by tens (K-F.7)
      • Skip-counting by twos, fives and tens (1-A.10)
      • Counting by twos, fives and tens (1-A.13)
      • Skip-counting patterns - with tables (1-A.23)

    • 2.1N1.1 Recite forward by 1s, the number sequence between two given numbers (0 to 100).

      • Complete a sequence - up to 10 (K-C.20)
      • Complete a sequence - up to 20 (K-D.11)
      • Number lines (1-A.16)
      • Counting on the hundred chart (1-A.17)

    • 2.1N1.2 Recite backward by 1s, the number sequence between two given numbers (20 to 0).

      • Count forward and backward - up to 10 (K-C.18)
      • Count forward and backward - up to 20 (K-D.9)

    • 2.1N1.3 Record a given numeral (0 to 100) symbolically when it is presented orally.

    • 2.1N1.4 Read a given numeral (0 to 100) when it is presented symbolically.

      • Writing numbers in words - convert words to digits (1-A.26)

  • 2.1N2 Subitize (recognize at a glance) and name familiar arrangements of 1 to 10 objects, dots or pictures.

    • 2.1N2.1 Identify the number represented by a given arrangement of dots on a ten-frame and describe the number's relationship to 5 and/or 10.

      • Count on ten frames - up to 5 (K-B.4)
      • Count on ten frames - up to 10 (K-C.4)

    • 2.1N2.2 Look briefly at a given familiar arrangement of objects, dots or pictures and identify the number represented without counting.

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

  • 2.1N3 Demonstrate an understanding of counting by:

    • 2.1N3.a indicating that the last number said identifies "how many"

      • Counting review - up to 10 (1-A.1)
      • Counting review - up to 20 (1-A.3)
      • Counting tens and ones - up to 20 (1-A.4)
      • Count on ten frames - up to 40 (1-A.5)
      • Skip-counting by twos, fives and tens (1-A.10)
      • Counting - up to 100 (1-A.11)
      • Counting tens and ones - up to 99 (1-A.12)

    • 2.1N3.b showing that any set has only one count

    • 2.1N3.c using the counting on strategy

      • Number lines (1-A.16)

    • 2.1N3.d using parts or equal groups to count sets.

      • Counting tens and ones - up to 20 (1-A.4)
      • Count on ten frames - up to 40 (1-A.5)
      • Skip-counting by twos, fives and tens (1-A.10)
      • Counting - up to 100 (1-A.11)
      • Counting tens and ones - up to 99 (1-A.12)

    • 2.1N3.1 Answer the question, "How many are in the set?", using the last number counted in a given set.

      • Counting review - up to 10 (1-A.1)
      • Counting review - up to 20 (1-A.3)
      • Count on ten frames - up to 40 (1-A.5)
      • Skip-counting by twos, fives and tens (1-A.10)
      • Counting - up to 100 (1-A.11)

    • 2.1N3.2 Show that the count of the number of objects in a given set does not change regardless of the order in which the objects are counted.

    • 2.1N3.3 Count the number of objects in a given set, rearrange the objects, predict the new count and recount to verify the prediction.

    • 2.1N3.4 Record the number of objects in a given set (up to 100).

      • Counting review - up to 10 (1-A.1)
      • Counting review - up to 20 (1-A.3)
      • Count on ten frames - up to 40 (1-A.5)
      • Skip-counting by twos, fives and tens (1-A.10)
      • Counting - up to 100 (1-A.11)

    • 2.1N3.5 Determine the total number of objects in a given set, starting from a known quantity and counting on.

  • 2.1N4 Represent and describe numbers to 20, concretely, pictorially and symbolically.

    • 2.1N4.1 Read given number words to 10.

      • Names of numbers - up to 10 (K-C.19)

    • 2.1N4.2 Represent a given number up to 20, using a variety of manipulatives, including tenframes and base ten materials.

      • Show numbers on ten frames - up to 10 (K-C.5)
      • Represent numbers - up to 10 (K-C.6)
      • Tally marks - up to 10 (K-C.15)
      • 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)
      • Even or odd (1-A.19)

    • 2.1N4.3 Partition any given quantity up to 20 into 2 parts, and identify the number of objects in each part.

      • Count tens and ones - up to 20 (K-D.12)

    • 2.1N4.4 Model a given number, using two different objects; e.g., 10 desks represents the same number as 10 pencils.

    • 2.1N4.5 Place given numerals on a number line with benchmarks 0, 5, 10 and 20.

  • 2.1N5 Compare sets containing up to 20 elements, using:

    • 2.1N5.a referents

    • 2.1N5.b one-to-one correspondence

      • Are there enough? (K-G.1)
      • Fewer and more - compare by matching (K-G.2)
      • Count to fill a ten frame (1-A.2)
      • Comparing - review (1-K.1)

    • 2.1N5.1 Build a set equal to a given set that contains up to 20 elements.

    • 2.1N5.2 Build a set that has more elements than, fewer elements than or as many elements as a given set.

    • 2.1N5.3 Compare two given sets, using one-to-one correspondence, and describe them, using comparative words such as more, fewer or as many.

      • Are there enough? (K-G.1)
      • Fewer and more - compare by matching (K-G.2)
      • Count to fill a ten frame (1-A.2)
      • Comparing - review (1-K.1)

    • 2.1N5.4 Solve a given story problem (pictures and words) that involves the comparison of two quantities.

      • Comparison word problems (1-K.4)

  • 2.1N6 Estimate quantities to 20 by using referents.

    • 2.1N6.1 Estimate a given quantity by comparing it to a given referent (known quantity).

    • 2.1N6.2 Select an estimate for a given quantity from at least two possible options, and explain the choice.

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

  • 2.1N7 Identify the number, up to 20, that is:

    • 2.1N7.a one more

      • Count one more - up to 10 (K-C.8)
      • Count up and down (K-D.5)

    • 2.1N7.b two more

    • 2.1N7.c one less

      • Count one less - up to 10 (K-C.10)
      • Count up and down (K-D.5)

    • 2.1N7.d two less

    • 2.1N7.1 Name the number that is one more, two more, one less or two less than a given number, up to 20.

    • 2.1N7.2 Represent a number on a ten-frame that is one more, two more, one less or two less than a given number.

      • Count one more and one less - up to 10 (K-C.12)

• 2.1PR Patterns and Relations (Variables and Equations)

  • 2.1PR3 Describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to 20).

    • 2.1PR3.1 Construct two equal sets, using the same objects (same shape and mass), and demonstrate their equality of number, using a balance scale.

    • 2.1PR3.2 Construct two unequal sets, using the same objects (same shape and mass), and demonstrate their inequality of number, using a balance scale.

    • 2.1PR3.3 Determine if two given concrete sets are equal or unequal, and explain the process used.

      • Comparing - review (1-K.1)

  • 2.1PR4 Record equalities using the equal symbol (0 to 20).

    • 2.1PR4.1 Represent a given equality, using manipulatives or pictures.

      • Add with pictures - sums up to 10 (1-B.2)
      • Addition sentences up to 10: which model matches? (1-B.3)
      • Subtract with pictures - numbers up to 10 (1-F.2)
      • Subtraction sentences - numbers up to 10 (1-F.3)

    • 2.1PR4.2 Represent a given pictorial or concrete equality in symbolic form.

      • Add with pictures - sums up to 10 (1-B.2)
      • Addition sentences up to 10: which model matches? (1-B.3)
      • Addition sentences using number lines - sums up to 10 (1-B.5)
      • 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)

    • 2.1PR4.3 Provide examples of equalities where the given sum or difference is on either the left or right side of the equal symbol (=).

      • Addition sentences: true or false? (1-D.14)
      • Subtraction sentences: true or false? (1-H.15)
      • Which sign makes the number sentence true? (1-J.2)

    • 2.1PR4.4 Record different representations of the same quantity (0 to 20) as equalities.

      • Ways to make a number - addition sentences (1-D.2)
      • Related addition facts (1-D.13)
      • Ways to make a number - subtraction sentences (1-H.2)
      • Related subtraction facts (1-H.14)
      • Fact families (1-J.3)

3 Geometry

• 3.1SS Shape and Space (3-D Objects and 2-D Shapes)

  • 3.1SS2 Sort 3-D objects and 2-D shapes, using one attribute, and explain the sorting rule.

    • 3.1SS2.1 Sort a set of familiar 3-D objects or 2-D shapes, using a given sorting rule.

      • Name the two-dimensional shape (1-N.1)
      • Select two-dimensional shapes (1-N.2)
      • Two-dimensional and three-dimensional shapes (1-O.1)
      • Name the three-dimensional shape (1-O.2)
      • Select three-dimensional shapes (1-O.4)
      • Identify shapes traced from solids (1-O.7)
      • Shapes of everyday objects I (1-O.9)
      • Shapes of everyday objects II (1-O.10)
      • Sort shapes into a Venn diagram (1-W.1)

    • 3.1SS2.2 Sort a set of familiar 3-D objects using a single attribute, determined by the student, and explain the sorting rule.

    • 3.1SS2.3 Sort a set of 2-D shapes using a single attribute, determined by the student, and explain the sorting rule.

    • 3.1SS2.4 Determine the difference between two pre-sorted sets of familiar 3-D objects or 2-D shapes, and explain a possible sorting rule used to sort them.

  • 3.1SS3 Replicate composite 2-D shapes and 3-D objects.

    • 3.1SS3.1 Select 2-D shapes from a set to reproduce a composite 2-D shape.

    • 3.1SS3.2 Select 3-D objects from a set to reproduce a composite 3-D object.

    • 3.1SS3.3 Predict and select the 2-D shapes used to produce a composite 2-D shape, and verify by deconstructing the composite shape.

    • 3.1SS3.4 Predict and select the 3-D objects used to produce a composite 3-D object, and verify by deconstructing the composite object.

  • 3.1SS4 Compare 2-D shapes to parts of 3-D objects in the environment.

    • 3.1SS4.1 Identify 3-D objects (cylinder, cone, cube, sphere) in the environment that have parts similar to a 2-D shape (circle, triangle, square, rectangle).

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

4 Addition and Subtraction to 12

• 4.1N Number

  • 4.1N8 Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially and symbolically, by:

    • 4.1N8.a using familiar mathematical language to describe additive and subtractive actions

      • Addition word problems - sums up to 10 (1-D.6)
      • Addition word problems - sums up to 20 (1-D.10)
      • Add three numbers - word problems (1-E.13)
      • Subtraction word problems - numbers up to 10 (1-H.7)
      • Subtraction word problems - numbers up to 18 (1-H.11)
      • Addition and subtraction word problems - numbers up to 20 (1-J.7)

    • 4.1N8.b creating and solving problems in context that involve addition and subtraction

      • Addition sentences for word problems - sums up to 10 (1-D.7)
      • Addition sentences for word problems - sums up to 20 (1-D.12)
      • Subtraction sentences for word problems - numbers up to 10 (1-H.8)
      • Subtraction sentences for word problems - numbers up to 18 (1-H.12)

    • 4.1N8.c modelling addition and subtraction, using a variety of concrete and visual representations, and recording the process symbolically

      • Add with pictures - sums up to 10 (1-B.2)
      • Addition sentences up to 10: which model matches? (1-B.3)
      • 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 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)

    • 4.1N8.1 Act out a given problem presented orally or through shared reading.

    • 4.1N8.2 Represent the numbers and actions presented in a given story problem by using manipulatives, and record them using sketches and/or number sentences.

      • Addition sentences for word problems - sums up to 10 (1-D.7)
      • Addition sentences for word problems - sums up to 20 (1-D.12)
      • Subtraction sentences for word problems - numbers up to 10 (1-H.8)
      • Subtraction sentences for word problems - numbers up to 18 (1-H.12)

    • 4.1N8.3 Create an addition problem based on personal experiences, and simulate the action with counters.

    • 4.1N8.4 Create a word problem for a given addition or subtraction number sentence (equation).

    • 4.1N8.5 Create a subtraction problem based on personal experiences, and simulate the action with counters.

    • 4.1N8.6 Write the related subtraction fact for a given addition fact.

      • Relate addition and subtraction sentences (1-I.1)
      • Fact families (1-J.3)

    • 4.1N8.7 Write the related addition fact for a given subtraction fact.

      • Relate addition and subtraction sentences (1-I.1)
      • Fact families (1-J.3)

    • 4.1N8.8 Indicate if the scenario in a given story problem represents additive or subtractive action.

    • 4.1N8.9 Represent a given story problem pictorially or symbolically to show the additive or subtractive action, and solve the problem.

      • Addition sentences for word problems - sums up to 10 (1-D.7)
      • Addition sentences for word problems - sums up to 20 (1-D.12)
      • Subtraction sentences for word problems - numbers up to 10 (1-H.8)
      • Subtraction sentences for word problems - numbers up to 18 (1-H.12)

  • 4.1N9 Describe and use mental mathematics strategies for basic addition facts and related subtraction facts to 18.

    • 4.1N9.1 Use and describe a mental mathematics strategy for determining a given sum.

      • Addition facts - sums up to 10 (1-D.1)
      • Addition facts - sums up to 20 (1-D.8)
      • 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)
      • Complete the addition sentence - make ten (1-E.5)

    • 4.1N9.2 Use and describe a mental mathematics strategy for determining a given difference.

      • Subtraction facts - numbers up to 10 (1-H.1)
      • Subtraction facts - numbers up to 18 (1-H.9)
      • Subtract doubles (1-I.2)

    • 4.1N9.3 Use and describe mental mathematics strategies, such as: counting on and counting back; making 10; using doubles; thinking addition for subtraction.

      • Adding 1 (1-C.1)
      • Adding 2 (1-C.2)
      • Adding 3 (1-C.3)
      • Adding 4 (1-C.4)
      • Adding 5 (1-C.5)
      • Adding 6 (1-C.6)
      • Adding 7 (1-C.7)
      • Adding 8 (1-C.8)
      • Adding 9 (1-C.9)
      • Adding 0 (1-C.10)
      • Addition facts - sums up to 10 (1-D.1)
      • Ways to make a number - addition sentences (1-D.2)
      • Make a number using addition - sums up to 10 (1-D.3)
      • Addition facts - sums up to 20 (1-D.8)
      • Addition word problems - sums up to 20 (1-D.10)
      • Make a number using addition - sums up to 20 (1-D.11)
      • Addition sentences: true or false? (1-D.14)
      • 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)
      • Complete the addition sentence - make ten (1-E.5)
      • Add three numbers - make ten (1-E.6)
      • Subtracting 1 (1-G.1)
      • Subtracting 2 (1-G.2)
      • Subtracting 3 (1-G.3)
      • Subtracting 4 (1-G.4)
      • Subtracting 5 (1-G.5)
      • Subtracting 6 (1-G.6)
      • Subtracting 7 (1-G.7)
      • Subtracting 8 (1-G.8)
      • Subtracting 9 (1-G.9)
      • Subtracting 0 (1-G.10)
      • Subtraction facts - numbers up to 10 (1-H.1)
      • Ways to make a number - subtraction sentences (1-H.2)
      • Ways to subtract from a number - subtraction sentences (1-H.3)
      • 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)
      • Subtraction word problems - numbers up to 18 (1-H.11)
      • Make a number using subtraction - numbers up to 20 (1-H.13)
      • Subtraction sentences: true or false? (1-H.15)
      • Relate addition and subtraction sentences (1-I.1)
      • Subtract doubles (1-I.2)
      • Which sign makes the number sentence true? (1-J.2)
      • Fact families (1-J.3)
      • Addition and subtraction facts - numbers up to 10 (1-J.4)
      • Addition and subtraction facts - numbers up to 18 (1-J.5)

    • 4.1N9.4 Refine mental mathematics strategies to increase their efficiency.

5 Numbers to 100

• 5.1N Number

  • 5.1N1 Say the number sequence 0 to 100 by:

    • 5.1N1.a 1s forward between any two given numbers

      • Counting review - up to 10 (1-A.1)
      • Count to fill a ten frame (1-A.2)
      • Counting review - up to 20 (1-A.3)
      • Count on ten frames - up to 40 (1-A.5)
      • Counting - up to 100 (1-A.11)
      • Number lines (1-A.16)
      • Counting on the hundred chart (1-A.17)

    • 5.1N1.b 1s backward from 20 to 0

    • 5.1N1.c 2s forward from 0 to 20

      • Learn to skip-count by twos (K-F.1)
      • Skip-count by twos (K-F.2)
      • Skip-count by twos on ten frames (K-F.3)
      • Skip-counting by twos, fives and tens (1-A.10)
      • Counting by twos, fives and tens (1-A.13)
      • Skip-counting patterns - with tables (1-A.23)

    • 5.1N1.d 5s and 10s forward from 0 to 100.

      • Learn to skip-count by fives (K-F.4)
      • Skip-count by fives (K-F.5)
      • Learn to skip-count by tens (K-F.6)
      • Skip-count by tens (K-F.7)
      • Skip-counting by twos, fives and tens (1-A.10)
      • Counting by twos, fives and tens (1-A.13)
      • Skip-counting patterns - with tables (1-A.23)

    • 5.1N1.1 Recite forward by 1s the number sequence between two given numbers (0 - 100).

      • Number lines - up to 10 (K-C.16)
      • Complete a sequence - up to 10 (K-C.20)
      • Number lines - up to 20 (K-D.7)
      • Complete a sequence - up to 20 (K-D.11)
      • Number lines - up to 30 (K-E.5)
      • Number lines (1-A.16)
      • Sequences - count up and down by 1, 2, 3, 5 and 10 (1-A.24)

    • 5.1N1.3 Record a given numeral (0 to 100) symbolically when it is presented orally.

    • 5.1N1.4 Read a given numeral (0 to 100) when it is presented symbolically.

      • Writing numbers in words - convert words to digits (1-A.26)
      • Roman numerals I, V, X (1-A.28)

    • 5.1N1.5 Skip count by 2s to 20, starting at 0.

      • Learn to skip-count by twos (K-F.1)
      • Skip-count by twos (K-F.2)
      • Skip-count by twos on ten frames (K-F.3)
      • Skip-counting by twos, fives and tens (1-A.10)
      • Counting by twos, fives and tens (1-A.13)
      • Skip-counting patterns - with tables (1-A.23)

    • 5.1N1.6 Skip count by 5s to 100, starting at 0.

      • Learn to skip-count by fives (K-F.4)
      • Skip-count by fives (K-F.5)
      • Skip-counting by twos, fives and tens (1-A.10)
      • Counting by twos, fives and tens (1-A.13)
      • Skip-counting patterns - with tables (1-A.23)

    • 5.1N1.7 Skip count by 10s to 100, starting at 0.

      • Learn to skip-count by tens (K-F.6)
      • Skip-count by tens (K-F.7)
      • Skip-counting by twos, fives and tens (1-A.10)
      • Counting by twos, fives and tens (1-A.13)
      • Skip-counting patterns - with tables (1-A.23)

    • 5.1N1.8 Identify and correct errors/ omissions in a given number sequence and explain.

  • 5.1N3 Demonstrate an understanding of counting by:

    • 5.1N3.a indicating that the last number said identifies "how many"

      • Counting review - up to 10 (1-A.1)
      • Counting review - up to 20 (1-A.3)
      • Counting tens and ones - up to 20 (1-A.4)
      • Count on ten frames - up to 40 (1-A.5)
      • Skip-counting by twos, fives and tens (1-A.10)
      • Counting - up to 100 (1-A.11)
      • Counting tens and ones - up to 99 (1-A.12)

    • 5.1N3.b showing that any set has only one count

    • 5.1N3.c using the counting on strategy

      • Number lines (1-A.16)

    • 5.1N3.d using parts or equal groups to count sets.

      • Counting tens and ones - up to 20 (1-A.4)
      • Count on ten frames - up to 40 (1-A.5)
      • Skip-counting by twos, fives and tens (1-A.10)
      • Counting - up to 100 (1-A.11)
      • Counting tens and ones - up to 99 (1-A.12)

    • 5.1N3.4 Record the number of objects in a given set (up to 100).

      • Counting review - up to 10 (1-A.1)
      • Counting review - up to 20 (1-A.3)
      • Count on ten frames - up to 40 (1-A.5)
      • Skip-counting by twos, fives and tens (1-A.10)
      • Counting - up to 100 (1-A.11)

    • 5.1N3.6 Identify and correct errors in a given counting sequence.

    • 5.1N3.7 Count quantity, using groups of 2, 5 or 10 and counting on.

      • Skip-counting by twos, fives and tens (1-A.10)
      • Counting by twos, fives and tens (1-A.13)
      • Skip-counting patterns - with tables (1-A.23)

6 Addition and Subtraction to 20

• 6.1N Number

  • 6.1N8 Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially and symbolically, by:

    • 6.1N8.a using familiar mathematical language to describe additive and subtractive actions

      • Addition word problems - sums up to 10 (1-D.6)
      • Addition word problems - sums up to 20 (1-D.10)
      • Add three numbers - word problems (1-E.13)
      • Subtraction word problems - numbers up to 10 (1-H.7)
      • Subtraction word problems - numbers up to 18 (1-H.11)
      • Addition and subtraction word problems - numbers up to 20 (1-J.7)

    • 6.1N8.b creating and solving problems in context that involve addition and subtraction

      • Addition sentences for word problems - sums up to 10 (1-D.7)
      • Addition sentences for word problems - sums up to 20 (1-D.12)
      • Subtraction sentences for word problems - numbers up to 10 (1-H.8)
      • Subtraction sentences for word problems - numbers up to 18 (1-H.12)

    • 6.1N8.c modelling addition and subtraction, using a variety of concrete and visual representations, and recording the process symbolically.

      • Add with pictures - sums up to 10 (1-B.2)
      • Addition sentences up to 10: which model matches? (1-B.3)
      • 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 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)

    • 6.1N8.3 Create an addition problem based on personal experiences, and simulate the action with counters.

    • 6.1N8.4 Create a word problem for a given addition or subtraction number sentence (equation).

    • 6.1N8.5 Create a subtraction problem based on personal experiences, and simulate the action with counters.

    • 6.1N8.6 Write the related subtraction fact for a given addition fact.

      • Relate addition and subtraction sentences (1-I.1)
      • Fact families (1-J.3)

    • 6.1N8.7 Write the related addition fact for a given subtraction fact.

      • Relate addition and subtraction sentences (1-I.1)
      • Fact families (1-J.3)

    • 6.1N8.8 Indicate if the scenario in a given story problem represents additive or subtractive action.

    • 6.1N8.9 Represent a given story problem pictorially or symbolically to show the additive or subtractive action, and solve the problem.

      • Addition sentences for word problems - sums up to 10 (1-D.7)
      • Addition sentences for word problems - sums up to 20 (1-D.12)
      • Subtraction sentences for word problems - numbers up to 10 (1-H.8)
      • Subtraction sentences for word problems - numbers up to 18 (1-H.12)

  • 6.1N9 Describe and use mental mathematics strategies for basic addition facts and related subtraction facts to 18.

    • 6.1N9.1 Use and describe a mental mathematics strategy for determining a given sum.

      • Addition facts - sums up to 10 (1-D.1)
      • Addition facts - sums up to 20 (1-D.8)
      • 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)
      • Complete the addition sentence - make ten (1-E.5)

    • 6.1N9.2 Use and describe a mental mathematics strategy for determining a given difference.

      • Subtraction facts - numbers up to 10 (1-H.1)
      • Subtraction facts - numbers up to 18 (1-H.9)
      • Subtract doubles (1-I.2)

    • 6.1N9.3 Use and describe mental mathematics strategies, such as: counting on and counting back; making 10; using doubles; thinking addition for subtraction.

      • Counting forward - up to 100 (1-A.14)
      • Adding 1 (1-C.1)
      • Adding 2 (1-C.2)
      • Adding 3 (1-C.3)
      • Adding 4 (1-C.4)
      • Adding 5 (1-C.5)
      • Adding 6 (1-C.6)
      • Adding 7 (1-C.7)
      • Adding 8 (1-C.8)
      • Adding 9 (1-C.9)
      • Adding 0 (1-C.10)
      • Addition facts - sums up to 10 (1-D.1)
      • Ways to make a number - addition sentences (1-D.2)
      • Make a number using addition - sums up to 10 (1-D.3)
      • Addition facts - sums up to 20 (1-D.8)
      • Addition word problems - sums up to 20 (1-D.10)
      • Make a number using addition - sums up to 20 (1-D.11)
      • Addition sentences: true or false? (1-D.14)
      • 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)
      • Complete the addition sentence - make ten (1-E.5)
      • Add three numbers - make ten (1-E.6)
      • Subtracting 1 (1-G.1)
      • Subtracting 2 (1-G.2)
      • Subtracting 3 (1-G.3)
      • Subtracting 4 (1-G.4)
      • Subtracting 5 (1-G.5)
      • Subtracting 6 (1-G.6)
      • Subtracting 7 (1-G.7)
      • Subtracting 8 (1-G.8)
      • Subtracting 9 (1-G.9)
      • Subtracting 0 (1-G.10)
      • Subtraction facts - numbers up to 10 (1-H.1)
      • Ways to make a number - subtraction sentences (1-H.2)
      • Ways to subtract from a number - subtraction sentences (1-H.3)
      • 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)
      • Subtraction word problems - numbers up to 18 (1-H.11)
      • Make a number using subtraction - numbers up to 20 (1-H.13)
      • Subtraction sentences: true or false? (1-H.15)
      • Relate addition and subtraction sentences (1-I.1)
      • Subtract doubles (1-I.2)
      • Which sign makes the number sentence true? (1-J.2)
      • Fact families (1-J.3)
      • Addition and subtraction facts - numbers up to 10 (1-J.4)
      • Addition and subtraction facts - numbers up to 18 (1-J.5)

    • 6.1N9.4 Refine mental mathematics strategies to increase their efficiency.

• 6.1PR Patterns and Relations (Variables and Equations)

  • 6.1PR4 Record equalities using the equal symbol (0 to 20).

    • 6.1PR4.1 Represent a given equality, using manipulatives or pictures.

      • Add with pictures - sums up to 10 (1-B.2)
      • Addition sentences up to 10: which model matches? (1-B.3)
      • Subtract with pictures - numbers up to 10 (1-F.2)
      • Subtraction sentences - numbers up to 10 (1-F.3)

    • 6.1PR4.2 Represent a given pictorial or concrete equality in symbolic form.

      • Add with pictures - sums up to 10 (1-B.2)
      • Addition sentences up to 10: which model matches? (1-B.3)
      • Addition sentences using number lines - sums up to 10 (1-B.5)
      • 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)

    • 6.1PR4.3 Provide examples of equalities where the given sum or difference is on either the left or right side of the equal symbol (=).

      • Addition sentences: true or false? (1-D.14)
      • Subtraction sentences: true or false? (1-H.15)
      • Which sign makes the number sentence true? (1-J.2)

    • 6.1PR4.4 Record different representations of the same quantity (0 to 20) as equalities.

      • Ways to make a number - addition sentences (1-D.2)
      • Related addition facts (1-D.13)
      • Ways to make a number - subtraction sentences (1-H.2)
      • Related subtraction facts (1-H.14)
      • Fact families (1-J.3)

7 Measurement

• 7.1SS Shape and Space (Measurement)

  • 7.1SS1 Demonstrate an understanding of measurement as a process of comparing by:

    • 7.1SS1.a identifying attributes that can be compared

    • 7.1SS1.b ordering objects

    • 7.1SS1.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)

    • 7.1SS1.d filling, covering or matching.

    • 7.1SS1.1 Identify common attributes, such as length, height, mass, capacity and area that could be used to compare two given objects.

    • 7.1SS1.2 Order a set of objects by length, height, mass, capacity or area, and explain their ordering.

    • 7.1SS1.3 Compare two given objects, and identify the attributes used to compare.

      • 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)

    • 7.1SS1.4 Determine which of two or more objects is longest or shortest by matching, and explain the reasoning.

      • Long and short (1-R.1)
      • Compare size, weight and capacity (1-R.5)

    • 7.1SS1.5 Determine which of two or more objects has the greatest or least area by covering, and explain the reasoning.

    • 7.1SS1.6 Determine which of two or more objects holds the most or least by filling, and explain the reasoning.

      • Holds more or less (1-R.4)
      • Compare size, weight and capacity (1-R.5)

    • 7.1SS1.7 Determine which of two or more objects is heaviest or lightest by comparing, and explain the reasoning.

      • Light and heavy (1-R.3)
      • Compare size, weight and capacity (1-R.5)