Northwest Territories

N Number

• N.1 Develop number sense.

  • N.1.1 Say the number sequence 0 to 100 by:

    • N.1.1.a 1s forward between any two given numbers.

    • N.1.1.b 1s backward from 20 to 0.

    • N.1.1.c 2s forward from 0 to 20.

    • N.1.1.d 5s and 10s forward from 0 to 100.

    • N.1.1.1 Recite forward by 1s the number sequence between two given numbers (0 to 100).

      • Counting - up to 100 (1-A.11)

    • N.1.1.2 Recite backward by 1s the number sequence between two given numbers (20 to 0).

    • N.1.1.3 Read a given numeral (0 to 100) when it is presented symbolically.

    • N.1.1.4 Skip count forward by 2s to 20, starting at 0.

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

    • N.1.1.5 Skip count forward by 5s to 100, starting at 0.

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

    • N.1.1.6 Skip count forward by 10s to 100, starting at 0.

      • Skip-counting by tens (1-A.8)
      • Skip-counting by twos, fives and tens (1-A.10)
      • Counting by twos, fives and tens (1-A.13)

    • N.1.1.7 Identify and read numbers in the environment.

    • N.1.1.8 Identify and correct errors and omissions in a given number sequence.

  • N.1.2 Subitize (recognize at a glance) and name familiar arrangements of 1 to 10 objects or dots.

    • N.1.2.1 Look briefly at a given familiar arrangement of objects or dots, and identify how many objects or dots there are without counting.

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

    • N.1.2.2 Identify the number represented by a given arrangement of dots on a ten frame.

      • Count on ten frames - up to 40 (1-A.5)

  • N.1.3 Demonstrate an understanding of counting by:

    • N.1.3.a indicating that the last number said identifies "how many".

    • N.1.3.b showing that any set has only one count.

    • N.1.3.c using counting-on.

    • N.1.3.d using parts or equal groups to count sets.

    • N.1.3.1 Answer the question, "How many are in the set?", using the last number counted in a given set.

      • 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)

    • N.1.3.2 Identify and correct counting errors in a given counting sequence.

    • N.1.3.3 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.

    • N.1.3.4 Count the number of objects in a given set, rearrange the objects, predict the new count and recount to verify the prediction.

    • N.1.3.5 Determine the total number of objects in a given set, starting from a known quantity and counting on.

    • N.1.3.6 Count quantity, using groups of 2, 5 or 10 and counting on.

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

    • N.1.3.7 Record the number of objects in a given set (up to 100).

      • Counting - up to 100 (1-A.11)

  • N.1.4 Represent and describe numbers to 20, concretely, pictorially and symbolically.

    • N.1.4.1 Represent a given number up to 20, using a variety of manipulatives, including ten frames and base ten materials.

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

    • N.1.4.2 Read given number words to 20.

    • N.1.4.3 Partition any given quantity up to 20 into 2 parts, and identify the number of objects in each part.

    • N.1.4.4 Model a given number, using two different objects; e.g., 10 desks represents the same number as 10 pencils.

    • N.1.4.5 Place given numerals on a number line with benchmarks 0, 5, 10 and 20.

      • Number lines (1-A.16)

    • N.1.4.6 Find examples of a given number in the environment.

  • N.1.5 Compare sets containing up to 20 elements, using:

    • N.1.5.a referents to solve problems.

    • N.1.5.b one-to-one correspondence to solve problems.

    • N.1.5.1 Build a set equal to a given set that contains up to 20 elements.

    • N.1.5.2 Build a set that has more elements than, fewer elements than or as many elements as a given set.

    • N.1.5.3 Build several sets of different objects that have the same given number of elements in the set.

    • N.1.5.4 Compare two given sets, using one-to-one correspondence, and describe the sets, using comparative words such as more, fewer or as many.

      • Comparing - review (1-K.1)

    • N.1.5.5 Compare a set to a given referent, using comparative language.

    • N.1.5.6 Solve a given problem (pictures and words) that involves the comparison of two quantities.

  • N.1.6 Estimate quantities to 20 by using referents.

    • N.1.6.1 Estimate a given quantity by comparing it to a given referent (known quantity).

    • N.1.6.2 Select an estimate for a given quantity from at least two possible choices, and explain the choice.

  • N.1.7 Demonstrate an understanding of conservation of number.

    • N.1.7.1 Explain why for a given number of counters, no matter how they are grouped, the total number of counters does not change.

    • N.1.7.2 Group a set of given counters in more than one way.

  • N.1.8 Identify the number, up to 20, that is:

    • N.1.8.a one more than a given number.

    • N.1.8.b two more than a given number.

    • N.1.8.c one less than a given number.

    • N.1.8.d two less than a given number.

    • N.1.8.1 Name the number that is one more, two more, one less or two less than a given number, up to 20.

    • N.1.8.2 Represent a number on a ten frame that is one more, two more, one less or two less than a given number.

  • N.1.9 Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially and symbolically, by:

    • N.1.9.a using familiar mathematical language to describe additive and subtractive actions.

    • N.1.9.b creating and solving problems in context that involve addition and subtraction.

    • N.1.9.c modelling addition and subtraction, using a variety of concrete and visual representations, and recording the process symbolically.

    • N.1.9.1 Act out a given problem presented orally or through shared reading.

    • N.1.9.2 Indicate if the scenario in a given problem represents additive or subtractive action.

    • N.1.9.3 Represent the numbers and actions presented in a given problem by using manipulatives, and record them using sketches and/or number sentences.

      • Addition sentences up to 10: which model matches? (1-B.3)
      • 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 - numbers up to 10 (1-F.3)
      • Subtraction sentences for word problems - numbers up to 10 (1-H.8)
      • Subtraction sentences for word problems - numbers up to 18 (1-H.12)

    • N.1.9.4 Create an addition problem based on personal experiences, and simulate the action with counters.

    • N.1.9.5 Create a subtraction problem based on personal experiences, and simulate the action with counters.

    • N.1.9.6 Create a word problem for a given number sentence (equation).

    • N.1.9.7 Represent a given problem pictorially or symbolically to show the additive or subtractive action, and solve the problem.

      • 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)

  • N.1.10 Describe and use mental mathematics strategies for basic addition facts and related subtraction facts to 18.

    • N.1.10.1 Use and describe a mental mathematics strategy for determining a given sum.

      • 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)
      • Complete the addition sentence - sums up to 10 (1-D.4)
      • Addition facts - sums up to 20 (1-D.8)

    • N.1.10.2 Use and describe a mental mathematics strategy for determining a given difference.

      • 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)
      • Subtraction facts - numbers up to 18 (1-H.9)

    • N.1.10.3 Use and describe mental mathematics strategies, such as:

      • N.1.10.3.a counting on and counting back.

        • Counting forward - up to 100 (1-A.14)

      • N.1.10.3.b making 10.

        • Complete the addition sentence - make ten (1-E.5)

      • N.1.10.3.c using doubles.

        • Add doubles (1-E.1)

      • N.1.10.3.d thinking addition for subtraction.

        • Complete the subtraction sentence (1-H.5)

    • N.1.10.4 Refine mental mathematics strategies to increase their efficiency.

    • N.1.10.5 Write the related subtraction fact for a given addition fact.

      • Relate addition and subtraction sentences (1-I.1)

    • N.1.10.6 Write the related addition fact for a given subtraction fact.

      • Relate addition and subtraction sentences (1-I.1)

    • N.1.10.7 Demonstrate understanding and application of strategies for addition facts up to and including 9 + 9 and related subtraction facts.

      • 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)
      • Addition facts - sums up to 20 (1-D.8)
      • Subtract zero and all (1-F.5)
      • 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)
      • Subtraction facts - numbers up to 18 (1-H.9)
      • 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)

    • N.1.10.8 Demonstrate recall/memorization of addition facts to a sum of 5 and related subtraction facts.

PR Patterns and Relations

• PR.1 Use patterns to describe the world and to solve problems.

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

    • PR.1.1.a describing patterns using manipulatives, diagrams, sounds and actions.

    • PR.1.1.b reproducing patterns using manipulatives, diagrams, sounds and actions.

    • PR.1.1.c extending patterns using manipulatives, diagrams, sounds and actions.

    • PR.1.1.d creating patterns using manipulatives, diagrams, sounds and actions.

    • PR.1.1.1 Describe a given repeating pattern containing two to four elements in its core.

    • PR.1.1.2 Identify and describe errors in a given repeating pattern.

    • PR.1.1.3 Identify and describe the missing element(s) in a given repeating pattern.

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

    • PR.1.1.4 Create and describe a repeating pattern, using a variety of manipulatives, diagrams, sounds and actions.

      • Make a pattern (1-U.6)

    • PR.1.1.5 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)
      • Complete a pattern (1-U.5)

    • PR.1.1.6 Identify and describe a repeating pattern in the environment, e.g., in the classroom, outdoors, using everyday language.

    • PR.1.1.7 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)

  • PR.1.2 Translate repeating patterns from one representation to another.

    • PR.1.2.1 Represent a given repeating pattern, using another mode; e.g., actions to sound, colour to shape, ABC ABC to bear eagle fish bear eagle fish.

      • Make a pattern (1-U.6)

    • PR.1.2.2 Describe a given repeating pattern, using a letter code; e.g., ABC ABC…

  • PR.1.3 Sort objects, using one attribute, and explain the sorting rule.

    • PR.1.3.1 Identify a common attribute in a given set of objects.

    • PR.1.3.2 Choose a single attribute to sort a given set of objects, sort the set, and explain the sorting rule.

    • PR.1.3.3 Sort a given set of objects, using a given sorting rule.

    • PR.1.3.4 Determine the difference between two given pre-sorted sets of objects, and explain a possible sorting rule used to sort them.

• PR.2 Represent algebraic expressions in multiple ways.

  • PR.2.4 Describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to 20).

    • PR.2.4.1 Construct two equal sets, using the same objects (same shape and mass), and demonstrate their equality of number, using a balance (limited to 20 elements).

    • PR.2.4.2 Construct two unequal sets, using the same objects (same shape and mass), and demonstrate their inequality of number, using a balance (limited to 20 elements).

    • PR.2.4.3 Determine if two given concrete sets are equal or unequal, and explain the process used.

      • Addition sentences: true or false? (1-D.14)
      • Subtraction sentences: true or false? (1-H.15)

  • PR.2.5 Record equalities, using the equal symbol.

    • PR.2.5.1 Represent a given equality, using manipulatives or pictures.

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

    • PR.2.5.2 Represent a given pictorial or concrete equality in symbolic form.

      • Add with pictures - sums up to 10 (1-B.2)
      • Subtract with pictures - numbers up to 10 (1-F.2)

    • PR.2.5.3 Provide examples of equalities where the given sum or difference is on either the left or right side of the equal symbol (=).

    • PR.2.5.4 Record different representations of the same quantity (0 to 20) as equalities.

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

SS Shape and Space

• SS.1 Use direct and indirect measurement to solve problems.

  • SS.1.1 Demonstrate an understanding of measurement as a process of comparing by:

    • SS.1.1.a identifying attributes that can be compared.

    • SS.1.1.b ordering objects.

    • SS.1.1.c making statements of comparison.

    • SS.1.1.d filling, covering or matching.

    • SS.1.1.1 Identify common attributes, such as length (height), mass (weight), volume (capacity) and area, that could be used to compare two given objects.

    • SS.1.1.2 Order a set of objects by length (height), mass (weight), volume (capacity) or area, and explain their ordering.

    • SS.1.1.3 Compare two given objects, and identify the attributes used to compare.

      • Tall and short (1-R.2)
      • Compare size, weight and capacity (1-R.5)

    • SS.1.1.4 Determine which of two or more given objects is longest/shortest by matching, and explain the reasoning.

      • Long and short (1-R.1)

    • SS.1.1.5 Determine which of two or more given objects is heaviest/lightest by comparing, and explain the reasoning.

      • Light and heavy (1-R.3)

    • SS.1.1.6 Determine which of two or more given objects holds the most/least by filling, and explain the reasoning.

      • Holds more or less (1-R.4)

    • SS.1.1.7 Determine which of two or more given objects has the greatest/least area by covering, and explain the reasoning.

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

  • SS.2.2 Sort 3-D objects and 2-D shapes, using one attribute, and explain the sorting rule.

    • SS.2.2.1 Sort a given set of familiar 3-D objects or 2-D shapes, using a given sorting rule.

      • Two-dimensional and three-dimensional shapes (1-O.1)

    • SS.2.2.2 Choose a single attribute to sort a given set of familiar 3-D objects, sort the set, and explain the sorting rule.

      • Name the three-dimensional shape (1-O.2)
      • Select three-dimensional shapes (1-O.4)

    • SS.2.2.3 Choose a single attribute to sort a given set of 2-D shapes, sort the set, and explain the sorting rule.

      • Name the two-dimensional shape (1-N.1)
      • Select two-dimensional shapes (1-N.2)

    • SS.2.2.4 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.

  • SS.2.3 Replicate composite 2-D shapes and 3-D objects.

    • SS.2.3.1 Select 2-D shapes from a given set to reproduce a given composite 2-D shape.

    • SS.2.3.2 Select 3-D objects from a given set to reproduce a given composite 3-D object.

    • SS.2.3.3 Predict and select the 2-D shapes used to produce a composite 2-D shape, and verify by deconstructing the composite shape.

    • SS.2.3.4 Predict and select the 3-D objects used to produce a composite 3-D object, and verify by deconstructing the composite object.

  • SS.2.4 Compare 2-D shapes to parts of 3-D objects in the environment.

    • SS.2.4.1 Identify 3-D objects in the environment that have parts similar to a given 2-D shape.

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