Northwest Territories

N Number

• N.1 Develop number sense.

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

    • N.1.1.a 2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and 10 respectively.

    • N.1.1.b 10s, using starting points from 1 to 9.

    • N.1.1.c 2s, starting from 1.

    • N.1.1.1 Extend a given skip counting sequence (by 2s, 5s or 10s) forward and backward.

      • Skip-counting sequences (2-A.5)
      • Skip-counting puzzles (2-A.11)

    • N.1.1.2 Skip count by 10s, given any number from 1 to 9 as a starting point.

    • N.1.1.3 Identify and correct errors and omissions in a given skip counting sequence.

    • N.1.1.4 Count a given sum of money with pennies, nickels or dimes (to 100¢).

      • Count money - up to $1 (2-P.2)

    • N.1.1.5 Count quantity, using groups of 2, 5 or 10 and counting on.

      • Skip-count by twos, fives and tens (2-A.4)
      • Skip-counting stories (2-A.10)

  • N.1.2 Demonstrate if a number (up to 100) is even or odd.

    • N.1.2.1 Use concrete materials or pictorial representations to determine if a given number is even or odd.

      • Even or odd (2-A.12)

    • N.1.2.2 Identify even and odd numbers in a given sequence, such as in a hundred chart.

      • Even or odd numbers on number lines (2-A.15)

    • N.1.2.3 Sort a given set of numbers into even and odd.

      • Identify numbers as even or odd (2-A.13)
      • Select even or odd numbers (2-A.14)

  • N.1.3 Describe order or relative position, using ordinal numbers (up to tenth).

    • N.1.3.1 Indicate a position of a specific object in a sequence by using ordinal numbers up to tenth.

      • Ordinal numbers up to 10th (2-C.6)

    • N.1.3.2 Compare the ordinal position of a specific object in two different given sequences.

  • N.1.4 Represent and describe numbers to 100, concretely, pictorially and symbolically.

    • N.1.4.1 Represent a given number, using concrete materials such as ten frames and base ten materials.

      • Number lines - up to 100 (2-A.8)
      • Place value models - tens and ones (2-M.1)

    • N.1.4.2 Represent a given number, using coins (pennies, nickels, dimes and quarters).

      • Coin values (2-P.1)
      • Count money - up to $1 (2-P.2)

    • N.1.4.3 Represent a given number, using tallies.

    • N.1.4.4 Represent a given number pictorially.

      • Number lines - up to 100 (2-A.8)

    • N.1.4.5 Represent a given number, using expressions; e.g., 24 + 6, 15 + 15, 40 – 10.

      • Ways to make a number - sums to 20 (2-E.7)
      • Ways to subtract - up to 10 (2-F.2)
      • Ways to make a number using addition (2-G.12)
      • Ways to make a number using subtraction (2-H.8)

    • N.1.4.6 Read a given number (0–100) in symbolic or word form.

      • Writing numbers up to 100 in words - convert words to digits (2-C.2)

    • N.1.4.7 Record a given number (0–20) in words.

  • N.1.5 Compare and order numbers up to 100.

    • N.1.5.1 Order a given set of numbers in ascending or descending order, and verify the result, using a hundred chart, number line, ten frames or by making references to place value.

      • Put numbers up to 100 in order (2-B.3)

    • N.1.5.2 Identify and explain errors in a given ordered sequence.

    • N.1.5.3 Identify missing numbers in a given hundred chart.

      • Hundred chart (2-A.9)

    • N.1.5.4 Identify errors in a given hundred chart.

  • N.1.6 Estimate quantities to 100, using referents.

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

      • Round to the nearest ten (2-N.2)

    • N.1.6.2 Estimate the number of groups of ten in a given quantity, using 10 as a referent.

      • Estimate to the nearest ten (2-N.1)

    • N.1.6.3 Select between two possible estimates for a given quantity, and explain the choice.

  • N.1.7 Illustrate, concretely and pictorially, the meaning of place value for numerals to 100.

    • N.1.7.1 Explain and show with counters the meaning of each digit for a given 2-digit numeral with both digits the same; e.g., for the numeral 22, the first digit represents two tens (twenty counters) and the second digit represents two ones (two counters).

    • N.1.7.2 Count the number of objects in a given set, using groups of 10s and 1s, and record the result as a 2-digit numeral under the headings 10s and 1s.

    • N.1.7.3 Describe a given 2-digit numeral in at least two ways; e.g., 24 as two 10s and four 1s, twenty and four, two groups of ten and four left over, and twenty-four ones.

      • Regroup tens and ones (2-M.9)
      • Regroup tens and ones - ways to make a number (2-M.10)
      • Convert to/from a number - tens and ones (2-M.11)

    • N.1.7.4 Illustrate, using ten frames and diagrams, that a given numeral consists of a certain number of groups of ten and a certain number of ones.

    • N.1.7.5 Illustrate, using base 10 materials, that a given numeral consists of a certain number of tens and a certain number of ones.

      • Place value models - tens and ones (2-M.1)

    • N.1.7.6 Explain why the value of a digit depends on its placement within a numeral.

      • Identify a digit up to the hundreds place (2-M.5)
      • Place value - tens and ones (2-M.6)

  • N.1.8 Demonstrate and explain the effect of adding zero to, or subtracting zero from, any number.

    • N.1.8.1 Add zero to a given number, and explain why the sum is the same as the given number.

      • Add zero (2-E.11)

    • N.1.8.2 Subtract zero from a given number, and explain why the difference is the same as the given number.

      • Subtract zero/all (2-F.10)

  • N.1.9 Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by:

    • N.1.9.a using personal strategies for adding and subtracting with and without the support of manipulatives.

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

    • N.1.9.c using the commutative property of addition (the order in which numbers are added does not affect the sum).

    • N.1.9.d using the associative property of addition (grouping a set of numbers in different ways does not affect the sum).

    • N.1.9.e explaining that the order in which numbers are subtracted may affect the difference.

    • N.1.9.1 Model addition and subtraction, using concrete materials or visual representations, and record the process symbolically.

      • Write addition sentences to describe pictures - sums to 10 (2-E.4)
      • Addition with pictures - sums to 20 (2-E.5)
      • Write addition sentences to describe pictures - sums to 20 (2-E.8)
      • Identify repeated addition in arrays - sums to 10 (2-E.22)
      • Write addition sentences for arrays - sums to 10 (2-E.23)
      • Identify repeated addition in arrays - sums to 25 (2-E.24)
      • Write addition sentences for arrays - sums to 25 (2-E.25)
      • Write subtraction sentences - up to 10 (2-F.3)
      • Subtraction with pictures (2-F.5)
      • Write subtraction sentences to describe pictures - up to 18 (2-F.7)
      • Write addition sentences to describe pictures (2-G.5)
      • Write subtraction sentences to describe pictures - up to two digits (2-H.6)

    • N.1.9.2 Create an addition or a subtraction number sentence and a story problem for a given solution.

    • N.1.9.3 Solve a given problem involving a missing addend, and describe the strategy used.

      • Complete the addition sentence - sums to 20 (2-E.16)
      • Complete the addition sentence - up to two digits (2-G.14)

    • N.1.9.4 Solve a given problem involving a missing minuend or subtrahend, and describe the strategy used.

      • Complete the subtraction sentence - up to 18 (2-F.13)
      • Complete the subtraction sentence - up to two digits (2-H.10)

    • N.1.9.5 Refine personal strategies to increase their efficiency.

    • N.1.9.6 Match a number sentence to a given missing addend problem.

    • N.1.9.7 Match a number sentence to a given missing subtrahend or minuend problem.

    • N.1.9.8 Explain or demonstrate why 5 + 6 = 6 + 5.

      • Related addition facts (2-K.1)

    • N.1.9.9 Add a given set of numbers, using the associative property of addition, and explain why the sum is the same; e.g., 2 + 5 + 3 + 8 = (2 + 3) + 5 + 8 or 5 + 3 + (8 + 2).

    • N.1.9.10 Solve a given problem, using horizontal and vertical formats.

      • Add one-digit numbers - sums to 10 (2-E.1)
      • Add one-digit numbers (2-E.6)
      • Subtract one-digit numbers - up to 10 (2-F.1)
      • Subtract a one-digit number from a two-digit number up to 18 (2-F.6)
      • Add and subtract numbers up to 20 (2-L.1)
      • Add and subtract numbers up to 100 (2-L.8)

    • N.1.9.11 Solve a given problem using the standard/traditional addition algorithm.

      • Add zero (2-E.11)
      • Add three or more one-digit numbers (2-E.20)
      • Add three or more one-digit numbers - word problems (2-E.21)
      • Add a two-digit and a one-digit number - without regrouping (2-G.2)
      • Add a two-digit and a one-digit number - with regrouping (2-G.4)
      • Add multiples of 10 (2-G.6)
      • Add two two-digit numbers - without regrouping (2-G.8)
      • Add two two-digit numbers - with regrouping (2-G.10)
      • Addition input/output tables - up to two digits (2-G.11)
      • Add three or more numbers up to two digits each (2-G.17)
      • Add three or more numbers up to two digits - word problems (2-G.18)

    • N.1.9.12 Solve a given problem using the standard/traditional subtraction algorithm.

      • Subtract zero/all (2-F.10)
      • Subtract multiples of 10 (2-H.1)
      • Subtract a one-digit number from a two-digit number - without regrouping (2-H.2)
      • Subtract a one-digit number from a two-digit number - with regrouping (2-H.3)
      • Subtract two two-digit numbers - without regrouping (2-H.4)
      • Subtract two two-digit numbers - with regrouping (2-H.5)
      • Subtraction input/output tables - up to two digits (2-H.7)
      • Subtraction word problems - up to two digits (2-H.9)

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

    • N.1.10.1 Explain or demonstrate the mental mathematics strategy that could be used to determine a basic fact, such as:

      • N.1.10.1.a doubles; e.g., for 4 + 6, think 5 + 5.

        • Add doubles (2-E.13)
        • Subtract doubles (2-F.4)

      • N.1.10.1.b doubles plus one; e.g., for 4 + 5, think 4 + 4 + 1.

      • N.1.10.1.c doubles take away one; e.g., for 4 + 5, think 5 + 5 – 1.

      • N.1.10.1.d doubles plus two; e.g., for 4 + 6, think 4 + 4 + 2.

      • N.1.10.1.e doubles take away two; e.g., for 4 + 6, think 6 + 6 – 2.

      • N.1.10.1.f making 10; e.g., for 7 + 5, think 7 + 3 + 2.

      • N.1.10.1.g one more; e.g., for 7 + 1, think one more than 7.

      • N.1.10.1.h one less; e.g., for 9 – 1, think one less than 9.

      • N.1.10.1.i two more; e.g., for 6 + 2, think two more than 6.

      • N.1.10.1.j two less; e.g., for 11 – 2, think two less than 11.

      • N.1.10.1.k building on a known double; e.g., 6 + 6 = 12, so 6 + 7 = 12 + 1 = 13.

      • N.1.10.1.l addition for subtraction; e.g., for 7 – 3, think 3 + ? = 7.

    • N.1.10.2 Use and describe a mental mathematics strategy for determining a sum to 18 and the related subtraction facts.

      • Add one-digit numbers - sums to 10 (2-E.1)
      • Ways to make a number - sums to 10 (2-E.2)
      • Add one-digit numbers (2-E.6)
      • Addition word problems - sums to 20 (2-E.15)
      • Complete the addition sentence - sums to 20 (2-E.16)
      • Subtract one-digit numbers - up to 10 (2-F.1)
      • Ways to subtract - up to 10 (2-F.2)
      • Subtract a one-digit number from a two-digit number up to 18 (2-F.6)
      • Subtraction input/output tables - up to 18 (2-F.9)
      • Subtraction word problems - up to 18 (2-F.12)
      • Complete the subtraction sentence - up to 18 (2-F.13)

    • N.1.10.3 Refine mental mathematics strategies to increase their efficiency.

    • N.1.10.4 Demonstrate understanding and application of strategies for addition facts up to and including 9 + 9 and related subtraction facts.

      • Add one-digit numbers - sums to 10 (2-E.1)
      • Ways to make a number - sums to 10 (2-E.2)
      • Add one-digit numbers (2-E.6)
      • Addition word problems - sums to 20 (2-E.15)
      • Complete the addition sentence - sums to 20 (2-E.16)
      • Subtract one-digit numbers - up to 10 (2-F.1)
      • Ways to subtract - up to 10 (2-F.2)
      • Subtract a one-digit number from a two-digit number up to 18 (2-F.6)
      • Subtraction word problems - up to 18 (2-F.12)
      • Complete the subtraction sentence - up to 18 (2-F.13)

    • N.1.10.5 Demonstrate recall/memorization of addition facts up to and including 5 + 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 (three to five elements) by:

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

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

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

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

    • PR.1.1.1 Identify the core of a given repeating pattern.

    • PR.1.1.2 Describe and extend a given double attribute pattern.

      • Repeating patterns (2-D.1)

    • PR.1.1.3 Explain the rule used to create a given repeating non-numerical pattern.

      • Make a repeating pattern (2-D.6)

    • PR.1.1.4 Predict an element in a given repeating pattern, using a variety of strategies.

      • Find the next shape in a repeating pattern (2-D.3)

    • PR.1.1.5 Predict an element of a given repeating pattern, and extend the pattern to verify the prediction.

      • Complete a repeating pattern (2-D.5)

    • PR.1.1.6 Compare two given repeating patterns, and describe how they are alike/different.

    • PR.1.1.7 Create a repeating pattern where the core has three to five elements.

  • PR.1.2 Demonstrate an understanding of increasing patterns by:

    • PR.1.2.a describing numerical (numbers to 100) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

    • PR.1.2.b reproducing numerical (numbers to 100) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

    • PR.1.2.c extending numerical (numbers to 100) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

    • PR.1.2.d creating numerical (numbers to 100) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

    • PR.1.2.1 Identify and describe increasing patterns in a variety of given contexts; e.g., hundred chart, number line, addition tables, calendar, tiling pattern or drawings.

      • Counting patterns - up to 100 (2-A.7)

    • PR.1.2.2 Represent the relationship in a given increasing pattern, concretely and pictorially.

      • Growing patterns (2-D.2)

    • PR.1.2.3 Identify errors in a given increasing pattern.

    • PR.1.2.4 Explain the rule used to create a given increasing pattern.

    • PR.1.2.5 Create an increasing pattern, and explain the pattern rule.

    • PR.1.2.6 Represent a given increasing pattern, using another mode; e.g., colour to shape.

    • PR.1.2.7 Solve a given problem, using increasing patterns.

    • PR.1.2.8 Identify and describe increasing patterns in the environment; e.g., house/room numbers, book pages, calendar, pine cones, leap years.

      • Time patterns (2-Q.10)

    • PR.1.2.9 Determine missing elements in a given concrete, pictorial or symbolic increasing pattern, and explain the reasoning.

      • Find the next row in a growing pattern (2-D.7)

  • PR.1.3 Sort a set of objects, using two attributes, and explain the sorting rule.

    • PR.1.3.1 Determine the differences between two given pre-sorted sets, and explain the sorting rule.

    • PR.1.3.2 Identify and name two common attributes of items within a given sorted group.

    • PR.1.3.3 Choose two attributes to sort a given set of objects, sort the set, and explain the sorting rule.

• PR.2 Represent algebraic expressions in multiple ways.

  • PR.2.4 Demonstrate and explain the meaning of equality and inequality, concretely and pictorially.

    • PR.2.4.1 Determine whether two given quantities of the same object (same shape and mass) are equal by using a balance.

    • PR.2.4.2 Construct and draw two unequal sets, using the same object (same shape and mass), and explain the reasoning.

    • PR.2.4.3 Demonstrate how to change two given sets, equal in number, to create inequality.

    • PR.2.4.4 Choose from three or more given sets the one that does not have a quantity equal to the others, and explain why.

  • PR.2.5 Record equalities and inequalities symbolically, using the equal symbol or the not equal symbol.

    • PR.2.5.1 Determine whether two sides of a given number sentence are equal (=) or not equal (≠). Write the appropriate symbol and justify the answer.

    • PR.2.5.2 Model equalities, using a variety of concrete representations, and record the equalities symbolically.

      • Write addition sentences to describe pictures - sums to 20 (2-E.8)
      • Write subtraction sentences to describe pictures - up to 18 (2-F.7)
      • Write addition sentences to describe pictures (2-G.5)
      • Write subtraction sentences to describe pictures - up to two digits (2-H.6)

    • PR.2.5.3 Model inequalities, using a variety of concrete representations, and record the inequalities symbolically.

SS Shape and Space

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

  • SS.1.1 Relate the number of days to a week and the number of months to a year in a problem-solving context.

    • SS.1.1.1 Read a date on a calendar.

      • Read a calendar (2-Q.16)

    • SS.1.1.2 Name and order the days of the week.

      • Days of the week (2-Q.13)

    • SS.1.1.3 Identify the day of the week and the month of the year for an identified calendar date.

      • Read a calendar (2-Q.16)

    • SS.1.1.4 Communicate that there are seven days in a week and twelve months in a year.

    • SS.1.1.5 Determine whether a given set of days is more or less than a week.

    • SS.1.1.6 Identify yesterday's/tomorrow's date.

    • SS.1.1.7 Identify the month that comes before and the month that comes after a given month.

      • Months of the year (2-Q.14)

    • SS.1.1.8 Name and order the months of the year.

      • Months of the year (2-Q.14)

    • SS.1.1.9 Solve a given problem involving time that is limited to the number of days in a week and the number of months in a year.

  • SS.1.2 Relate the size of a unit of measure to the number of units (limited to nonstandard units) used to measure length and mass (weight).

    • SS.1.2.1 Explain why one of two given nonstandard units may be a better choice for measuring the length of an object.

    • SS.1.2.2 Explain why one of two given nonstandard units may be a better choice for measuring the mass (weight) of an object.

    • SS.1.2.3 Select a nonstandard unit for measuring the length or mass (weight) of an object, and explain why it was chosen.

    • SS.1.2.4 Estimate the number of nonstandard units needed for a given measurement task.

      • Measure using objects (2-S.8)

    • SS.1.2.5 Explain why the number of units of a measurement will vary depending upon the unit of measure used.

  • SS.1.3 Compare and order objects by length, height, distance around and mass (weight), using nonstandard units, and make statements of comparison.

    • SS.1.3.1 Estimate, measure and record the length, height, distance around or mass (weight) of a given object, using nonstandard units.

    • SS.1.3.2 Compare and order the measure of two or more objects in ascending or descending order, and explain the method of ordering.

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

  • SS.1.4 Measure length to the nearest nonstandard unit by:

    • SS.1.4.a using multiple copies of a unit.

    • SS.1.4.b using a single copy of a unit (iteration process).

    • SS.1.4.1 Explain why overlapping or leaving gaps does not result in accurate measures.

    • SS.1.4.2 Count the number of nonstandard units required to measure the length of a given object, using a single copy or multiple copies of a unit.

      • Measure using objects (2-S.8)

    • SS.1.4.3 Estimate and measure a given object, using multiple copies of a nonstandard unit and using a single copy of the same unit many times, and explain the results.

    • SS.1.4.4 Estimate and measure, using nonstandard units, a given length that is not a straight line.

  • SS.1.5 Demonstrate that changing the orientation of an object does not alter the measurements of its attributes.

    • SS.1.5.1 Measure a given object, change the orientation, re-measure, and explain the results.

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

  • SS.2.6 Sort 2-D shapes and 3-D objects, using two attributes, and explain the sorting rule.

    • SS.2.6.1 Determine the differences between two given pre-sorted sets, and explain the sorting rule.

    • SS.2.6.2 Identify and name two common attributes of items within a given sorted group.

    • SS.2.6.3 Sort a given set of 2-D shapes (regular and irregular), according to two attributes, and explain the sorting rule.

    • SS.2.6.4 Sort a given set of 3-D objects, according to two attributes, and explain the sorting rule.

  • SS.2.7 Describe, compare and construct 3-D objects, including:

    • SS.2.7.a cubes.

    • SS.2.7.b spheres.

    • SS.2.7.c cones.

    • SS.2.7.d cylinders.

    • SS.2.7.e pyramids.

    • SS.2.7.1 Sort a given set of 3-D objects, and explain the sorting rule.

      • Select three-dimensional shapes (2-U.2)

    • SS.2.7.2 Identify common attributes of cubes, spheres, cones, cylinders and pyramids from given sets of the same 3-D objects.

    • SS.2.7.3 Identify and describe given 3-D objects with different dimensions.

    • SS.2.7.4 Identify and describe given 3-D objects with different orientations.

      • Name the three-dimensional shape (2-U.1)

    • SS.2.7.5 Create and describe a representation of a given 3-D object, using materials such as modelling clay.

    • SS.2.7.6 Identify examples of cubes, spheres, cones, cylinders and pyramids found in the environment.

      • Shapes of everyday objects I (2-U.8)
      • Shapes of everyday objects II (2-U.9)

  • SS.2.8 Describe, compare and construct 2-D shapes, including:

    • SS.2.8.a triangles.

    • SS.2.8.b squares.

    • SS.2.8.c rectangles.

    • SS.2.8.d circles.

    • SS.2.8.1 Sort a given set of 2-D shapes, and explain the sorting rule.

      • Select two-dimensional shapes (2-T.2)

    • SS.2.8.2 Identify common attributes of triangles, squares, rectangles and circles from given sets of the same 2-D shapes.

    • SS.2.8.3 Identify given 2-D shapes with different dimensions.

    • SS.2.8.4 Identify given 2-D shapes with different orientations.

      • Name the two-dimensional shape (2-T.1)

    • SS.2.8.5 Create a model to represent a given 2-D shape.

    • SS.2.8.6 Create a pictorial representation of a given 2-D shape.

  • SS.2.9 Identify 2-D shapes as parts of 3-D objects in the environment.

    • SS.2.9.1 Compare and match a given 2-D shape, such as a triangle, square, rectangle or circle, to the faces of 3-D objects in the environment.

    • SS.2.9.2 Name the 2-D faces of a given 3-D object.

      • Identify shapes traced from solids (2-U.5)
      • Identify faces of three-dimensional shapes (2-U.6)

SP Statistics and Probability

• SP.1 Collect, display and analyze data to solve problems.

  • SP.1.1 Gather and record data about self and others to answer questions.

    • SP.1.1.1 Formulate a question that can be answered by gathering information about self and others.

    • SP.1.1.2 Organize data as it is collected, using concrete objects, tallies, check marks, charts or lists.

    • SP.1.1.3 Answer questions, using collected data.

  • SP.1.2 Construct and interpret concrete graphs and pictographs to solve problems.

    • SP.1.2.1 Determine the common attributes of concrete graphs by comparing a given set of concrete graphs.

    • SP.1.2.2 Determine the common attributes of pictographs by comparing a given set of pictographs.

    • SP.1.2.3 Answer questions pertaining to a given concrete graph or pictograph.

      • Interpret pictographs (2-R.8)

    • SP.1.2.4 Create a concrete graph to display a given set of data, and draw conclusions.

    • SP.1.2.5 Create a pictograph to represent a given set of data, using one-to-one correspondence.

      • Create pictographs (2-R.9)

    • SP.1.2.6 Solve a given problem by constructing and interpreting a concrete graph or pictograph.