Nova Scotia

1.N Number

• Students will be expected to demonstrate number sense.

  • 1.N01 Students will be expected to say the number sequence by:
    • 1s, forward and backward between any two given numbers, 0 to 100
    • 2s to 20, forward starting at 0
    • 5s to 100, forward starting at 0, using a hundred chart or a number line
    • 10s to 100, forward starting at 0, using a hundred chart or a number line

    • 1.N01.01 Recite forward by 1s the number sequence between two given numbers, 0 to 100.

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

    • 1.N01.02 Recite backward by 1s the number sequence between two given numbers, 0 to 100.

      • Counting backward - up to 100 (1-A.15)

    • 1.N01.03 Record a given numeral, 0 to 100, presented orally.

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

    • 1.N01.04 Read a given presented numeral, 0 to 100.

      • Writing numbers in words - convert digits to words (1-A.27)

    • 1.N01.05 Skip count by 2s to 20 starting at 0.

      • Skip-counting by twos (1-A.6)

    • 1.N01.06 Skip count by 5s to 100 starting at 0, using a hundred chart or a number line.

      • Skip-counting by fives (1-A.7)
      • Skip-counting by twos and fives (1-A.9)

    • 1.N01.07 Skip count forward by 10s to 100 starting at 0, using a hundred chart or a number line.

      • Skip-counting by tens (1-A.8)
      • Skip-counting by twos, fives and tens (1-A.10)
      • Hundred chart (1-A.18)

    • 1.N01.08 Identify and correct errors and emissions in a given number sequence.

  • 1.N02 Students will be expected to recognize, at a glance, and name the quantity represented by familiar arrangements of one to ten objects or dots.

    • 1.N02.01 Look briefly at a given familiar arrangement of objects or dots, and identify the number represented without counting.

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

    • 1.N02.02 Identify the number represented by a given arrangement of counters or dots on a ten-frame.

      • Count on ten frames - up to 10 (K-C.4)
      • Show numbers on ten frames - up to 10 (K-C.5)
      • Count to fill a ten frame (1-A.2)

  • 1.N03 Students will be expected to demonstrate an understanding of counting to 20 by:
    • indicating that the last number said identifies "how many"
    • showing that any set has only one count
    • using the counting-on strategy

    • 1.N03.1 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)

    • 1.N03.2 Identify and correct counting errors in a given counting sequence.

    • 1.N03.3 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.

    • 1.N03.4 Record the number of objects in a set using the numeral symbol.

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

    • 1.N03.5 Determine the total number of objects in a given set, starting from a known quantity and counting on.

  • 1.N04 Students will be expected to represent and partition numbers to 20.

    • 1.N04.1 Represent a given number up to 20 using a concrete materials, such as ten-frames, linking cubes, and created materials.

      • Count on ten frames - up to 20 (K-D.2)
      • Show numbers on ten frames - up to 20 (K-D.3)

    • 1.N04.2 Represent a given number up to 20 pictorially.

      • Count to 20 (K-D.1)
      • Represent numbers - up to 20 (K-D.4)

    • 1.N04.3 Find examples of a given number in the environment.

    • 1.N04.4 Place given numerals on a number line with benchmarks 0, 5, 10, 15, and 20.

      • Number lines - up to 20 (K-D.7)

    • 1.N04.5 Partition any given quantity up to 20 into two parts and identify the number of objects in each part and in the whole.

      • Tally marks - up to 20 (K-D.6)
      • Counting tens and ones - up to 20 (1-A.4)

    • 1.N04.6 Model a given number using two different objects.

  • 1.N05 Students will be expected to compare sets containing up to 20 objects to solve problems using referents and one-to-one correspondence.

    • 1.N05.1 Construct a set that has more, fewer, or as many objects as a given set, up to 20 objects.

    • 1.N05.2 Construct several sets of different objects that have the same given number of objects in the set.

    • 1.N05.3 Compare two given sets using one-to-one correspondence and describe them using comparative words, such as more, fewer, or as many.

      • Comparing - review (1-K.1)

    • 1.N05.4 Compare a set to a given referent using comparative language.

      • Comparing numbers up to 20 (1-K.2)

    • 1.N05.5 Solve, using pictures and words, given story problems that involve the comparison of two quantities.

      • Comparison word problems (1-K.4)

  • 1.N06 Students will be expected to estimate quantities to 20 by using referents.

    • 1.N06.1 Estimate a given quantity by comparing it to a given referent (known quantity).

    • 1.N06.2 Select between two or more possible estimates for a given quantity and explain the choice.

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

  • 1.N07 Students will be expected to demonstrate an understanding of conservation of number for up to 20 objects.

    • 1.N07.1 Explain why for a given number of counters, no matter how they are arranged, the total number of counters does not change.

    • 1.N07.2 Group a set of given counters in more than one way.

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

    • 1.N07.3 Explain why for a given number of counters, no matter how they are grouped, the total number of counters does not change.

  • 1.N08 Students will be expected to identify the number, up to 20, that is one more, two more, one less, and two less than a given number.

    • 1.N08.1 Name the number, up to 20, that is one more, two more, one less, or two less than a given number, up to 20.

      • Count up and down (K-D.5)

    • 1.N08.2 Represent a number, up to 20, on ten-frames 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)
      • Count to fill a ten frame (1-A.2)

  • 1.N09 Students will be expected to demonstrate an understanding of the addition of two one-digit numbers and the corresponding subtraction, concretely, pictorially, and symbolically, in join, separate, equalize/compare, and part-part-whole situations.

    • 1.N09.1 Act out story problems that are presented orally or through shared reading.

    • 1.N09.2 Model story problems with manipulatives or pictures, find and share solutions using counting strategies, and record number sentences that represent how they thought about the problems.

      • 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.N09.3 Create story problems that connect to student experiences.

    • 1.N09.4 Create story problems for given number sentences.

  • 1.N10 Students will be expected to use and describe strategies to determine sums and differences using manipulatives and visual aids. Strategies include:
    • counting on or counting back
    • one more or one less
    • making tens
    • doubles
    • near doubles

    • 1.N10.1 Use and describe a personal strategy to determine a sum.

      • 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)
      • 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)
      • Addition sentences using number lines - sums up to 20 (1-D.9)
      • Make a number using addition - sums up to 20 (1-D.11)
      • Related addition facts (1-D.13)
      • 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)

    • 1.N10.2 Use and describe a personal strategy to determine a difference.

      • 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)
      • 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 sentences using number lines - numbers up to 18 (1-H.10)
      • Make a number using subtraction - numbers up to 20 (1-H.13)
      • Related subtraction facts (1-H.14)
      • Relate addition and subtraction sentences (1-I.1)
      • Subtract doubles (1-I.2)

    • 1.N10.3 Use and describe how two different strategies can be used to determine a sum or difference.

1.PR Patterns and Relations

• Patterns - Students will be expected to use patterns to describe the world and solve problems.

  • 1.PR01 Students will be expected to demonstrate an understanding of repeating patterns (two to four elements) by identifying, describing, reproducing, extending, and creating patterns using manipulatives, diagrams, sounds, and actions.

    • 1.PR01.01 Describe a given repeating pattern containing two to four elements in its core.

    • 1.PR01.02 Identify errors in a given repeating pattern.

    • 1.PR01.03 Identify the missing element(s) in a given repeating pattern.

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

    • 1.PR01.04 Create and describe a repeating pattern using a variety of manipulatives, musical instruments, and actions.

      • Make a pattern (1-U.6)

    • 1.PR01.05 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)

    • 1.PR01.06 Identify and describe a repeating pattern in the environment (e.g., classroom, outdoors) using everyday language.

    • 1.PR01.07 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.PR01.08 Identify the core of a repeating pattern.

  • 1.PR02 Students will be expected to translate repeating patterns from one representation to another.

    • 1.PR02.01 Represent a given repeating pattern using another mode (e.g., actions to sound; colour to shape; ABC, ABC, ABC to blue, yellow, green, blue, yellow, green, blue, yellow, green,…).

      • Make a pattern (1-U.6)

    • 1.PR02.02 Describe a given repeating pattern using a letter code (e.g., ABC, ABC, ABC …).

• Variables and Equations - Students will be expected to represent algebraic expressions in multiple ways

  • 1.PR03 Students will be expected to describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to 20).

    • 1.PR03.01 Construct two equal sets using the same objects.

    • 1.PR03.02 Construct two unequal sets using the same objects (same shape and mass) and demonstrate their inequality of number using a balance scale.

    • 1.PR03.03 Determine if two given concrete sets are equal or unequal and explain the process used.

  • 1.PR04 Students will be expected to record equalities using the equal symbol.

    • 1.PR04.01 Represent a given pictorial or concrete equality in symbolic form.

      • Addition sentences up to 10: what does the model show? (1-B.4)

    • 1.PR04.02 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)

    • 1.PR04.03 Provide examples of equalities where the given sum or difference is on either the left or right side of the equal symbol (=).

    • 1.PR04.04 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)

1.M Measurement

• Students will be expected to use direct and indirect measure to solve problems.

  • 1.M01 Students will be expected to demonstrate an understanding of measurement as a process of comparing by:
    • identifying attributes that can be compared
    • ordering objects
    • making statements of comparison
    • filling, covering, or matching

    • 1.M01.01 Identify common attributes, such as length, mass, volume, capacity, and area that could be used to compare a given set of two objects.

    • 1.M01.02 Compare and order 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)

    • 1.M01.03 Predict which object in a set is longest/shortest, determine by matching and explain the reasoning.

      • Long and short (1-R.1)

    • 1.M01.04 Predict which object in a set is heaviest/lightest, determine by comparing and explain the reasoning.

      • Light and heavy (1-R.3)

    • 1.M01.05 Predict which object in a set is largest/smallest, determine by comparing and explain the reasoning.

    • 1.M01.06 Predict which object in a set holds the most/least, determine by filling and explain the reasoning.

      • Holds more or less (1-R.4)

    • 1.M01.07 Predict which figure in a set has the greatest/least area, determine by covering and explain the reasoning.

      • Tile a rectangle with squares (1-S.1)

1.G Geometry

• 3-D Objects and 2-D Shapes - Students will be describe the characteristics of 3-D objects and 2-D shapes and analyze the relationships among them.

  • 1.G01 Students will be expected to sort 3-D objects and 2-D shapes using one attribute and explain the sorting rule.

    • 1.G01.01 Sort a given set of familiar 3-D objects or 2-D shapes using a given 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.G01.02 Sort a given set of familiar 3-D objects using one attribute determined by the student, and explain the sorting rule.

    • 1.G01.03 Sort a given set of 2-D shapes using a one attribute determined by the student and explain the sorting rule.

    • 1.G01.04 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.

  • 1.G02 Students will be expected to replicate composite 2-D shapes and 3-D objects.

    • 1.G02.01 Select 2-D shapes from a given set of 2-D shapes to reproduce a given composite 2-D shape.

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

    • 1.G02.02 Select 3-D objects from a given set of 3-D objects to reproduce a given composite 3-D object.

    • 1.G02.03 Predict and select the 2-D shapes used to produce a composite 2-D shape and verify by deconstructing the composite shape.

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

    • 1.G02.04 Predict and select the 3-D objects used to produce a composite 3-D object and verify by deconstructing the composite object.

  • 1.G03 Students will be expected to identify 2-D shapes in 3-D objects.

    • 1.G03.01 Identify the shape of the faces of a 3-D object.

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

    • 1.G03.02 Identify 3-D objects in the environment that have faces that are a given 2-D shape.

      • Shapes of everyday objects I (1-O.9)
      • Shapes of everyday objects II (1-O.10)