Quebec

1.A Arithmetic

• 1.A.U Understanding and writing numbers

  • 1.A.U.A Natural numbers less than 1000

    • 1.A.U.A.1 Counts or recites counting rhymes involving natural numbers

      • 1.A.U.A.1.a counts forward from a given number

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

      • 1.A.U.A.1.b counts forward or backward

        • Counting forward - up to 100 (1-A.14)
        • Counting backward - up to 100 (1-A.15)

      • 1.A.U.A.1.c skip counts (e.g. by twos)

        • Skip-counting by twos (1-A.6)
        • Skip-counting by fives (1-A.7)
        • Skip-counting by tens (1-A.8)
        • Skip-counting by twos and fives (1-A.9)
        • Skip-counting by twos, fives and tens (1-A.10)
        • Counting by twos, fives and tens (1-A.13)

    • 1.A.U.A.2 Counts collections (using objects or drawings)

      • 1.A.U.A.2.a matches the gesture to the corresponding number word; recognizes the cardinal aspect of a number and the conservation of number in various combinations

        • 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)
        • Counting - up to 100 (1-A.11)

      • 1.A.U.A.2.b counts from a given number

        • Count to fill a ten frame (1-A.2)

      • 1.A.U.A.2.c counts a collection by grouping or regrouping

        • Counting tens and ones - up to 20 (1-A.4)
        • Counting tens and ones - up to 99 (1-A.12)

    • 1.A.U.A.3 Reads and writes any natural number

      • Writing numbers in words - convert words to digits (1-A.26)
      • Writing numbers in words - convert digits to words (1-A.27)

    • 1.A.U.A.4 Represents natural numbers in different ways or associates a number with a set of objects or drawings emphasis on apparent, accessible groupings using objects, drawings or unstructured materials (e.g. tokens, nesting cubes, groups of ten objects placed inside a bag and ten of these bags placed inside another container)

      • 1.A.U.A.4.a emphasis on apparent, accessible groupings using objects, drawings or unstructured materials (e.g. tokens, nesting cubes, groups of ten objects placed inside a bag and ten of these bags placed inside another container)

    • 1.A.U.A.5 Composes and decomposes a natural number in a variety of ways (e.g. 123 = 100 + 23, 123 = 100 + 20 + 3, 123 = 50 + 50 + 20 + 3, 123 = 2 × 50 + 30 - 7, 123 = 2 × 60 + 3)

      • Make a number using addition - sums up to 10 (1-D.3)
      • Make a number using addition - sums up to 20 (1-D.11)
      • Make a number using subtraction - numbers up to 10 (1-H.4)
      • Addition and subtraction - ways to make a number (1-J.1)

    • 1.A.U.A.6 Identifies equivalent expressions (e.g. 52 = 40 + 12, 25 + 27 = 40 + 12, 52 = 104 ÷ 2)

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

    • 1.A.U.A.7 Compares natural numbers

      • Comparing - review (1-K.1)
      • Comparing numbers up to 20 (1-K.2)
      • Comparing numbers up to 100 (1-K.3)
      • Comparison word problems (1-K.4)

    • 1.A.U.A.8 Arranges natural numbers in increasing or decreasing order

      • Put numbers in order - up to 20 (1-W.3)
      • Put numbers in order - up to 100 (1-W.4)

    • 1.A.U.A.9 Describes number patterns, using his/her own words and appropriate mathematical vocabulary (e.g. even numbers, odd numbers, square numbers, triangular numbers, prime numbers, composite numbers)

      • Even or odd numbers on number lines (1-A.21)

    • 1.A.U.A.10 Locates natural numbers using different visual aids (e.g. hundreds chart, number strip, number line)

      • Number lines (1-A.16)
      • Counting on the hundred chart (1-A.17)

    • 1.A.U.A.11 Identifies properties of natural numbers

      • 1.A.U.A.11.a odd or even numbers

        • Which even or odd number comes before or after? (1-A.22)

    • 1.A.U.A.12 Classifies natural numbers in various ways, based on their properties (e.g. even numbers, composite numbers)

      • Even or odd (1-A.19)
      • Identify numbers as even or odd (1-A.20)

    • 1.A.U.A.13 Approximates a collection, using objects or drawings (e.g. estimate, round up/down to a given value)

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

  • 1.A.U.B Fractions (using objects or drawings)

    • 1.A.U.B.1 Identifies fractions related to everyday items (using objects or drawings)

      • Halves and fourths (1-M.2)
      • Halves, thirds and fourths (1-M.3)

    • 1.A.U.B.2 Represents a fraction in a variety of ways, based on a whole or a collection of objects

      • Make halves and fourths (1-M.4)
      • Make halves, thirds and fourths (1-M.5)
      • Make halves and fourths in different ways (1-M.6)

• 1.A.M Meaning of operations involving numbers

  • 1.A.M.A Natural numbers less than 1000

    • 1.A.M.A.1 Determines the operation(s) to perform in a given situation

      • Which sign makes the number sentence true? (1-J.2)
      • Addition and subtraction word problems - numbers up to 20 (1-J.7)
      • Addition and subtraction word problems - numbers up to 40 (1-J.8)
      • Ten more or less (1-J.9)

    • 1.A.M.A.2 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of addition and subtraction)

      • 1.A.M.A.2.a transformation (adding, taking away), uniting, comparing

        • Add with cubes - sums up to 10 (1-B.1)
        • Add with pictures - sums up to 10 (1-B.2)
        • Addition sentences up to 10: which model matches? (1-B.3)
        • Addition sentences up to 10: what does the model show? (1-B.4)
        • Addition sentences using number lines - sums up to 10 (1-B.5)
        • Turn words into an addition sentence - sums up to 10 (1-B.6)
        • 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 sentences using number lines - sums up to 20 (1-D.9)
        • Addition word problems - sums up to 20 (1-D.10)
        • Addition sentences for word problems - sums up to 20 (1-D.12)
        • Use models to add a two-digit and a one-digit number - without regrouping (1-D.15)
        • Use models to add a two-digit and a one-digit number - with regrouping (1-D.17)
        • Subtract with cubes - up to 10 (1-F.1)
        • Subtract with pictures - numbers up to 10 (1-F.2)
        • Subtraction sentences - numbers up to 10 (1-F.3)
        • Subtraction sentences using number lines - numbers up to 10 (1-F.4)
        • Subtraction 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 sentences using number lines - numbers up to 18 (1-H.10)
        • 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)
        • Addition and subtraction word problems - numbers up to 40 (1-J.8)

    • 1.A.M.A.3 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of multiplication and division)

      • 1.A.M.A.3.a rectangular arrays, repeated addition, Cartesian product, sharing, and number of times x goes into y (using objects and diagrams)

        • 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)

    • 1.A.M.A.4 Establishes equality relations between numerical expressions (e.g. 3 + 2 = 6 - 1)

      • 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)

    • 1.A.M.A.5 Determines numerical equivalencies using relationships between

      • 1.A.M.A.5.a operations (addition and subtraction) and the commutative property of addition

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

• 1.A.O Operations involving numbers

  • 1.A.O.A Natural numbers

    • 1.A.O.A.1 Approximates the result of

      • 1.A.O.A.1.a an addition or subtraction involving natural numbers

        • Estimate sums within 100 (2-N.5)
        • Estimate sums within 1000 (2-N.6)
        • Estimate differences (2-N.7)

    • 1.A.O.A.2 Builds a repertoire of memorized addition and subtraction facts

      • 1.A.O.A.2.a Builds a memory of addition facts (0 + 0 to 10 + 10) and the corresponding subtraction facts, using objects, drawings, charts or tables

        • Addition sentences up to 10: which model matches? (1-B.3)
        • Addition sentences up to 10: what does the model show? (1-B.4)
        • Addition sentences using number lines - sums up to 10 (1-B.5)
        • Subtraction sentences - numbers up to 10 (1-F.3)
        • Subtraction sentences using number lines - numbers up to 10 (1-F.4)

      • 1.A.O.A.2.b Develops various strategies that promote mastery of number facts and relates them to the properties of addition

        • Complete the addition sentence - sums up to 10 (1-D.4)
        • Complete the addition sentence - make ten (1-E.5)
        • Subtract zero and all (1-F.5)
        • Complete the subtraction sentence (1-H.5)

      • 1.A.O.A.2.c Masters all addition facts (0 + 0 to 10 + 10) and the corresponding 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)
        • 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)
        • Addition and subtraction facts - numbers up to 10 (1-J.4)
        • Addition and subtraction facts - numbers up to 18 (1-J.5)

    • 1.A.O.A.3 Develops processes for mental computation

      • 1.A.O.A.3.a Uses his/her own processes to determine the sum or difference of two natural numbers

        • 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)
        • Add a multiple of ten and a one-digit number (1-E.8)
        • Add two multiples of ten (1-E.9)
        • Add a multiple of ten (1-E.11)
        • Subtract doubles (1-I.2)
        • Subtract multiples of 10 (1-I.3)
        • Subtract a multiple of 10 (1-I.4)

    • 1.A.O.A.4 Develops processes for written computation (addition and subtraction)

      • 1.A.O.A.4.a Uses his/her own processes as well as objects and drawings to determine the sum or difference of two natural numbers less than 1000

        • Use models to add a two-digit and a one-digit number - without regrouping (1-D.15)
        • Add a one-digit number to a two-digit number - without regrouping (1-D.16)
        • Use models to add a two-digit and a one-digit number - with regrouping (1-D.17)
        • Add a one-digit number to a two-digit number - with regrouping (1-D.18)
        • Add two multiples of ten (1-E.9)
        • Use models to add a multiple of ten and a two-digit number (1-E.10)
        • Add a multiple of ten (1-E.11)
        • Subtract a one-digit number from a two-digit number (1-H.16)
        • Subtract multiples of 10 (1-I.3)
        • Subtract a multiple of 10 (1-I.4)

    • 1.A.O.A.5 Determines the missing term in an equation (relationships between operations): a + b =__, a + __ = c, __ + b = c, a - b = __, a - __= c, __ - b = c

      • Complete the addition sentence - sums up to 10 (1-D.4)
      • Complete the addition sentence - make ten (1-E.5)
      • Complete the subtraction sentence (1-H.5)

    • 1.A.O.A.13 Using his/her own words and mathematical language that is at an appropriate level for the cycle, describes

      • 1.A.O.A.13.a non-numerical patterns (e.g. series of colours, shapes, sounds, gestures)

        • Colour patterns (1-U.1)
        • Size patterns (1-U.2)
        • Shape patterns (1-U.3)
        • Growing patterns (1-U.7)

      • 1.A.O.A.13.b numerical patterns (e.g. number rhymes, tables and charts)

        • Skip-counting patterns - with tables (1-A.23)
        • Sequences - count up and down by 1, 2, 3, 5 and 10 (1-A.24)

      • 1.A.O.A.13.c series of numbers and family of operations

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

    • 1.A.O.A.14 Adds new terms to a series when the first three terms or more are given

      • Find the next shape in a pattern (1-U.4)
      • Complete a pattern (1-U.5)
      • Make a pattern (1-U.6)
      • Find the next shape in a growing pattern (1-U.8)
      • Find the next row in a growing pattern (1-U.9)

    • 1.A.O.A.15 Uses a calculator and

      • 1.A.O.A.15.a becomes familiar with its basic functions (+, -, =, 0 to 9 number keys, all clear, clear)

1.G Geometry

• 1.G.A Space

  • 1.G.A.1 Gets his/her bearings and locates objects in space (spatial relationships)

    • Above and below (1-P.1)
    • Beside and next to (1-P.2)
    • Left, middle and right (1-P.3)
    • Top, middle and bottom (1-P.4)

  • 1.G.A.2 Locates objects in a plane

    • Location in a grid (1-P.5)

  • 1.G.A.3 Locates objects on an axis (based on the types of numbers studied)

    • Number lines (1-A.16)

  • 1.G.A.4 Locates points in a Cartesian plane

    • 1.G.A.4.a in the first quadrant

      • Objects on a coordinate plane (2-R.1)

• 1.G.B Solids

  • 1.G.B.1 Compares objects or parts of objects in the environment with solids (e.g. spheres, cones, cubes, cylinders, prisms, pyramids)

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

  • 1.G.B.2 Compares and constructs solids (e.g. spheres, cones, cubes, cylinders, prisms, pyramids)

    • Count vertices, edges and faces (1-O.5)
    • Compare vertices, edges and faces (1-O.6)

  • 1.G.B.3 Identifies the main solids (e.g. spheres, cones, cubes, cylinders, prisms, pyramids)

    • Name the three-dimensional shape (1-O.2)
    • Cubes and rectangular prisms (1-O.3)
    • Select three-dimensional shapes (1-O.4)

  • 1.G.B.4 Identifies and represents the different faces of a prism or pyramid

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

• 1.G.C Plane figures

  • 1.G.C.1 Compares and constructs figures made with closed curved lines or closed straight lines

    • Open and closed shapes (1-N.9)

  • 1.G.C.2 Identifies plane figures (square, rectangle, triangle, rhombus and circle)

    • Name the two-dimensional shape (1-N.1)
    • Select two-dimensional shapes (1-N.2)
    • Rhombuses (1-N.3)

  • 1.G.C.3 Describes plane figures (square, rectangle, triangle and rhombus)

    • Count sides and vertices (1-N.4)
    • Compare sides and vertices (1-N.5)

• 1.G.D Frieze patterns and tessellations

  • 1.G.D.1 Identifies congruent figures

    • Congruent shapes (1-N.8)

  • 1.G.D.2 Observes and produces patterns using geometric figures

    • Shape patterns (1-U.3)
    • Find the next shape in a pattern (1-U.4)
    • Complete a pattern (1-U.5)
    • Make a pattern (1-U.6)
    • Growing patterns (1-U.7)
    • Find the next shape in a growing pattern (1-U.8)
    • Find the next row in a growing pattern (1-U.9)

1.M Measurement

• 1.M.A Lengths

  • 1.M.A.1 Compares lengths

    • Long and short (1-R.1)
    • Tall and short (1-R.2)

  • 1.M.A.2 Constructs rulers

  • 1.M.A.3 Estimates and measures the dimensions of an object using unconventional units

    • Measure using objects (1-R.6)
    • Measure length with cubes (1-R.7)
    • Measure height with cubes (1-R.8)

  • 1.M.A.4 Estimates and measures the dimensions of an object using conventional units

    • 1.M.A.4.a metre, decimetre and centimetre

      • Measure using a centimetre ruler (1-R.10)
      • Which metric unit of length is appropriate? (1-R.11)

• 1.M.G Time

  • 1.M.G.1 Estimates and measures time using conventional units

    • Match analogue clocks and times (1-X.1)
    • Match digital clocks and times (1-X.2)
    • Match analogue and digital clocks (1-X.3)
    • Read clocks and write times (1-X.4)
    • A.M. or P.M. (1-X.5)
    • Times of everyday events (1-X.6)
    • Compare clocks (1-X.7)
    • Time and clocks: word problems (1-X.8)
    • Days of the week (1-X.10)
    • Months of the year (1-X.11)
    • Read a calendar (1-X.12)

  • 1.M.G.2 Establishes relationships between units of measure

• 1.M.H Temperatures

  • 1.M.H.1 Estimates and measures temperature using conventional units

    • Read a thermometer (1-R.9)

1.S Statistics

• 1.S.1 Formulates questions for a survey (based on age-appropriate topics, students' language level, etc.)

• 1.S.2 Collects, describes and organizes data (classifies or categorizes) using tables

  • Which tally chart is correct? (1-Q.3)
  • Which table is correct? (1-Q.5)

• 1.S.3 Interprets data using

  • 1.S.3.a a table, a bar graph and a pictograph

    • Interpret picture graphs (1-Q.2)
    • Interpret tally charts (1-Q.4)
    • Interpret data in tables (1-Q.6)
    • Interpret bar graphs (1-Q.7)

• 1.S.4 Displays data using

  • 1.S.4.a a table, a bar graph and a pictograph

    • Which picture graph is correct? (1-Q.1)
    • Which tally chart is correct? (1-Q.3)
    • Which table is correct? (1-Q.5)
    • Which bar graph is correct? (1-Q.8)

1.P Probability

• 1.P.1 When applicable, recognizes variability in possible outcomes (uncertainty)

  • More, less and equally likely (1-V.1)
  • Certain, probable, unlikely and impossible (1-V.2)

• 1.P.2 When applicable, recognizes equiprobability (e.g. quantity, symmetry of an object [cube])

  • More, less and equally likely (1-V.1)

• 1.P.3 When applicable, becomes aware of the independence of events in an experiment

• 1.P.4 Experiments with activities involving chance, using various objects (e.g. spinners, rectangular prisms, glasses, marbles, thumb tacks, 6-, 8- or 12-sided dice)

• 1.P.5 Predicts qualitatively an outcome or several events using a probability line, among other things

  • 1.P.5.a certain, possible or impossible outcome

    • More, less and equally likely (1-V.1)
    • Certain, probable, unlikely and impossible (1-V.2)

• 1.P.6 Distinguishes between prediction and outcome

• 1.P.7 Uses tables or diagrams to collect and display the outcomes of an experiment

• 1.P.8 Enumerates possible outcomes of

  • 1.P.8.a a simple random experiment