STRAND: NUMBER AND OPERATIONS

Essential Learning Outcomes: Learners will recognise, represent, and compare quantitative information and develop quantitative reasoning including additive and
multiplicative thinking to make meaningful connections and solve problems.
Grade One Level Expectations: Numbers to 20, explore to 100
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning Strategies
N1.1
Big Idea: Whole Number
Key Skills: Saying Number Sequence, Are learners able to recite number sequence beginning Leaners should begin counting initially from 1-20 and
Meaningful Counting and Skip Counting with 1, 2, 3, 4, 5, 6, 7… etc.? demonstrate one to one correspondence

Learners will: Are learners able to count using one to one Learners should begin counting initially from 1-20 and

● represent and count numbers to correspondence? demonstrate one to one correspondence.

20, with exploration to 100.

Give learners opportunities to represent any single number

● count from one to twenty using Can learners identify the number that comes after or from 1-20 using concrete materials such as toothpicks, buttons,

one to one correspondence. before a number from 1-20? corks, square tiles etc. and by pictorial representation.
Are learners able to skip count in 2’s, 5’s and 10’s on a
● model skip counting in 2’s and 5’s number line?
on a number line. Use stories to enable learners to demonstrate spatial
Can learner represent any number from 1-20 using comparison using ordinals, e.g. Which boy came first in the

PAGE1
 objects or drawings? race?
Skip count by 2s, 5s, and 10s on a
hundreds chart to 100 Can learners count forward or backwards? (e.g. tell what Give learners opportunities to build numbers using blocks
number comes before or after a number) through play.
● Represent numbers from 1-20
using concrete materials/counters. Can learners identify or match quantities from 1-20 with Play games to enable learners to count backwards and forwards
given number? e.g. Snake and the Ladder

● Count from 1-20 forward and Are learners able to compare quantities with more or
backward. less?
Allow learners to demonstrate skip counting by making jumps in
● Model or represent given numbers Are learners able to use fingers while counting and 2’s, 5’s and 10’s on a number line (starting at zero) as well as
from 1-20 using pictorial relating the number with the quantity? when playing games like hopscotch.
representations.
Are learners able to count on from a given number to 20
● Introduce and explore 0.
and/or to 100?

Are learners able to count beyond 20 by 1s, 2s, 5s, and

10s?
Allow learners to participate in activities that demonstrate the
‘zero’ concept. For example, Have 8 to 10 containers placed in a
Can learners recognise 0 as the absence of items in a

PAGE1
set? As a starting point for counting on the number line? straight line with marbles in a few of the containers. Allow
learner to choose the container without any marble.

Use the 10 frame with two-colour counters to build and

recognise relationships to 5 and 10.
8 is 2 less than 10

8 is 3 more than 5

PAGE1
 Use double 10 frames with two-colour counters to represent
teen numbers.

e.g. 14 is 4 more than 10

Useful Content Knowledge for the Teacher about the Outcome: (Connected back to the Principles of Assessment)

When learners are able to count, they can then begin to build meaning around counting. This ability involves an understanding of the following principles:
1. One number is said for each item in the group and is counted once and only once. (one-to-one correspondence)
2. Counting begins with the number 1, and there is a set number sequence. (stable order)

PAGE1
3. The quantity in the set is the last number said. (cardinality)
4. The starting point and order of counting the objects do not affect the quantity. (order irrelevance)
5. The arrangement or types of objects does not affect the count. (conservation)
6. It does not matter what is being counted, the resulting count will always be the same. (abstraction)

Many learners come to school knowing number words; however the goal is to help them attach meaning to those words through multiple experiences that
require use of these numbers. This strategy should include determining the number in a group by counting, and creating a group of that number. This process can
best be accomplished in context – situations that require dramatisation, modeling or illustrations. Learners need to develop strategies for keeping track of the
items they have counted.

These strategies may include touching and or moving each object as it is counted. It is important for the teacher to model these strategies for the learners. This
approach will help learners in making the connection between counting and cardinality (how many). Establishing proficiency with simple counting situations will
provide learners with a foundation that will help them to make the transition to dealing with larger quantities.

Learners must construct their own understanding of counting. It takes time and it cannot be forced or rushed. Learning to count involves associating a number
with how many or with how much. Learners must learn the first twelve numeral names while thirteen through nineteen follow a definite “teen” pattern. The
pattern shifts again when working with numbers between twenty and ninety-nine. When learners count beyond 20, they begin to see the regularity of the
counting patterns, i.e. twenty-one, twenty-two, twenty-three…., thirty-one, thirty-two, and thirty-three… and so on. They can then see that the naming of
numbers from 11–19, inclusive, does not follow the same regular pattern as the names of numbers between 21–99. Asking learners to discuss patterns in
counting and to reflect on how numbers are said, promotes the development of counting skills. The role of the teacher is to support learners in developing an
understanding of the meaning of counting.

PAGE1
Teachers will need to plan experiences that will expose learners to and begin the development of counting. They need to ensure that learners in grade 1 are
proficient at counting 1–20 with meaning, however, all learners need to be exposed to and have practice with counting numbers up to and including 100. It is
particularly important for learners to have opportunities to count through decades, i.e. count from the twenties into the thirties, so that they develop an
understanding of what comes next after the 9. Contexts for counting may include but are not limited to use of the calendar, real and picture graphs, the number
line, hundreds chart, etc.

Special attention needs to be paid to the role of 0 in the counting system. Teachers can engage learners in discussions about zero as a quantity of nothing and as a
position on the number line that represents a starting point. Learners often play games where there is a starting space and then they move to 1, 2, and so on. This
starting space could be called space 0 and by comparing this to the number line, learners will see that 0 plays an important role in the counting system. It will be
especially important when learners are counting backwards. Using a number line or hundreds chart, that starts at 0 helps learners to see the role of 0.

Learners should experience counting both forward and backward through the number sequence to develop strategies for counting on and counting back. It is
important that learners learn to say the number sequence backward initially starting at 10 and counting back and then starting at 20 and counting back. Teachers
should provide visuals to support this counting back such as number lines. Stories and chants are also useful in helping learners learn to count back. Being able to
say what comes before a given number is as important as saying what comes after a given number. These skills are essential for later work with addition and
subtraction.

Counting on is a valuable tool for learners who are ready to begin to add. Through experience, learners become comfortable with counting on. Learners will need

PAGE1
to count on from a variety of numbers between 0 and 100. For example, they might be asked to start counting at 5 and count on to 10, or they might be asked to
start at 8 and count on. Being able to start at any number and count on rather than starting back at 1 is an important milestone for learners.

Learners need to become confident in their ability to count. When counting a group of objects, learners need to realize that if those same objects were
rearranged and counted again, the total number of objects in the group will not have changed and therefore do not have to be counted again. This concept is
known as conservation of number and is an important milestone for learners in their development of number sense. Counting situations should occur naturally in
the course of daily tasks, such as those that occur in learning centres.

Learners should also be exposed to skip counting by 2s, 5s and 10s. A teacher might initially teach learners to skip count by 2s by using the number line and asking
learners to say every second number. Skip counting by 5s and 10s can be done with a hundreds chart. Learners should also use objects when skip counting; for
example, counting a set of counters by sliding two at a time into a pile and skip counting by 2s.

Inclusive Resources and Materials

Concrete materials such as corks, buttons, square tiles, tooth picks, 10 frames,
two-colour counters, etc.
Games such as snake and the ladder, hopscotch, etc.
Number lines

PAGE1
STRAND: NUMBER AND OPERATION
Essential Learning Outcomes: Learners will recognise, represent, and compare quantitative information and develop quantitative reasoning including additive and
multiplicative thinking to make meaningful connections and solve problems.
Grade One Level Expectations: Numbers to 20, explore to 100
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning Strategies
N1.2
Big idea: Whole Numbers Are learners able to build the quantity in two parts? Learners should initially begin with representing and
Key Skills: Representing and partitioning partitioning quantities to 5, then 10, then 20.
quantities Watch for how learners count objects: do they recite the
Learners will: numbers as they count? Learners should have many opportunities to build quantities
● represent and partition numbers to using a variety of materials and in a variety of contexts.
20. Do they skip count?
● represent a given number up to 20 Give learners opportunity to model given numbers using
using a variety of concrete models, Can they place larger amounts and count on, e.g. place pictorial representations.
including ten-frames and created 5 and add 3 more to make 8?

PAGE1
 materials. Allow learners to identify objects that depict given numbers.
● model a given number up to 20 Can learners identify the parts and the whole? For example. Legs on the table, fingers on both hands, etc.
using a variety of pictorial
representations. Do learners recognise the relationship between the Have learners identify numbers on the number line to 20. For
● find examples of a given number in parts and the whole? example. Stand at specific points, hop to given numbers, etc.
the environment.
● place given numerals on a number Can they build quantities using a variety of materials Have learners identify the number of objects when quantities
line with benchmarks 0, 5, 10, 15, representing sets and linear models? are partitioned into two.
and 20.
● partition any given quantity up to Give learners multiple opportunities to make and break apart
20 into two parts and identify the given quantities concretely and pictorially. For example, 2
number of objects in each part. mangoes and 3 bananas represent the quantity 5 as the total
● model a given number using two number of fruit.
different objects.

Useful Content Knowledge for the Teacher about the Outcome: (Connected back to the Principles of Assessment)

PAGE1
The ability to recognise that any number can be partitioned into two or more smaller numbers is an essential understanding in number development. Understanding the
relationship between/among the parts and the whole is essential to developing a sense of numbers and an understanding of mathematical operations. It is important to
understand that the action of partitioning a set of objects does not affect the count. Learners should be able to see small groups as part of a larger group. They should
also be able to recognise how many objects are in each of the small groups. This ability helps learners develop part-part-whole relationships. It is important for learners
to conceptualize a number as being made up of two or more parts, and it will take time for learners to internalize this idea. Learners should work with a variety of
materials to represent partitions of quantities. For example, a learner can show partitions of 4 using their fingers. It can be represented by raising 3 fingers on one hand
and 1 finger on the other hand, or by raising 4 fingers on one hand and none on the other, or by 2 fingers on each hand. A learner should also be able to name the parts
of 4 by saying, “four is three and one, four and none, or two and two.” A variety of representations and materials should be used to avoid the misconception that
partitioning can only be represented using fingers. See examples below.

Showing partitions of 6 as set and linear models

PAGE1
 Inclusive Resources and Materials (texts, family &community knowledge and resources, web resources)
- Number lines
- Counters
- Marbles/stones
- Ten and five frames
- Tiles
- Any other materials found in the environment

STRAND: NUMBER AND OPERATION

Essential Learning Outcome: Learners will recognise, represent and compare quantitative information and develop quantitative reasoning including additive and
multiplicative thinking to make meaningful connections and solve problems.
Grade One Level Expectations: Numbers to 20, explore to 100

PAGE1
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning Strategies
N1.3
Big Idea: Whole Number

Key Skills: Comparing and Ordering quantities

Are learners able to show comparisons with Build sets to show the comparison with bigger and smaller;
Learners will: more/greater and less using concrete more and [Link] given groups/sets of numbers in either
● materials and drawings? Are learners able to ascending or descending [Link] comparative language to
compare and order quantities to 20, exploring arrange numbers from 1-20 in ascending or show greater than, few, more, less or equal.
to 100 by: descending order?Are learners able to use
● comparative language; more, less, etc.? Place and order numbers from less to greater and vice versa
using concrete materials and drawings to
compare given quantities. Can learners explain why one number is
greater than, less than or equal to another
● arranging quantities in ascending and
number?
descending order . Play games to identify positions in ordering using numbers to
Can learners identify positions using objects, 20. Given a set, have learners build a set that has more/fewer;
● using ordinal language to describe position of numbers or learners in a line? Given 2 sets, build a set that is between.
given quantities.
Can learners identify the position of a Order numbers presented in various formats, (numerical,
quantity/objects using ordinals pictorial, concrete/digital) and explain reasoning; i.e. least to
greatest and greatest to least.

PAGE1
Useful Content Knowledge for the
Teacher about the Outcome:
- The ability to recognise that shapes, numbers,
counters, rods and other manipulatives can be
used to show comparison of sizes, fewer,
greater, less than, more than. Understand the
relationship among/between comparing and
ordering. Knowing the value of numbers when
comparing and ordering number. Deciding
where numbers can be placed.
-

PAGE1
Inclusive Resources and Materials.

PAGE1
STRAND : NUMBER AND OPERATION
Essential Learning Outcomes: Learners will recognise, represent, and compare quantitative information and develop quantitative reasoning including additive and
multiplicative thinking to make meaningful connections and solve problems.
Grade One Level Expectations: Numbers to 20, explore to 100
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive learning Strategies
N1.4

Big Idea: Whole Numbers

Can learners group objects in sets of tens and ones? Learners should be given opportunities to make and display
Key Skills: Understanding Place Value sets of tens and ones in a number of ways (For example, using
whole number rods)
Learners will: Can learners describe a given number in terms of tens
and ones? For xxample, 14 is 1 ten and 4 ones
- group objects up to 20 into sets of
tens and ones.
Can learners identify the numerals and the number
- identify corresponding numerals names represented by the objects grouped in tens and
and number names for the number ones?
of objects in each set.

Can learners explain why ten is an important number for

- model given numbers up to 20 in a our counting system?
variety of ways using sets of tens
and ones

- understand the importance of ten

in the counting system
Learners should have opportunities to match number names
and numeral cards with the sets that they make or see on
PAGE1
 display.

Allow learners to use ten frames to represent numbers greater

than 9.

Have learners use a variety of manipulatives to represent

numbers in groups of tens and ones. For example. blocks,
bottle stoppers, pop sticks, etc.

Allow learners to use fingers to show groups of tens and ones.

Useful Content Knowledge for the Teacher about the Outcome:

To practice matching sets and numerals, display a number of counters in a variety of ways on the overhead projector, or using concrete models i.e abacus, blocks, etc.
For example, display twelve in a row, or a circle, a domino pattern, or as a set of ten and two ones. Have the learners hold up the corresponding numeral card each
time.

Another activity that the teacher can do is involving the learners in fixing puzzles as shown below.

PAGE1
Learners should understand that 10 is an important number for aiding in counting and that teen numbers are represented as 10 and some more. Materials such as ten
frames are very helpful in this regard.
Inclusive Resources and Materials

Counters, unifix or multilink cubes

Abacus
Ten frames
Whole number rods
Puzzles
Numeral and word cards

PAGE1
STRAND: NUMBER AND OPERATION
Essential Learning Outcomes: Learners will recognise, represent, and compare quantitative information and develop quantitative reasoning including additive and
multiplicative thinking to make meaningful connections and solve problems.
Grade One Level Expectations Combining, Separating, Comparing and Partitioning Quantities to 20
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning Strategies
O1.1
Big Idea: Additive Thinking Can learners manipulate quantities to show missing Give learners opportunities to separate and combine
parts? quantities using a variety of concrete materials, and explain
Key Skills: Understanding the meaning of their thinking.
addition and subtraction and how they Do learners know when to replace or remove objects to
relate find the missing number? Can learners make multiple representations from a story
problem structures?
Learners will: How are learners counting to get the total? Do they For example, There are 5 pieces of fruit in a bowl. If there are
- understand the meaning of count on, or restart at 1? (Watch for learners to use two kinds of fruit, what might they be and how many of each?
addition and subtraction and how increasingly more efficient counting to get the total.) If there are 12 counters in a bag. Some are red and some are
they relate by: blue. If there are 8 red counters, how many are blue?
- combining quantities (sets, lengths, Can learners make up their own story problems
etc.) using concrete materials to get involving each of the structures? Use games to demonstrate how addition and subtraction
the total or to find a missing value; relate to each other. For example, allow learners to walk on a
- separating quantities (sets, lengths, Combining: number line.
etc.) using concrete materials to get Are learners able to build a quantity from two parts to
the difference or to find a missing get the whole? Collect materials outside and compare, combine, and separate
value; Given two of the initial, change or result, can learners quantities. For example, leaves, shells, popsicle sticks, bottle
- comparing two quantities or lengths find the missing one? caps, etc. (Connect to data collection)
to find the difference or one of the
lengths or sets. Sing action songs that focus on taking away or removing. For

PAGE1
● partitioning and recombining example, Ten little monkeys, ten green bottle, etc.
quantities to relate to addition and
subtraction;
● exploring the way order doesn’t Separating:
matter when adding but does when Can learners separate a given quantity into two or Comparing
subtracting. more parts? Learners will use a pan scale to show different amounts and
Given two of the initial, change, or result, can learners talk about which is larger, which is smaller, and what is the
● exploring how addition and find the missing one? difference.
subtraction “undo” each other. Comparing: Learners can make towers with blocks to talk about which is
Can learners recognise which is more and which is less, taller, which is shorter and what is the difference.
and the difference? Learners can compare heights (link to measurement).
Can learners identify the shorter, larger or difference,
given any two? Jumping on a number line:
For example, Start at 3, how many more to get to 5?
Partitioning: Start at 8, go back 4, where are you now?
Given the parts, can learners find the whole? Given the If one learner is on 9 and another learner is on 5, how far
whole and one part, can they find the other part? ahead is the first learner?

Can learners show how addition and subtraction relate Dice games:
using concrete materials? Roll two dice and find the total.
Given the total on two dice, what might be the values of each
Can learners show how addition and subtraction die?
“undo” each other?
Playing with sets of objects, learners can act out combining,
separating, and comparing. Learners can model different story
Can learners demonstrate, using manipulatives and problems to find the missing value.
drawings, that addition is the opposite of subtraction?
Give learners opportunities to show how addition and
subtraction undo each other. For example, 6 + 3 = 9 and
9–3=6

PAGE1
Learners should be able to demonstrate that 3 + 2 = 5,
then 5 – 3 = 2

Separate

PAGE1
 3+2=5
(iii)

3+2=5

5–3=2

Give learners opportunities to look at a group of numbers and

PAGE1
say how they are related (fact family: for example, 4 + 3 = 7,
3 + 4 = 7, 7 – 3 = 4 and 7 – 4 = 3

From given diagrams, learners will complete the fact family

vertically and horizontally.

Give learners opportunities to build their vocabulary. For

example, a way to add is by counting on from a given number
6 + 2 = 8.

A way to subtract is by counting backward from the greater

number 5 – 2 = 3.

PAGE1
 Give learners the opportunities for them to brain storm that a
fact family includes all the addition and subtraction facts that
use the same numbers.

Useful Content Knowledge for the Teacher about the Outcome:

Addition and subtraction problems can be categorized based on the kinds of relationships they represent. It is important that all of the following structures of problems
be presented and that these are developed from learners’ experiences. These structures include the following:

PAGE1
Initial work with addition and subtraction may focus on join and separate types of problems because
learners associate the actions in these problems with the operations. Eventually, however, learners
should experience all story problem structures.

Addition and subtraction are inverse operations, that is one undo the other. A fact family is a group of Mathematics facts using the same numbers. In case of addition
and subtraction, you use three numbers and get four facts. Learners must understand that once they know one fact then that fact can help them find out the rest of
facts in that family.
The notion of “undo” is helping learners to understand inverse operations, but this terminology does not need to be used.

Inclusive Resources and Materials

PAGE1
Number lines
Counters
Popsicle sticks
Number cards
Dominoes
Domino games

STRAND: NUMBER AND OPERATION

Essential Learning Outcomes: Learners will recognise, represent, and compare quantitative information and develop quantitative reasoning including additive and
multiplicative thinking to make meaningful connections and solve problems.
Grade One Level Expectations: Combining, separating, comparing & partitioning quantities to 20

PAGE1
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning Strategies
O1.2
Big Idea: Additive Thinking
For numbers to 20, can learners name the number that Learners will count and combine objects into different groups and
Key Skills: Compute fluently is one-more, one-less; two-more, two-less, etc.? move them around to find the answer.

Learners will: Can learners record the symbolic expressions to show Learners will show the part + part = whole using small objects to
● compute fluently with quantities what they built or drew in a story situation? Can practice solving problems.
to 20 by: learners explain what the symbols represent for a story
situation? Set up 20 bowling pins (or cups) and use a ball to knock some
● using symbols for addition (+) and down. Record subtraction equations to represent what is left
subtraction (-) as a way to record Are learners able to build a quantity from two parts to standing (i.e. 20 pins –? = ?).
calculations done through stories, get the whole?
building, and drawing. Given two of the initial, change or result, can learners Learners will practice decomposing whole numbers into various
find the missing one? parts using concrete objects and record using symbols.

Can learners separate a given quantity into two or more Learners will represent number sentences after decomposing
parts? using numerals and symbols.
Given two of the initial, change or result, can learners
find the missing one? Learners will use concrete models (blocks), drawings, and then
symbols (numbers) to represent number facts.
Can learners recognise which is larger and which is
smaller, and the difference? Use storyboards to add/subtract items and record results.
Can learners identify the shorter, larger or difference,
given any two?

Given the parts, can learners find the whole? Given the
whole and one part, can they find the other part?

PAGE1
Useful Content Knowledge for the Teacher about the Outcome:

Computational fluency is the ability to compute with accuracy, flexibility, and efficiency.
Introducing thinking strategies to learners is key to developing computational fluency. When introducing and explaining a thinking strategy, include anything that will
help learners see its pattern, logic, and simplicity. The more senses you can involve when introducing the facts, the greater the likelihood of success for all learners.
Many of the thinking strategies advocate for a variety of learning modalities. For example:
• Visual (images for the addition doubles)
• Auditory (silly sayings and rhymes) “4 + 4, there’s a spider on my door.”
• Patterns in Number
• Tactile (ten frames, base ten blocks)
• Helping Facts (3 + 3 = 6, so 3 + 4 or 4 + 3 is one more. 3 + 4 = 7)
Teachers should allow learners to use ten frames to represent these number sentences:
5+1=6 1+5=6
6– 1 = 5 6–5=1
6 + 4 = 10 10 – 4 = 6
10 – 6 = 4 6–6=0
Next Number and Counting On and Back
The ability to immediately state the number that comes after any given number from 0 – 19 is a necessary skill for learning the “plus-1 facts”. As well, learners’
counting experiences in school should lead to a mental math stage where they can, without concrete materials or number lines, count on and back from a given
number 0 -10 and skip count by 2s to 20.

Inclusive Resources and Materials

Storyboards
Ten frames
Marbles
Counters
Number lines

PAGE1
STRAND: NUMBERS AND OPERATIONS
Essential Learning Outcomes: Learners will recognise, represent, and compare quantitative information and develop quantitative reasoning including additive and
multiplicative thinking to make meaningful connections and solve problems.
Grade One Level Expectations: Combining, Separating, Comparing & Partitioning Quantities to 20.
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning Strategies
O1.3
Big Idea: Additive Thinking
Can learners make well-informed guesses that are as Combining or separating numbers and make guesses that are as
Key Skills: Make Reasonable Estimations accurate as possible? accurate as possible.

Learner will be expected to make Are learners aware of the difference between an Making estimation about events in your daily life.
reasonable estimation when combining, estimate and an actual measure?
separating, comparing & partitioning Given a number of objects, ask learners what would be a guess
quantities to 20. Do learners understand the importance of estimation in they know is less than, they know is more than.
daily life?
● Make predictions about how Have learners use visual cues to get as close as possible. (It is
many before counting to get the about making educated/smart predictions.)
total or difference.
Discuss with the class when they might need to use estimation in
● Understand the difference their lives.
between an estimate and an
actual measure form a variety of Using games and songs to teach/reinforce estimation skills.
scenarios provided.

● Understand the importance of

PAGE1
 estimations in daily life.

●
Predict the outcome of an
operations then checking the
accuracy.

Useful Content Knowledge for the Teacher about the Outcome:

Learners in Grade 1 are capable of learning many estimation skills. However, they need instruction to do so. Also, learners’ mental computation skills need to be developed if they are to becom

ESTIMATE MY BEST ESTIMATE

Number of learners in our class/group
Number of books on our bag
Length of a school bus
Distance a ball is thrown
Number of gumballs in this jar
Number of goldfish crackers in a jar
Length of the classroom
Number of windows in our classroom
Estimation produces approximate outcomes because in estimation processes, data are transformed or substituted with simple numbers; that is, numbers that are easy
to remember and to work with.

Inclusive Resources and Materials

-hand spans, pieces of string, note books, marbles in a bag, containers small,

PAGE1
and large.

Areas for Integration: Number and Operation

● Art and Craft:

● Drawing and colouring shapes to show quantity and patterns.
Estimating the number of shapes within a pattern. For example,
estimate how many ‘blue’ squares or about how many yellow
triangles are in your pattern?
● Representing number in concrete ways through drawing, painting,
sculpture and photography
● Language Arts:
● Using adjectives to describe shapes, patterns, sizes, etc. when
estimating
● Making comparisons between quantities and when estimating
quantities
● Making simple sentences about numbers, counting and estimation
● Listening to stories, read-alouds, narratives involving quantities,
counting and estimation
● Creating stories involving quantities, counting and estimation
● Writing sentences, rhymes and poems about quantity, counting and
estimation

● Social studies:
● Counting, comparing and estimating ages of family members
● Finding out the population of our class, school, or community.
Asking: What is the estimated population of our class? Our school?

PAGE1
 Community?

● Science:
● Grouping things as living and non-living and counting or estimating
quantities
● Using parts of the body to count and to estimate lengths
● Estimating quantities before counting leaves, petals, insects, etc.

● HFLE:
● Learning to appreciate peers when working in groups to determine
quantities and to make estimates
● Learning the importance of sharing insights and knowledge about
number sense, number, counting and estimation
● Playing games that involve counting and estimating

Learners’ Literature Suggestions

● Coates, Lucy Neil’s Numberless World (number sense)
● Dee, Ruby Two Ways to Count to Ten (partitioning and counting)
● Falwell, Cathryn Feast for 10 (counting)
● Grossman, Bill My Little Sister Ate One Hare (counting)
● Hong, Lily Toy Two of Everything (doubling)
● Hulme, Joy N. Sea Sums (addition/subtraction)
● Hutchings, Pat The Doorbell Rang (sharing/dividing)
● Kroll, Virginia Equal Shmequal (equal, balance)
● Lopresti, Angeline A Place for Zero (place value, zero)
● Lottridge, Celia Barker One Watermelon Seed (counting)
● McElligott, Mattew Bean Thirteen (odd and even numbers)
● McKissack, P. C. A Million Fish... More or Less (number sense)
● Merriam, Eve Twelve Ways to Get to 11 (partitioning)
PAGE1
 ● Morales, Yuyi Just a Minute: A Trickster Tale and Counting Book
(counting to 10)
● Murphy, Stuart J. 3 Little Firefighters (sorting)
● Murphy, Stuart J. Double the Ducks (doubling numbers)
● Murphy, Stuart J. Missing Mittens (odd and even numbers)
● Murphy, Stuart J. Monster Musical Chairs (subtracting one)
● Murphy, Stuart J. One...Two...Three...Sassafras! (number order)
● Murphy, Stuart J. A Pair of Socks (matching)
● Murphy, Stuart J. Seaweed Soup (matching sets)
● Sierra, Judy Counting Crocodiles (counting)
● Tang, Greg Math Fables (adding, partitioning)
● Walsh, Ellen Stoll Mouse Count (counting)

Useful Vocabulary
Place value, numeral, tens and ones, whole number, estimation, skip count,
number line

STRAND: PATTERNS AND RELATIONS

Essential Learning Outcomes: Learners will explore, recognise, represent, and analyse patterns and relationships that model mathematical concepts and situations to
make meaningful connections and solve problems.
Grade One Level Expectations: Creating and extending simple repeating and growing patterns
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning Strategies
P1.1
Big Idea: Recognising, describing and
extending patterns. Are learners able to create basic representations of Provide opportunities for arranging and describing numeric
simple mathematical ideas/patterns using concrete repeating patterns in a blank hundreds chart.

PAGE1
 materials as well as physical actions, such as hopping or
Key Skills: Repeating Patterns clapping; pictures, numbers; diagrams and invented Guide learners in identifying rule for a repeating pattern e.g.,
symbols? “We’re lining up boy, girl, boy, girl, boy, girl.
Learners will:
Can they make connections among patterns and apply Give learners opportunities to create repeating patterns
- demonstrate an understanding of involving one attribute (e.g. colour, size, shape, sound)
them to solve problems? (For example, connect patterns
the concept of patterns, using an Sample problem: Use beads to make a string that shows
made with objects to patterns made with sounds or
assortment of concrete materials. repeating pattern involving one attribute.
actions and explain how they are similar (e.g. can explain
how red blue red blue red blue... is similar to stomp clap
Allow learners to represent a given repeating pattern in a
- identify, describe, and extend, stomp clap stomp clap...) variety of ways e.g. pictures, actions, colours, sounds, numbers,
through investigation, geometric letters)
repeating patterns with two to Are learners able to describe patterns given and patterns Sample problem: Make an ABA,ABA,ABA pattern using
four elements involving colour, formed? actions like clapping or tapping.
size, shape, thickness, etc.
Are learners able to identify and correct errors in simple Give learners opportunities to describe the patterns formed.
and repeating patterns with two to four elements and a
variety of attributes? Guide learners in identifying and correcting errors in simple and
repeating patterns.

Useful Content Knowledge for the Teacher about the Outcome:

One of the central themes in mathematics is the study of patterns and relationships. This study requires learners to recognise,
describe and generalize patterns and to build mathematical models to simulate the behaviour of real-world phenomena that
exhibit observable patterns.

PAGE1
 Young learners identify patterns in shapes, designs and movement, as well as in sets of numbers. They study both repeating
patterns and growing and shrinking patterns and develop ways to extend them.
Concrete materials and pictorial displays help learners create patterns and recognise relationships.

Through the observation of different representations of a pattern, learners begin to identify some of the
properties of the pattern. In this grade, learners use graphs, tables and verbal descriptions to represent relationships that
generate patterns.
Through activities and investigations, learners examine how patterns change in order to develop an understanding of variables
as changing quantities.

-clap/tap/hum to create rhythmic patterns.

In repeating patterns, the shortest part of the pattern is known as the ‘Core’
For example, ABABAB…………

Inclusive Resources and Materials.

-mathematical shapes (For example, pattern blocks and other concrete materials)
-number cut-outs, foam shapes or other concrete representations of number
-coloured beads, string and paper
-pictures, glue or stickers

PAGE1
PAGE1
STRAND: PATTERNS AND RELATIONS
Essential Learning Outcomes: Learners will explore, recognise, represent, and analyse, patterns and relationships that model mathematical concepts and situations to
make meaningful connections and solve problems.
Grade One Level Expectations: Creating and extending simple and growing patterns
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning strategies
P1.2
Big Idea: Recognising, describing and
extending patterns Are learners able to describe patterns formed?
Allow learners to start with physical materials that allow them
Key Skills: Increasing and decreasing Are learners able to identify patterns around them? to make changes to experimental extensions without fear of
patterns error.
Are learners able to increase patterns by 1 and 2?
Learners will: demonstrate an Opportunities should be provided for learners to talk about how
understanding of increasing patterns (two Can learners extend increasing patterns? patterns can grow.
to four elements).
Can learners identify and describe patterns they create
Describing patterns formed with with solid shapes? Provide multiple opportunities for learners to play and interact
concrete materials and through pictorial with manipulatives to create patterns.
representations (shapes, beads, Are learners able to demonstrate patterns using - Use skip counting with hundreds chart to recognise
matchsticks etc.) manipulatives, diagrams, sounds and actions? patterns
- Build visual models. For example, put down 2 counters,
Reproducing and extending patterns then 4, then 6, then 8; Build staircase patterns with
using concrete materials and drawings.
linking cubes
Creating patterns using manipulatives,
diagrams, sounds and actions. Expose learners to cumulative songs and stories so that they
can see the transfer from math concept to other subjects.
(For example, The Napping House by Audrey Wood, Pattern Fish

PAGE1
 by Trudy Harris, and If You Give a Mouse a Cookie by Laura
Numeroff

Useful Content Knowledge for the teacher about the outcome:

At this level, the learners should be exposed to a variety of patterns, both repeating and increasing.
Patterns that occur in their daily routines should be highlighted.

Learners should start with physical materials that allow them to make changes to experimental extensions without fear of error.

• These are patterns that do not repeat, but increase, so the pattern does not lie in a repeated core, but in the manner the pattern grows, that is, the relationship
between the steps.
• Patterns can be seen widely in the environment, actions, behaviours, direction or orientation, sound, art, nature, songs, music, math, stories and poems.
• Patterns can be expressed in a variety of ways. They can be translated from one mode to another.
• Pattern relationships can be described by a pattern rule.

Mathematics is often referred to as the science of patterns. Patterns appear in every aspect of mathematics. The brain actively seeks patterns, so the development of
learners' abilities to recognise, analyze and generally become proficient pattern seekers will not only pave the way for their success in mathematics, but in all learning.
Learners are usually enthusiastic about extending patterns and when doing so with concrete materials may extend these much further than in written formats.

Inclusive Resources and Materials

Ten frames, blocks, shapes, and many other materials can be made available to the learners to create and share their patterns.

PAGE1
STRAND: PATTERNS
Essential Learning Outcomes: Learners will explore, recognise, represent, and analyse patterns and relationships that model mathematical concepts and situations to make
meaningful connections and solve problems.
Grade One Level Expectations: Missing quantity in numbers to 20, modelling equivalence in sets and linear models, writing number sentences using equal sign
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning Strategies
P2.1
Big Idea: Variables and Relationships
Are learners able to write number sentences to represent Give learners opportunities to write number sentences after
Key Skills: Representing unknown unknown quantities? For example, listening to stories or problems.
3 + __ = 5 For example, John gave Tricia 2 pencils and had 4 pencils
Learners will: remaining. How many pencils did John have at first?
- represent unknown quantities by: Are learners able to write number sentences after John had ___ pencils
- writing open number sentences. listening to given problems or stories? He gave 2 to Tricia
He had 4 left.
- using the inverse of the given Can learners demonstrate, using materials and drawings,
operation. unknown quantities and their values? __ - 2 = 4

Are learners able to represent and find unknown

quantities using the inverse of the operation? Allow learners to represent unknowns using drawings and
concrete materials.
Are learners able to recognise that unknown quantities
can be found by joining or separating quantities given?
For example,

Are learners using part-part whole to represent unknown

PAGE1
quantities?

Allow learners to find unknown quantities using the inverse of

the given operation. e.g. _ - 2 = 4

4+2=_

Give learners opportunities to represent unknowns using

separating and joining situations.
For example, 4 + 2 = 6 pencils

Use multi-link cubes or whole number rods to build towers and

trains. Compare tower/train sizes to find the unknown.

PAGE1
Use part-part whole situations to find unknown quantities in
problem solving. Model unknowns with Ten Frames and two-
colour counters.

4 + ? = 10

4 + 6 = 10

PAGE1
Useful Content Knowledge for the Teacher about the Outcome:
Addition and subtraction goes hand in hand.
Addition and subtraction “undo” each other. They are related inverse operations. For example: 6 + 4 = 10 , 10 – 4 = 6
To find unknown quantities learners can make use of situations involving”
- Joining
- Separating
- Part-part whole
- Comparing

PAGE1
Inclusive Resources and Materials
Concrete materials such as beads, marbles, pencils, blocks, square tiles, etc.
Ten Frames and two-colour counters
Multi-link cubes
Whole number rods

PAGE1
STRAND: PATTERNS AND RELATIONS
Essential Learning Outcomes: Learners will explore, recognise, represent and analyse patterns and relationships that model mathematical concepts and situations to
make meaningful connections and solve problems.
Grade One Level Expectations: Missing quantity in numbers to 20, modeling equivalence in sets and linear models, writing sentences using the equal sign.
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning Strategies
P2.2

Big idea: Variables and Relationships Give learners opportunities to represent a given quantity
Can learners represent a given quantity in various ways? concretely, symbolically and pictorially.
Key Skills: Understanding and representing
equivalence Give learners opportunities to compare groups of objects and
put the equal sign (=) for the equal number of collections
Learners will:: Can learners compare groups of objects and state if they
-recognise that different combinations of are equal or not? Give learners opportunities to make groups equal by drawing the
numbers have the same value. objects

Allow learners to use pan balance to determine equal weight.

-understand the meaning of the equal sign
Can learners compare groups and put the “=” sign for
in equations.
the equal number of collections? Do learners read the Guide learners in building “same length trains” using a variety of
“=” sign as “…is the same as…” or use the term materials such as Cuisenaire rods or whole number rods.
-model equivalence in sets and linear “balance” to demonstrate understanding? Encourage learners to use the appropriate language for
models. equivalence (i.e., ‘is the same as’ or ‘balance’)

Can learners identify quantities that are equal using a Provide opportunities for learners to use lengths (For example,
pan balance? Cuisenaire rods) to model equivalence (For example, build a
length of 2 and 3 next to each other, build a length of 1 and 4
Can learners make the groups equal by drawing the below to see that 2+3=1+4. Record.
objects?

PAGE1
 Allow learners to build 2 colour counters (red/yellow) on ten
frames to show building numbers in different ways.

Useful Content Knowledge for the Teacher about the Outcomes:

Learners should be given ample opportunities to recognise, define, build and maintain equality. Learners can gain experience by using concrete materials and objects
around them. However, providing learners with opportunities to explore the use of a pan balance maximizes their chances to indulge in meaningful activities that will
foster concept development. Using a pan balance, learners will be able to explore ideas about equality and inequality concretely.
For example, learners can observe that the sides are balanced when they contain the same number of objects, and that they are not balanced when one side contains
more objects than the other.
Encourage learners to use appropriate language to describe equivalence such as ‘is the same as’ or ‘in balance’ to underscore conceptual understanding rather than
simply saying ‘equals’ when they encounter the “=” sign.
Teachers should ensure that learners recognise variables in equations.

PAGE1
Cuisenaire rods showing equivalent lengths to 10 and standard colour patterns.
Pan Balance showing unit cubes in balance to represent equivalence.

Inclusive Resources and Materials.

Pan balance
Cuisenaire rods
Sticks
Counters
Seeds
Stones

PAGE1
STRAND: PATTERNS AND RELATIONS
Essential Learning Outcomes: Learners will explore, recognise, represent, and analyse patterns and relationships that model mathematical concepts and situations to
make meaningful connections and solve problems.
Grade One Level Expectations: Missing quantities in numbers to 20, modelling equivalence in sets and linear models, writing number sentences using the equal sign.
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning strategies
P2.3

Big Idea: Variables and relationships

Can learners write number sentences to record what Encourage learners to create a variety of meaningful problems.
Key Skills: Writing expressions and they build? Personalize word problems for learners.
equations
Allow learners to actively participate in the process of
Learners will:: symbolically recording what is being modeled or built. Learners
Can learners create a word problem from a given should be encouraged to make drawings or sketches but
sentence? ultimately must be directed to writing number sentences.
● represent the numbers and
actions presented in a given story Give learners opportunities to match number sentences to
problem by using manipulatives, corresponding stories or problems.
and record them using number
sentences. Provide opportunities for learners to see concrete materials
being manipulated as they listen to a story or a word problem.
● create a word problem for a given Encourage them to verbalize as they manipulate. Learners can
number sentence. be given number sentences and asked to make up their own
stories to match the sentences.

Expose learners to a wide variety of problem types and

structures.

PAGE1
 .

Useful Content Knowledge for the Teacher about the Outcome:

Before moving to recording the process symbolically. Learners should have multiple investigative experiences in which they use a variety of concrete materials to model
both addition and subtraction.
It is important that problems be personalized. However, learners also need opportunities to interpret how addition and subtraction situations are portrayed in print.

The teacher can choose books, or make up stories, which tell about an addition or subtraction situations and ask the learners to simultaneously model the situations
with counters as the stories are being read.

For example, Jai has 3 circles and Mary has 5 circles. If Mary gives all of her circles to Jai, how many circles will Jai have now?

At First learners can use actual circles to model the problem.

The teacher can present a number of shapes worth various amounts; for example,

PAGE1
Have the learners create various designs, using the shapes; in each case describing how much the
design would be worth.

The following symbols, =, + and – , can be written on cardboard and given to learners to use as they build, model and record.

Inclusive Resources and Materials:

Counters
Story books( dealing with worded addition or subtraction problems)
Pictures
Blocks

Areas for Integration: Patterns

● Art and Craft:

o Drawing and colouring shapes to represent repeating patterns
o Creating shapes of plants and animals to demonstrate patterns in nature
o Using 2D and 3D shapes to design and make patterns in sculpture
● Language:
● Learning adjectives to describe shapes and patterns
● Writing stories to model patterns, cumulative events and repeating events
● Social studies:
● Relating shapes to objects/structures in the environment
● Recognising shapes in the community
● Science:
● Relating shapes to the earth, moon and moon phases
● Recognising shapes in nature
● HFLE:

PAGE1
 ● Learning to appreciate colleagues when working in groups and when making and analyzing patterns in the world.

Learners’ Literature Suggestions

● Campbell, Sarah C. Growing Patterns (number patterns)
● Flournoy, Valerie The Patchwork Quilt (geometric patterns)
● Harris, Trudy Pattern Fish and Pattern Bugs (repeating patterns)
● Murphy, Stuart J. Beep Beep, Vroom Vroom! (patterns)
● Murphy, Stuart J. A Pair of Socks (matching)
● Murphy, Stuart J. Rabbit’s Pajama Party (sequencing)
● Neuschwander, Cindy Patterns in Peru (repeating and increasing patterns)
● Polacco, Patricia Rechenka’s Eggs (patterns)
● Wood, Audrey The Napping House (patterns)

Useful Vocabulary: Patterns

Patterns, repeating, increasing, decreasing

PAGE1
STRAND: GEOMETRY
Essential Learning Outcomes: Learners will develop spatial sense by exploring, representing, and reasoning about geometric properties and relationships.
Grade One Level Expectations: Working with simple 2D and 3D shapes.
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning Strategies
G1.1
Big Idea: Explore and analyse geometric
shapes and relationships. Provide opportunities for learners to write and draw using
Can learners draw, colour and cut out shapes of different pencils, crayons, and markers; to cut with scissors; and to
Key Skills: Developing spatial sense sizes and orientations? handle materials such as assorted shapes or tangrams.

Can learners describe the relationship between/among

Learners will:: given objects?

● identify common two-dimensional Can learners transform shapes and explain what was
and three-dimensional figures and done?
describe the relative locations.
Can learners point out the different shapes they see
● describe similarities and around them, such as triangles, rectangles and octagons
differences between everyday on road signal?
objects and three dimensional
figures.
Can learners use shapes in their art and craft activities?
● locate in the environment two-
dimensional and three-
dimensional shapes that have
symmetry. Can learners identify shapes in different orientations?

PAGE1
Give learners opportunities to determine the relationship
between one object and another, and an object’s relationship
to the observer. (For example, over, under, beside, on top of,
right, left, etc.). Read Rosie’s Walk by Pat Hutchins.

Provide opportunities for learners to transform shapes by

flipping, turning and sliding.

Identify common two dimensional shapes around the

classroom (For example, circles, triangles, rectangles, squares).
PAGE1
 Identify common three dimensional figures from the
environment. (For example, cubes, cones, cylinders, spheres,
rectangular prisms/cuboid).

Play I Spy for recognising shapes in the environment.

Allow learners to bring objects to the classroom and compare

to standard solids.

Useful Content Knowledge for the Teacher about the Outcome:

What is spatial sense?
Spatial sense is an intuition about shapes and their relationships, and an ability to manipulate shapes in one’s mind. It includes being comfortable with geometric
descriptions of shapes and positions.

There are seven abilities in spatial sense that need to be addressed in the classroom:
 Eye-motor co-ordination. This is the ability to co-ordinate vision with body movement. In the mathematics classroom. This ability involves learners learning to write
and draw using pencils, crayons, and markers; to cut with scissors; and to handle materials.
 Visual memory. This is the ability to recall objects no longer in view.
 Position-in-space perception. This is the ability to determine the relationship between one object and another, and an object’s relationship to the observer. This
includes the development of associated language (over, under, beside, on top of, right, left, etc.) and the transformations (translations, reflections, and rotations)
that change an object’s position.
 Visual discrimination. This is the ability to identify the similarities and differences between, or among, objects.
 Figure-ground perception. This is the ability to focus on a specific object within a picture or within a group of objects, while treating the rest of the picture or the
objects as background.

PAGE1
 Perceptual constancy. This is the ability to recognise a shape when it is seen from a different viewpoint, or from a different distance. This skill is the perception at
play when learners recognise similar shapes (enlargements/reductions), and when they perceive as squares and rectangles, the rhombi and parallelograms in
isometric drawings.
 Perception of spatial relationships. This is the ability to see the relationship between/among two or more objects. This perception is central when learners assemble
materials to create an object or when they solve puzzles, such as tangram, pattern block, and jigsaw puzzles.

Spatial sense is an understanding of shape, size, position, direction, and movement – being able to describe and classify the physical world we live in. At Grade One,
spatial sense is mainly about the learners’ awareness of themselves in relation to the people and things around them.

This concept involves visualization, imagery and spatial reasoning. These skills are central to the understanding of mathematics. Spatial sense enables learners to interpret
representations of 2-D shapes and 3-D objects, and identify relationships to mathematical strands. Spatial sense is developed through a variety of experiences and
interactions within the environment. The development of spatial sense enables learners to solve problems involving 2-D shapes and 3-D objects. Spatial sense offers a way
to interpret and reflect on the physical environment and its 3-D or 2-D representations. Some problems involve attaching numerals and appropriate units (measurement) to
dimensions of objects. In Grade 1, these units will be non-standard units that the learners will choose themselves.

Spatial sense allows learners to use dimensions and make predictions about the results of changing dimensions.

Knowing the dimensions of an object enables learners to communicate about the object and create representations.

Inclusive Resources and Materials

boxes
blocks
containers
2d pictures and representations of 3d objects
tangrams
assorted shapes
popsicle sticks
toothpicks
pipe cleaners

PAGE1
Q-tips
multi-link cubes
pattern blocks

PAGE1
STRAND: GEOMETRY
Essential Learning Outcomes: Learners will develop spatial sense by exploring, representing, and reasoning about geometric properties and relationships.
Grade One Level Expectations: Working with simple 2D and 3D shapes.
Specific Curriculum Outcomes Inclusive Assessment Strategies. Inclusive Learning Strategies.
G1.2
Big Idea: Explore and analyze geometric Can learners sort blocks by attribute (shape or size)?
shapes and relationships Identify and describe shapes within other shapes. (For
Can learners group shapes and explain why they put example, shapes within a geometric design)
Key Skills: Sorting, patterning, and shapes in each group?
building with 2D and 3D shapes
Can learners make connections between/among 2D and
Learners will: work with simple 2D and 3D 3D shapes?
shapes in sorting and building patterns.
● Identify common two-dimensional
and three-dimensional figures and
sort and classify them by their
attributes.

● Make connections among simple

2D and 3D shapes as they relate
to mathematical ideas and
situations drawn from everyday
context.

PAGE1
Build three-dimensional structures using concrete materials
and describe the two-dimensional shapes the structures
contain.

Create symmetrical designs and patterns using concrete

materials (For example, pattern blocks, connecting cubes,
paper for folding) and describe the relative locations of the
parts.

PAGE1
 Use movement of body parts to create various 2D shapes. For
example, A triangle is formed by putting one hand on the hip.

� Make “footprints in the sand” by pushing 3D

objects into sand to see the 2D faces that the shape
is composed of

Useful Content Knowledge for the Teacher about the Outcome:

Learners need many opportunities to learn about shapes. Learning to identify and understand what the different shapes are, as well as their parts are important
concepts. Each day, learners are exposed to shapes in their environment. They see and interact with them everywhere daily. They need to be able to recognise
shapes, verbalize what they see, and understand why they are there.

We want learners to see a shape and make a connection. When they look at the wheel of a car, we want them to process that image as a circle; a shape they have
learned to label. Eventually, we want learners to decipher between shapes and understand formal definitions of shapes. When they look at a cracker, we want them
to process that image as a square since it has four equal sides.

PAGE1
As learners learn each geometric concept, they will move onto the next stage of understanding. A strong understanding of shapes is vital for learning more complex
geometry concepts later.

● 2D shapes including rectangles, squares, circle and triangles

● 3D shapes including cubes, cuboids, pyramids and spheres

Sorting objects into groups is a natural activity that needs to be fostered and extended to sorting three dimensional (3-D) objects and two-dimensional (2-D) shapes
because the study of shapes is essential as learners begin to describe, analyze, and understand the world in which they live.

PAGE1
Inclusive Resources and Materials.
Number rods
Strings
Pop sticks
Coloured paper
Play dough
Sand
Attribute blocks
3D solids
Sorting circles

PAGE1
STRAND: GEOMETRY
Essential Learning Outcomes: Learners will develop spatial sense by exploring, representing and reasoning about geometric properties and relationships.
Grade One Level Expectation: Working with simple 2D and 3D shapes.
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning Strategies
G2.1
Big Idea: Recognising, naming, and
describing shapes Are learners able to recognise two and three-dimensional Allow opportunities for learners to experience the shapes
shapes in different sizes and orientations? (Based on kinesthetically.
Key Skills: Analyzing and describing characteristics)
shapes Give learners the opportunity to examine and talk about the
Can learners draw outline of 2D shapes using 3D shapes? characteristics of the shapes.
Learners will::
● analyze two and three- Can learners explain how two shapes are similar or Discuss the similarities and differences in the objects.
dimensional shapes in different?
different sizes and
Provide learners with opportunities to use 3-D shapes to draw
orientations.
outlines of 2D shapes.

● use informal language to The teacher can ask guiding questions to scaffold their thinking
describe characteristics of such as the following:
shapes. Which shapes are curved? Which are not?
Which shapes roll? Which do not?

Useful Content Knowledge for the Teacher about the Outcome:

The study of two-dimensional shapes and three-dimensional objects is important as we try to describe, analyze and understand the world we live in. Activities selected
in geometry should provide learners with the opportunity to explore a variety of geometric shapes and objects. They need to see and feel, build and take apart, sort and
identify their rule(s), and share their observations with their classmates. Sorting activities are based on learners’ visual discrimination abilities that should be further
developed by discussing how shapes are alike and how they are different, by hearing alternative sorting rules, and by being encouraged to explore alternative ways of

PAGE1
sorting.
It is through such activities that learners will become familiar with the geometric language of 2-D shapes and 3-D objects. It is reasonable that learners become familiar
with the common names (2-D: triangle, square, rectangle, and circle; 3-D: cylinder, sphere, cone, cube, prisms, and pyramids).

Playing with household objects, such as lids and containers, plays a vital role in aiding learners to learn about shapes and their characteristics. These everyday materials
encourage learners to manipulate and investigate shapes in a variety of ways. Such experiences help learners learn about the characteristics of shapes, such as round,
flat, pointy, straight, curved, big, little, long, short, deep, wide, and narrow etc. Thus, learners will also build the vocabulary that is necessary for them to describe 3D
shapes as well.

Inclusive Resources and Materials

● A variety of two-dimensional figures (squares, rectangles, circles, triangles)
● A variety of three-dimensional figures (cubes, cones, cylinders, spheres, pyramids)
● play dough
● shapes charts
● Videos

PAGE1
STRAND: GEOMETRY
Essential Learning Outcomes: Learners will develop spatial sense by exploring, representing and reasoning about geometric properties and relationships.
Grade One Level Expectations: Working with simple 2D and 3D shapes.
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning Strategies
G2.2
Big Idea: Recognising, naming and
describing shapes. Can learners correctly name a given shape? Use songs, poems, charts etc. along with models to teach
learners the names of the shapes. Read The Greedy Triangle by
Key Skills: Naming 2D Shapes and 3D Can learners relate the names of shapes to objects in the Marilyn Burns
Objects environment?
Have the learners label each object. i.e. they can make labels on
Learners will: index cards by drawing a simple outline of the shape, writing the
- correctly name 2D and 3D shapes name of the shape on the card, or pasting the matching name
regardless of their orientations or overall and shape cards.
size
Provide opportunities for learners to identify 2-D shapes and 3-D
- relate the names of shapes to objects in objects in their daily lives and learn the correct names of shapes
the environment. as they are exploring with them. For example walk around the
school to identify shapes in the environment.

Encourage learners to construct and deconstruct shapes on a

Geoboard. Provide a variety of challenges for learners E.g.,
construct rectangles in different ways, construct parallelograms
in a variety of ways, etc. Ask learners to compare their results.

PAGE1
 Ask learners to sort similar shapes using a variety of sorting rules
and naming the shapes in each group.

Useful Content Knowledge for the Teacher about the Outcome:

Learners should be comfortable using such terms as circle, square, rectangle, triangle, cylinder, sphere, cone, cube, and may extend their exploration to hexagon,
rhombus, parallelogram, trapezoid rectangular prism and square pyramid.

PAGE1
 Triangle Square Rectangle circle

Inclusive Resources and Materials

A variety of two-dimensional figures (squares, rectangles, circles, triangles)
A variety of three-dimensional figures (cubes, cones, cylinders, spheres, pyramids)
Play dough
Shape charts
Geoboard

PAGE1
STRAND: GEOMETRY
Essential Learning Outcomes: Learners will develop spatial sense by exploring, representing, and reasoning about geometric properties and relationships.
Grade One Level Expectations: Working with simple 2D and 3D shapes
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning Strategies
G3.1
Big Idea: Composing, decomposing, and
transforming shapes Can learners combine shapes intentionally, knowing how Allows learners to do the following:
sides and angles of shapes fit together? Complete shape puzzles by covering with shapes
Key Skills: Combining shapes Use tangram shadow puzzles and tangram puzzles with guiding
Can learners cut out plane shapes with different colours lines.
Learners will combine shapes by: and put them together to make composite pictures?

- composing geometric pictures and

designs using two and three-dimensional Can they say how many different shapes were used to
shapes. make their composite shape or artwork?

- composing patterns in which units When learners have finished the picture the created, ask
(shapes made from other shapes) are them the following questions:
repeated • “What shape is the body?”
• “Which pattern blocks did they use for the body?”
- composing a larger shape using smaller • “How did they use a particular shape in their picture?”
shapes. • “How did they make the head of the animal?”

-
Learners should have many opportunities to manipulate,
explore, build and make inferences when given shapes in a

PAGE1
variety of contexts.

Allow learners to use various combinations of pattern blocks to

create their own shapes. They can also use others materials
such as coloured sticks, match sticks, coloured cardboard or
foam.

Allow them to combine single shapes to form objects/artwork

of their choice.

Give learners opportunities to talk about the shapes the used,

as well as, their new combined shapes.

Learners can create a picture of an animal by using pattern

blocks. As they assemble the blocks, they can explain how the
different shapes represent parts of the animal (For example,
use a rhombus for the tail).

PAGE1
 Expose learners to the geoboard where they can use rubber
bands to create shapes of varying sizes as well as composite
shapes

PAGE1
Useful Content for Teacher about the Outcomes:

Learners need many opportunities to improve their knowledge about 2D shapes and 3D objects. Learning to identify and understand what the different shapes are, as
well as their parts are important concepts. Each day learners are exposed to shapes in their environment. They see and interact with them everywhere daily. They need
to be able to recognise shapes, verbalize what they see, and understand why they are there. They also need to recognise combinations that form new or larger shapes.

We want learners to see a shape and make a connection. When they look at the wheels of a car, they process that image as a circle, a shape they have learned to label.
When they look at a toothpaste box, we want them to process that image as having more than length and width. Allow them to be creative and to explore fully. Look at
the examples below.

Some learners may have difficulty knowing how to combine shapes in their pictures. For these learners, demonstrate ways to combine pattern blocks to make larger
shapes. These learners might benefit from working with a partner.

Some learners may need to follow your oral directions as you guide them in making a simple picture.

Challenge learners to create complex pictures in which different objects in the picture are made from pattern blocks.

PAGE1
Inclusive Resources and Materials
Some useful materials are pattern blocks, strips, match sticks, coloured shapes, cardboard, rubber bands, geoboards, popsicle stick, Q-tips, pipe cleaners, straws, playdoh

USEFUL VOCABULARY
2-dimensional, 3-dimensional, plane shape

PAGE1
STRAND: GEOMETRY
Essential Learning Outcomes: Learners will develop spatial sense by exploring, representing, and reasoning about geometric properties and relationships.
Grade One Level Expectations: Working with simple 2D and 3D shapes
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning Strategies
G3.2
Big Idea: Composing, decomposing, and Give learners the opportunity to talk about given shapes, then
transforming shapes. Can learners divide a larger 2D shape into smaller draw smaller shapes within.
shapes, then create a new shape?
Key Skills: Deconstructing Shapes Allow them to cut out and rearrange the smaller shapes to form
new shapes.
Learners will deconstruct 2D and 3D Can they open a 3D shape and draw its outline
shapes by: accurately? Expose learners to the geoboard where they can use rubber
bands to create shapes of varying sizes and smaller shapes
- Taking larger shape and create smaller Can they state how many different shapes were used to within to take up the same space.
ones. form the large shape?
Provide learners with 3D objects that can open flat and allow
Are learners able to differentiate between 2D and 3D them to explore.
shapes?
Give them opportunities to talk about the 2D shapes that were
Can learners match 2D shapes with their 3D objects? used to create the object they opened.

Help them to recognise that their 3D objects are composed of 2D

shapes.

Provide learners with 3D objects to use in sand or with playdoh

to represent the shapes of the object’s sides.

Provide learners with pattern blocks to design a picture or

pattern. Ask learners to determine how many of each block did

PAGE1
 they use in their picture or pattern.
Useful Content for Teacher about the Outcomes:

As learners work with three-dimensional shapes, they become aware that these are made up of flat or plane shapes that have two dimensions. It is therefore useful for
learners to see that two-dimensional shapes are like a print that technically cannot be ‘held’ because it has no thickness or depth. In developing this understanding of the
way in which two dimensional plane shapes build three dimensional shapes, learners need to have a clear understanding of the meaning and concept of ‘dimensions’ and
should be able to explain in their own words what the abbreviations 2D and 3D mean.

Inclusive Resources and Materials

Some useful materials are pattern blocks, playdoh, strips, match sticks, coloured shapes, cardboard, rubber bands, geoboards, pipe cleaners, straws

Useful Vocabulary

PAGE1
2-dimensional, 3-dimensional, plane shape, flat shapes

STRAND: GEOMETRY
Essential Learning Outcomes: Learners will develop spatial sense by exploring, representing, and reasoning about geometric properties and relationships.
Grade One Level Expectations: Working with simple 2D and 3D shapes
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning Strategies
G3.3
Big Idea: Composing, decomposing, and
transforming shapes Can learners recognise the fixed line about which a Prepare plane shapes such as right angled triangles,
shape is rotated? rectangles and circles and allow learners to paste them to
Key Skills: Transforming shapes their pencils or thin pieces of sticks. Allow them to rotate
Are learners able to make accurate predictions about and note the new shape forming.
Learners will accurately transform 2D and the 3D objects that will be formed when 2D shapes are
3D shapes by: rotated? Give learners opportunities to talk about their new shape
- rotating them so as to make the connection between the 2D shape and
- flipping them Can they accurately flip a 2D shape and draw the image the new 3D object formed.
of the shape that has been flipped?
Learners should be given opportunities to flip and rotate
Learners will be able to accurately simple 2D and 3D shapes and making predictions on their
differentiate between a flip and a rotation positions.

Can they describe what they see in an object that has Invite learners to represent shapes on the Geoboard and
been flipped as against one that has been rotated? then show a rotation or a flip.

Use pattern blocks and a pipe cleaner to represent a line

of symmetry. Ask learners to create a design on one side
of the pipe cleaner and then ‘flip’ it to the other side.

PAGE1
 How can you show a rotation with your design?

Useful Content for Teacher about the Outcomes:

A Two-Dimensional (2D) shape is a shape that only has two dimensions: width and height. Examples: Squares, Circles, Triangles. These shapes are flat and can
only be drawn on paper.

A
Three-
Dimens
Rotation
Two-dimensional figures can be transformed through space to create three-dimensional solids. One way is to rotate a two-dimensional figure is about a line. This
line is sometimes called an axis of symmetry.

PAGE1
The key feature of any rotation is that they are symmetrical about the line or axis you are rotating them about.

Flip

A flip is when a shape is turned over so it faces the opposite direction. Flip an arrow to demonstrate the concept. If you start with the arrow pointing to the left
and flip it, the arrow will point in the opposite direction, to the right.

PAGE1
Inclusive Resources and Materials

Areas for Integration: Geometry

● Art and Craft:

● Drawing and colouring shapes
● Creating shapes of plants and animals
● Building 3D sculptures from boxes, containers and other objects
● Designing geometric artwork based on Islamic Art
● Creating String Art on a Geoboard template
● Building Toothpick sculptures using marshmallows or gumdrops
● Language:
● Learning adjectives to describe shapes
● Using prefixes to describe polygons according to their sides
● Writing geometry stories based on shape or solid characters. (E.g., The Greedy Triangle)
● Social studies:
● Relating shapes to objects/structures in the environment
● Identifying shapes on a map
● Tracing patterns on a grid

PAGE1
 ● Identifying geometry from cultures around the world. (E.g., Mayan pyramids vs. Egyptian pyramids, architectural wonders (Beijing’s ‘Birdnest’ Olympic
stadium), African weaving and beaded patterns and geometry, Quilt patterns and geometry, etc.)
● Science:
● Relating shaped to the earth, moon and moon phases
● Identifying geometric forms in nature
● Identifying fractal geometry in nature (Snowflakes, river deltas, tree branches, etc.)
● HFLE:
● Learning to appreciate colleagues when working in groups when discussing spatial sense and geometry concepts.

Learners’ Literature Suggestions

● Burns, Marilyn The Greedy Triangle (2D shapes)
● Emery, Joanna The Triangle Book (shapes)
● Friedman, Aileen A Cloak for the Dreamer (2D shapes)
● Hoban, Tana So Many Circles, So Many Squares (shapes in the world)
● Hutchins, Pat Rosie’s Walk (position in space)
● Micklethwaite, Lucy I Spy Shapes in Art (2D shapes and 3D solids)
● Murphy, Stuart J. Bug Dance (directions)
● Murphy, Stuart J. The Greatest Gymnast of All (opposites)
● Murphy, Stuart J. Captain Invincible and the Space Shapes (3D solids)
● Murphy, Stuart J. Let’s Fly a Kite (symmetry)

Useful Vocabulary: Geometry

2-dimensional, 3-dimensional, plane shape

PAGE1
STRAND: MEASUREMENT
Essential Learning Outcomes: Learners will demonstrate and apply understanding of measurement related concepts and skills, and apply these in meaningful contexts
to solve problems.
Grade One Level Expectations: Non- standard units of measure for length, area, mass, volume and capacity.
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning Strategies
M1.1
Big Idea: Understanding what and how to
measure. Can learners identify or name attributes that can be Give learners opportunities to identify objects that can be
Key Skills: Developing an understanding measured? measured? Ask learners to make direct comparisons between
of measurable attributes two objects according to length, mass, capacity.
Learners will: Can learners distinguish among measurable attributes?
- develop an understanding of what can Ask learners, “What do we want to measure?” Make a list of
be measured. Can learners predict which measurable attribute(s) of a attributes that are measureable. Ask learners to make prediction
● How long is it given object can be considered? i.e. when to measure about attributes.
● How heavy is it mass, or length, etc. Give learners opportunities to say which object is heavy/light,
● How much it holds lighter/heavier etc. Provide opportunities for learners to collect
Are learners able to use the correct vocabulary to objects and sort them based on measurable attributes. Give
-- differentiate among measurable describe objects in relation to a measurable attribute? learners opportunities to explore objects and make comparisons
attributes.(i.e. length, area, mass, between and among them – length (which longer/shorter,
capacity, etc.) Can learners sort objects based on measurable shorter); mass – heavier/lighter and capacity – (more/less).

PAGE1
 attributes?
Give learners opportunities to manipulate with given objects and
make predictions which is longest/shortest or heaviest/lightest or
smallest/largest or most/least.

Useful Content Knowledge for the teacher

Measurement involves identifying and comparing similar attributes. Learners should use a variety of words involving measurement including “longest,” “heaviest”,
“most”, “least”. etc. It is important that learners explore measurement in context throughout each day using direct comparison. For example, Who has the longest
pencil? Which has the most beads/marbles? Who has the heaviest backpack?

Learners should recognise that length tells about the extent of an object along one dimension. Direct measurement consists of comparing lengths by lining up items side
by side, beginning at a common base. Learners should order objects from longest to shortest.

Learners should recognise that capacity tells how much something will hold.

In comparing areas, learners are examining the amount of space taken up by an object. For example, one placemat might take up more of the table than another. Direct
measurement involves placing one surface on top of another to see which “sticks out.”

Learners should recognise that mass tells about the “heaviness” of an object. They should explore methods to compare and order masses. Direct measurement involves,
for instance, placing two objects on a balance simultaneously and comparing the mass of one with that of the other.

Inclusive Resources Materials

Large and small containers
Pan balance

PAGE1
Place mats
Empty drink bottles, rulers, plastic cups

STRAND: MEASUREMENT

Essential Learning Outcomes: Learners will demonstrate and apply understanding of measurement related concepts and skills, and apply these in meaningful
contexts to solve problems.
Grade One Level Expectations: Non-standard units of measure for length, area, mass, volume &capacity
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning Strategies
M1.2
Big Idea: Understanding what and how
Give learners opportunities to look at situations to arrive at
we measure
Can learners use the non-standard units for length, area,
some non-standard units - length mass and capacity e.g.
mass and capacity?
length – hand span, cubit, foot span, stride or step etc., Mass
Key concepts: Comparing and ordering
– estimating with your hands, scale, balance etc. Capacity –
based on measurable attributes
Can learners use non-standard units of length to measure
use of containers, bottles etc.
things in their class environment?
Learners will:
Using the following strategies, ask learners to use their senses
- make direct comparisons of two (2) or
Can learners use non-standards units of mass to say if
more objects based on one (1) attribute. to compare: What ‘looks’ bigger? ‘feels’ heavier?, etc.
objects are heavy or light, lighter or heavier?
- order objects based on measureable
Provide opportunities for learners to predict which is
attributes. Can learners use non-standard units of capacity to say
longest/shortest or heaviest/lightest or largest/smallest or

PAGE1
which container holds more or less? most/least given a set of objects and explain reasoning.
Can learners make direct comparisons of two (2) objects
based on length, mass and capacity? Give learners opportunities to look and determine their
lengths For example, The desk top is so many pencils long,
Can learners look at a set of given objects, make
etc.
predictions on same and explain findings?

Give learners opportunities to say which object is heavy/light,

lighter/heavier and lighter.

Give learners opportunities to look at containers/vessels and

state which holds more/least, arranging those objects in
ascending/descending order.

Give learners opportunities to explore objects and make

comparisons on them – length (which longer/shorter,
shorter); mass – heavier/lighter and capacity – (more/less).

PAGE1
Useful Content Knowledge for the Teacher about the Outcome
It is important for learners to understand that measurable attributes can be used to order objects. The teacher should show learners some real world examples of how
things are ordered according to height, mass, etc. Learners will be encouraged to use their senses to build understanding about what measurement is and what we
might want to know about an object. Learners will determine specific attributes based on observation and exploration of objects in their environment

PAGE1
PAGE1
Inclusive Resources and Materials

Large and small containers

Pan balance
Place mats
Empty drink bottles, rulers, plastic cups
Toothpicks,
String,
Any other items that can be used as non-standard units.

STRAND: MEASUREMENT
Essential Learning Outcomes: Learners will demonstrate and apply understanding of measurement related concepts and skills, and apply these in meaningful contexts to
solve problems.
Grade One Level Expectations: Non-standard units of measure for length, area, mass and capacity
Specific Curriculum Outcomes Inclusive Assessment Strategies. Inclusive Learning Strategies.
M1.3
Big Idea: Understanding what and how to
measure. Can learners identify objects that can be used to measure Give learners opportunities to estimate, measure and compare
other objects? the numbers of paper clips, pencils, etc., needed to measure the
Key Skills: Developing and applying non- length of the same object.
standard units of measures Can learners use non-standard units to measure and
compare? Allow learners to estimate, measure and record lengths, heights

PAGE1
Learners will: and distances. (For example, A book is about 10 paper clips wide;
Can learners tell which is longer, heavier, greater, etc.? a pencil is about 3 toothpicks long).

● use non-standard units of Have learners estimate, measure and describe area using non-
measure for length, area, mass & standard units (For example, It took about 15 cards to cover my
capacity. desk, with little space left over).

Have them estimate, measure and describe the capacity and/or

● compare and order objects, using
mass of an object, through investigation using non-standard
attributes measured in non-
units.
standard units.
(For example, My book has the same mass as 10 pencils. The 3
juice cans have the same capacity as my water bottle).

Give learners opportunities to look at objects in the environment

and determine their lengths. (For example, The length of the desk
top is 5 pencils etc.)

Useful Content Knowledge for the Teacher about the Outcome:

Non-standard units are used to introduce very young learners to the concept of measuring without them having to read any scales. The idea of non-standard measures is to focus the child on the

PAGE1
To measure weight, a child might be given a lever balance (like the one below), a lump of plasticine and lots of equal-sized [Link] may be asked to work out how
many blocks weigh the same as the lump of plasticine. They may then be given another object, such as a pencil, and asked to work out how many blocks weigh the same
as the pencil. If they use fewer blocks this time, they should be able to understand the concept of the plasticine weighing more than the pencil and be able to put this
into a sentence verbally. For example: The plasticine is heavier than the pencil. OR The pencil is lighter than the plasticine.
Another example of using non-standard units would be to use hand span to measure length. For example: a learner might be asked to measure the length of their table
using their hand span. They would then record how many hand spans the table was and record this. They might then be asked to measure the length of a book. They
would need to express what they had learnt verbally with statements such as:
The book is shorter than the table. OR The table is longer than the book.

Learners might also be asked to measure HYPERLINK "[Link] in various containers by using small containers to
measure amounts of liquid.

Can use non-standard units to measure attributes, e.g. uses blocks, hands span, toy cars, etc. to measure length; uses squares, palms, etc. to measure area; uses blocks,
sand, little stones, etc. to see which container holds [Link] should use estimation strategies to think about how much or how many before measuring. This is an
excellent connection to visualization and spatial sense.

PAGE1
Inclusive Resources and Materials.

Paper clips Sticks Cards Balance Leaves

Areas for Integration: Measurement

● Art and Craft:

● Drawing, colouring and making patterns with leaves
● Comparing the length and area of leaves
● Language:
● Using adjectives to compare lengths
● Writing simple sentences to describe attributes for measuring
● Social studies:
● Use footsteps and other non-standard units to measure boundaries
such as around the classroom, the school yard, etc.
● Science:
● Comparing the amounts of rainfall for specific periods
● HFLE:
● Learning to appreciate colleagues when working in groups to
measure their bodies and the environment

LLearners’ Literature Suggestions

● Murphy, Stuart J. The Best Bug Parade (comparing sizes)

PAGE1
 ● Murphy, Stuart J. Super Sandcastle Saturday (measuring)
● Tao, Kristina How to Weigh an Elephant (measurement problem solving)

Useful Vocabulary: Measurement

More, less, equal, longer, shorter, heavier, lighter, bigger, smaller, taller, almost
the same

PAGE1
STRAND: DATA ANALYSIS AND PROBABILITY
Essential Learning Outcomes: Learners will develop statistical literacy, recognise and apply strategies for collecting and analyzing data to solve problems involving
uncertainty.
Grade One Level Expectations: Collecting and working with data.
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning Strategies
D1.1
Big Idea: Collecting, organising and
displaying data. Are learners able to formulate simple questions to collect Give learners opportunities to formulate and ask questions to
data? collect data. Learners can do this through playing of games,
Key Skills: Formulating questions that can listening to stories, etc.
be answered with data Are learners able to determine reasonable choices for
their collections? Provide opportunities for learners to brainstorm about what
Learners will: they are interested in exploring. Invite learners to ask questions
Are learners able to ask simple questions to collect data? about their interests. What question would they like to answer?
● formulate simple survey questions
that can be used to collect data. Are learners able to collect data from class activities and
using simple data collection tools? Provide learners with templates to create data collection tool
e.g. surveys or questionnaires. What questions will they need to
Can learner collect data by observing peers in the ask to help answer their question?
classroom?

Provide opportunities for learners to collect and record data by

observing. Learners can observe peers based on the type of
snack they like to eat or games they like to play.

PAGE1
Useful Content Knowledge for the Teacher about the Outcome:

Learners need opportunities to formulate questions on their own so as to gather information that can be use in data collection. Teachers can guide learners to create
simple open ended and closed-ended questions. Giving learners opportunities to write and organise their own questions as a data collection tool to help to motivate
and stimulate their interest in obtaining and interpreting data collected. Data collection can also be done through observation using a well prepared checklist.

Vocabulary:
Open ended questions are questions that require more than a one word answer. For example, Why do you think most learners prefer cricket than basketball?
Closed-ended questions are those questions that can be answered with a simple “yes” or “no”. For example, Is red your favourite colour?

Inclusive Resources and Materials (texts, family &community knowledge and

resources, web resources)

Concrete materials such as: beads, marbles, pencils, blocks, square tiles etc.
Templates

Links to videos (As links to online videos may not be permanent, teachers are
encouraged to conduct regular searches for current and live links to
appropriate learning resources.)

Data Collection Methods For Kids |

Grade 1 Maths For Kids
HYPERLINK
"[Link]

PAGE1
 Organising and Interpreting Data - 1st Grade Math Videos for Kids
HYPERLINK
"[Link]

HYPERLINK "[Link]

STRAND: DATA ANALYSIS AND PROBABILITY

Essential Learning Outcomes: Learners will develop statistical literacy, recognise and apply strategies for collecting and analyzing data to solve problems involving
uncertainty.
Grade One Level Expectations: Collecting and working with data.
Specific Curriculum Outcomes Inclusive Assessment Strategies Inclusive Learning Strategies
D1.2
Big Idea: Collecting, organising and
displaying data Are learners able to collect data from class and other Give learners opportunities to sort, classify and record data
activities using simple data collection tools? collected. For example, collecting corks and sorting them by
Key Skills: Collecting, organising, colours, shapes and sizes.
displaying and communicating data Can learners sort and organise data into categories based
on characteristics or similarity? For example, Can learners Ask learners to represent ‘concrete’ data using concrete
Learners will: collect drink corks or soda cans, sort them based on materials displayed in graphic form. Encourage learners to make
● collect, organise, display and colours or type of soda and record data? graphic representations of data using their bodies as ‘data’.
communicate data that has been
collected. Provide simple data collection tools so that learners can conduct
Are learners able to record information collected using surveys and collect data from peers in the classroom. For
tallies or on a table? example, checklists

Can learners collect data and display same on a graph.

For example, Can learners create a pictograph showing Use prepared tables or charts for learner to record data using a

PAGE1
 the favourite colours of learners in Grade 1 or on a block variety of recording methods such as tally marks, drawings or
graph. even materials collected.

Can learners formulate questions based on data collected Provide learners with templates so that they can record and
and displayed? display data.

Are learners able to answer questions based on Provide opportunities so that learner can create and use their
graphs/tables? own symbols as in the case of a pictograph.

Are learners able to read and describe data using Allow learners to build bar graphs using blocks, tiles or drawings
comparative language? to represent data collected.

Allow learner to interpret, describe and discuss the data

Are learners able to draw conclusions based on data collected in small groups and as a class.
collected?
Give learners opportunities to formulate and answer questions
based on displayed data. For example, How many more red corks
were collected than blue corks?

Useful Content Knowledge for the Teacher about the Outcome:

Learners’ early work in data includes sorting and classifying objects. Many of the basic concepts and skills involved in sorting and classifying objects are also
fundamental to the organization of data. Learners must be able to sort and classify, or organise and categorize data, in order to record the results of data collection in
an effective way.
Learners need frequent practice with sorting and classifying objects, especially although not exclusively, in the early grades. Sorting and classifying can be done with
everyday materials or materials created specifically for this purpose.

PAGE1
Vocabulary
- Sorting is the physical act of grouping objects according to shared characteristics
- Classifying is the process of differentiating among the groups by giving each group a category name

People collect data naturally in order to solve problems. Learners do this naturally even before they come to school. For example, when a child is given a new toy,
phone or tablet he or she will conduct several experiments to find out how it works. The child may even ask a series of questions to gather more information about his
prize.
School activities show support this idea that data collection is a tool that can help solve problems, rather than end in itself. There should always be purpose for
collecting data, and the method of data collection should suit that purpose.

Use graphs beginning with concrete graphs that represent data using blocks or the learners’ bodies as data. Encourage learners to construct concrete graphs with multi-
link cubes. Learners can affix pictures to blocks to represent specific data.
Concrete Graphs:

PAGE1
Pictographs:

PAGE1
Bar Graphs:

PAGE1
Data collection tools samples

PAGE1
Inclusive Resources and Materials

PAGE1
Concrete materials such as beads, marbles, pencils, blocks, square tiles etc.
Templates

Links to videos (As links to online videos may not be permanent, teachers are
encouraged to conduct regular searches for current and live links to
appropriate learning resources.)

Data Collection Methods For Kids |

Grade 1 Maths For Kids
HYPERLINK
"[Link]

Organising and Interpreting Data - 1st Grade Math Videos for Kids
HYPERLINK
"[Link]

HYPERLINK "[Link]

Areas for Integration: Data Analysis and Probability

● Art and Craft:

● Creating concrete graphs, pictographs and charts with clarity and
impact to convey a message
● Language:
● Reading, comprehending and sorting data gathered
● Learning to make inferences: reading the data, reading between the
data and reading beyond the data

PAGE1
● Social studies:
● Tally charts can be used when discussing cultural diversity or other
appropriate areas
● Conduct a variety of surveys to gather information pertaining to
local communities, learners’ interests and cultural contexts.
● Science:
- Interpret information from weather charts/symbols.
Gather data based on plant growth, animal characteristics and habits and the
environment
Use the data collected in useful ways to convey information, inform
interested parties and as agents for social change and justice.
● HFLE:
● Learning to appreciate colleagues when working in groups to collect
and analyze data for a variety of purposes including making positive
changes in lifestyle and living healthily.

Learners’ Literature Suggestions

● Leedy, Loreen The Great Graph Contest (graphs)
● Hoban, Tana Is It Red? Is It Yellow? Is It Blue? (sorting)
● Keenan, Sheila More or Less a Mess (sorting)

Useful Vocabulary: Data Analysis and Probability

Tally chart, bar graph, pictograph

PAGE1
PAGE1