1
The seven interrelated mathematical processes are intended to permeate teaching and describe [C] COMMUNICATION [PS] PROBLEM SOLVING
the critical aspects of learning, doing, and understanding mathematics. These processes allow
Mathematical students to engage in thinking about mathematics, and support the acquisition and the use of [CN] CONNECTIONS [R] REASONING
PROCESSES
mathematical knowledge and foundational skills that develop conceptual understanding.
R A D E [ME] MENTAL MATHEMATICS [T] TECHNOLOGY
G AT I C S These processes are outlined in detail in Kindergarten to Grade 8 Mathematics: Manitoba
AND ESTIMATION
M [V] VISUALIZATION
MATHE ance
Curriculum Framework of Outcomes (2013).
a t a g l
Grade 1 Mathematics PATTERNS AND SHAPE AND STATISTICS AND
at a Glance can be used
in designing, planning,
NUMBER RELATIONS SPACE PROBABILITY
and assessing student Strand Strand Strand Strand
learning for the year. It can
be used as a planning tool
Counting Patterns Measurement Not applicable
to preview the content of Number sequence and estimation of quantities Patterning and Algebraic Thinking Length, Area, Volume (Capacity), and
the Grade 1 Mathematics
to 100 N.1 N.3 N.6 N.8 Repeating patterns PR.1 PR.2 Mass (Weight)
curriculum.
Representation of Whole Numbers Variables and Equations A process of comparison SS.1
It is organized by strands Subitize to 10 N.2 Algebraic Representations with 3-D Objects and 2-D Shapes
and substrands and Equations Identifying, Sorting, Comparing, and
Whole numbers to 20 N.4
sorts learning outcomes
Problems involving whole numbers to 20 N.5 Equality and inequality PR.3 PR.4 Constructing
into categories or 3-D objects and 2-D shapes
learning targets. The Equal groupings to 30 N.7 SS.2 SS.3 SS.4
learning targets can be Operations with Whole Numbers
used to connect learning Addition with answers to 20 and their
by integrating strands, corresponding subtraction facts N.9
learning outcomes, and
other subject areas. Addition and related subtraction facts to 18
N.10
This document can be used
with the Glance Across
the Grades document
to plan clear and concise
expectations for student
learning by using big ideas Substrands
(the why behind what we • Learning Targets
are learning).
GRADE
1MATHEMATICS Curriculum Overview
NUMBER PATTERNS AND STATISTICS AND
RELATIONS SHAPE AND SPACE
Strand Strand PROBABILITY
Strand Strand
Counting Patterns Measurement Not applicable
Say the number sequence forward and backward by 1s between any Patterning and Algebraic Thinking Length, Area, Volume (Capacity), and Mass (Weight)
two given numbers to 100. Say the number sequence forward by 2s Demonstrate an understanding of repeating patterns by describing, Demonstrate an understanding of measurement as a process of
starting at 0 to 30 and forward by 5s and 10s starting at 0 to 100. reproducing, extending, and creating them. Translate repeating identifying attributes of objects that can be compared, ordered, filled,
Demonstrate an understanding of counting using strategies and number
patterns from one representation to another. PR.1 PR.2 covered, or matched. SS.1
relationships. Estimate quantities to 20 by using referents.
N.1 N.3 N.6 N.8 Variables and Equations 3-D Objects and 2-D Shapes
Representation of Whole Numbers Algebraic Representations with Equations Identifying, Sorting, Comparing, and Constructing
Subitize and name familiar arrangements of 1 to 10 dots or objects. Describe equality as a balance and inequality as an imbalance, and Sort, replicate, and compare 3-D objects and 2-D shapes.
Represent, describe, compare, and order whole numbers to 20 to solve record equalities with an equal symbol. PR.3 PR.4 SS.2 SS.3 SS.4
problems. Demonstrate how a number, up to 30, can be represented by
a variety of groups with and without remainders.
N.2 N.4 N.5 N.7
Operations with Whole Numbers
Demonstrate an understanding of addition with answers to 20 and
their corresponding subtraction facts by using mathematical language,
problem solving, and modelling. Describe and use mental mathematics
strategies to determine addition and related subtraction facts to 18. Concept/learning outcomes are taught in this grade
Recall one more and one less, complementary numbers to 5 and 10, only and will be applied in future grades.
doubles (up to 5 + 5), and related subtraction facts. N.9 N.10 Concept/learning outcomes introduced in previous
grade(s) are further taught in this grade and will be
applied in future grades.
Concept/learning outcomes are taught for the
first time in this grade and will be taught in future
grade(s).
Concept/learning outcomes introduced in previous
grades are taught in this grade and will continue to
be taught in future grades.
KNOWLEDGE AND UNDERSTANDING MENTAL MATH AND ESTIMATION PROBLEM SOLVING
OF MATHEMATICAL CONCEPTS The student uses math knowledge and number facts to calculate mentally or The student applies knowledge, skill, or understanding to solve problems in
REPORT CARD The student demonstrates knowledge and understanding of grade-specific estimate within each strand (number, patterns and relations, shape and space, each strand (number, patterns and relations, shape and space, statistics and
C ATEGORIES mathematical concepts and skills in each strand (number, patterns and relations,
shape and space, statistics and probability).
statistics and probability). Students apply mental math strategies with efficiency,
accuracy, and flexibility. They are able to make reasonable estimates of values or
probability). By learning to solve problems and by learning through problem
solving, students connect mathematical ideas in new contexts. Students think
quantities using benchmarks and referents. logically, visualize, model, reason, and communicate and justify their solutions.
GRADE
1MATHEMATICS Mathematical Processes
The seven interrelated mathematical processes are intended to permeate teaching and describe the critical These processes are outlined in detail in Kindergarten to Grade 8 Mathematics: Manitoba Curriculum Framework
aspects of learning, doing, and understanding mathematics. These processes allow students to engage of Outcomes (2013).
in thinking about mathematics, and support the acquisition and the use of mathematical knowledge and
foundational skills that develop conceptual understanding.
x
38 5
4 +
9 =
MENTAL MATH AND PROBLEM 0 5
COMMUNICATION (C) CONNECTIONS (CN) REASONING (R) TECHNOLOGY (T) VISUALIZATION (V)
-5
ESTIMATION (ME) SOLVING (PS)
Reading about, representing, Mathematics becomes Mental mathematics is a Students develop understanding Mathematical reasoning Technology contributes to Visual images and visual
viewing, writing about, more meaningful when it is combination of strategies that of mathematical concepts and involves generalizing from and supports the learning of reasoning are important to a
listening to, and discussing contextualized and linked to enhances flexible thinking procedures when they apply patterns, conjecturing, a wide range of mathematical sense of number, space, and
mathematical ideas allows students’ experiences across and number sense. Estimation their mathematical knowledge validating, and proving. concepts and can increase measurement. Visualization
students to create links disciplines. Furthermore, is a strategy for determining to solve problems in new ways Students need to develop the focus on conceptual is fostered through the use of
among their own language mathematics should be approximate values or and meaningful contexts. confidence in their abilities understanding by decreasing concrete materials, technology,
and ideas, the language and viewed as an integrated quantities, usually by referring When students encounter to reason and to justify their the time spent on repetitive and a variety of visual
ideas of others, and the formal whole, rather than as the to benchmarks or using new situations and respond to mathematical thinking. Good procedures. It enables students representations. Visualization
language and symbols of study of separate strands referents, or for determining the questions of the type How would reasoning is as important as to explore and create patterns, can help students gain a
mathematics. Communication or units. Within a particular reasonableness of calculated you . . . ? or How could you . . . ?, finding correct answers. The organize and display data, concrete understanding of
enables students to reflect topic, students should see the values. Estimation is often the problem-solving approach thinking skills developed by examine relationships, model abstract concepts.
upon, to validate, and connections between concrete, used to make mathematical is being modelled. Problems a focus on reasoning can be situations, generate and test
to clarify their thinking. pictorial, and symbolic judgments and to develop are often open-ended, so used in life in a wide variety of conjectures, solve problems,
Expression of mathematical modes of representation. useful, efficient strategies students may arrive at multiple contexts and disciplines. and reinforce the learning of
meaning and ideas can be When mathematical ideas for dealing with situations solutions in different and basic facts. Technology can
accomplished orally or in are connected to each other in daily life. Strategies in creative ways. Rich problems help to satisfy the curiosity
written representations such as or to real-world phenomena, mental mathematics and allow students in the class to of students and lead to rich
journals and learning logs. students begin to view estimation enable students demonstrate their knowledge, mathematical discoveries
mathematics as useful, to calculate mentally without skill, or understanding at a level at all grade levels. The use
relevant, and integrated. the use of external aids. In the appropriate to them. Learning of technology can enhance,
process, they improve their through problem solving should although it should not replace,
computational fluency— be the focus of mathematics at conceptual understanding,
developing efficiency, accuracy, all grade levels and should be procedural thinking, and
and flexibility. embedded throughout all topics. problem solving.