Mathematics, Grade 1

Expectations by strand
A. Social-Emotional Learning (SEL) Skills in
Mathematics and the Mathematical Processes
This strIJnd foĐuses on students’ development IJnd IJppliĐIJtion of soĐiIJl-emotional
learning skills to support their learning of math concepts and skills, foster their
overall well-being and ability to learn, and help them build resilience and thrive as
math learners. As they develop SEL skills, students demonstrate a greater ability to
understand and apply the mathematical processes, which are critical to
supporting learning in mathematics. In all grades of the mathematics program,
the learning related to this strand takes place in the context of learning related to
all other strands, and it should be assessed and evaluated within these contexts.

Overall expectations
Throughout this grade, in order to promote a positive identity as a math learner, to foster
well-being and the ability to learn, build resilience, and thrive, students will:
A1. Social-Emotional Learning (SEL) Skills and the Mathematical
Processes
apply, to the best of their ability, a variety of social-emotional learning skills to support their
use of the mathematical processes and their learning in connection with the expectations in the
other five strands of the mathematics curriculum

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To the best of
their ability, … as they apply the mathematical
… so they can:
students will processes:
learn to:
1. identify and ● problem solving: develop, select, 1. express and manage their
manage emotions and apply problem-solving feelings, and show
strategies understanding of the feelings
● reasoning and proving: develop of others, as they engage
and apply reasoning skills (e.g., positively in mathematics
classification, recognition of activities
relationships, use of counter-
examples) to justify thinking, make
and investigate conjectures, and
construct and defend arguments
2. recognize ● reflecting: demonstrate that as 2. work through challenging
sources of stress they solve problems, they are math problems,
and cope with pausing, looking back, and understanding that their
challenges monitoring their thinking to help resourcefulness in using
clarify their understanding (e.g., by various strategies to respond
comparing and adjusting strategies to stress is helping them build
used, by explaining why they think personal resilience
3. maintain their results are reasonable, by 3. recognize that testing out
positive recording their thinking in a math different approaches to
motivation and journal) problems and learning from
perseverance ● connecting: make connections mistakes is an important part
among mathematical concepts, of the learning process, and is
procedures, and representations, aided by a sense of optimism
and relate mathematical ideas to and hope
other contexts (e.g., other
4. build 4. work collaboratively on
curriculum areas, daily life, sports)
relationships and math problems – expressing
communicate ● communicating: express and their thinking, listening to the
effectively understand mathematical thinking, thinking of others, and
and engage in mathematical practising inclusivity – and in
arguments using everyday that way fostering healthy
language, language resources as relationships
necessary, appropriate
5. develop self- 5. see themselves as capable
mathematical terminology, a
awareness and math learners, and
variety of representations, and
sense of identity strengthen their sense of
mathematical conventions
ownership of their learning,
● representing: select from and
as part of their emerging
create a variety of representations
sense of identity and
of mathematical ideas (e.g.,
belonging

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 6. think critically representations involving physical 6. make connections between
and creatively models, pictures, numbers, math and everyday contexts
variables, graphs), and apply them to help them make informed
to solve problems judgements and decisions
● selecting tools and strategies:
select and use a variety of concrete,
visual, and electronic learning tools
and appropriate strategies to
investigate mathematical ideas and
to solve problems

B. Number
Overall expectations
By the end of Grade 1, students will:

B1. Number Sense

demonstrate an understanding of numbers and make connections to the way numbers are used
in everyday life

Specific expectations
By the end of Grade 1, students will:

B1.1 Whole Numbers

read and represent whole numbers up to and including 50, and describe various ways they are
used in everyday life

Teacher supports
Key concepts

● Reading numbers involves interpreting them as a quantity when they are expressed in
words or numerals, or represented using physical quantities or diagrams.
● The numerals 0 to 9 are used to form numbers. They are referred to as the digits in a
number and each digit corresponds to a place value. For example, in the number 25, the
digit 2 represents 2 tens and the digit 5 represents 5 ones.
● Sometimes numbers used every day do not represent a quantity. For example:

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 ○ Postal codes and license plates are made up of the numerals 0 to 9 and letters.
○ Addresses are assigned numbers in order.
○ Numbers on sports jerseys organize the players on a team.
○ Numbers can rank positions, such as finishing 3rd in a race.

● Sometimes numbers used every day describe quantities (e.g., 12 turtles).

● Recognizing small quantities without counting (subitizing) is helpful for working with
numbers.
● Numbers can be represented in a variety of ways including the use of counts such as
tallies, position, or distance on a number line, in words, using money, and using
mathematical learning tools such as ten frames.

Note

● Every strand in the mathematics curriculum relies on numbers.

● Numbers may have cultural significance.
● Subitizing can help lay the foundation for work with place value, addition and
subtraction, and estimation. For example, students looking at the number 32 can
visualize 3 ten frames and 2 more; students can see a representation of 7 as 3 + 4. See
SE B1.2.
● Subitizing is easier when objects are organized (e.g., dots on a die or a domino) than
when they are unorganized (i.e., objects randomly positioned).
● Sometimes a quantity is recognized all at once (perceptual subitizing).
● Sometimes a quantity is recognized as smaller quantities that can be added together
(conceptual subitizing).

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B1.2 Whole Numbers

compose and decompose whole numbers up to and including 50, using a variety of tools and
strategies, in various contexts

Teacher supports
Key concepts

● Numbers are composed when two or more numbers are combined to create a larger
number. For example, twenty and five are composed to make twenty-five.
● Numbers are decomposed when they are taken apart to make two or more smaller
numbers that represent the same quantity. For example, 25 can be represented as two
10s and one 5.

Note

● When a number is decomposed and then recomposed, the quantity is unchanged. This is
the conservation principle.
● Numbers can be decomposed by their place value.
● Composing and decomposing numbers in a variety of ways can support students in
becoming flexible with their mental math strategies for addition and subtraction.
● Certain tools are helpful for showing the composition and decomposition of numbers. For
example:

○ Ten frames can show how numbers compose to make 10 or decompose into
groups of 10.
○ Rekenreks can show how numbers are composed as groups of 5s and 10s or
decomposed into 5s and 10s.
○ Coins and bills can show how numbers are composed and decomposed according
to their values.
○ Number lines can be used to show how numbers are composed or decomposed
using different combinations of “jumps”.

B1.3 Whole Numbers

compare and order whole numbers up to and including 50, in various contexts

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Teacher supports
Key concepts

● Numbers are compared and ordered according to their “how muchness”.

● Numbers with the same units can be compared directly. For example, 5 cents and 20
cents, 12 birds and 16 birds. Numbers that do not show a unit are assumed to have units
of ones (e.g., 5 and 12 are considered as 5 ones and 12 ones).
● Numbers can be ordered in ascending order – from least to greatest – or can be ordered
in descending order – from greatest to least.

Note

● The "how muchness" of a number is its magnitude.

● There is a stable order to how numbers are sequenced, and patterns exist within this
sequence that make it possible to predict the order and make comparisons.
● The sequence from 1 to 19 has fewer patterns than sequences involving greater numbers
and so requires a lot of practice to consolidate.
● The “decades” that follow the teens pick up on the 1 to 9 pattern. Within each decade,
the 1 to 9 sequence is repeated. After 9 comes the next decade. The pattern of naming
the decade is not always overt in English. For example, 30 means “three tens”, but this
connection may not be noticed by hearing the word “thirty”.
● Number lines and hundreds charts model the sequence of numbers and can be used to
uncover patterns.

B1.4 Whole Numbers

estimate the number of objects in collections of up to 50, and verify their estimates by counting

Teacher supports
Key concepts

● Estimation is used to approximate quantities that are too great to subitize.

● Different strategies can be used to estimate the quantity in a collection. For example, a
portion of the collection can be subitized and then that amount visualized to count the
remainder of the collection.
● Although there are many different ways to count a collection (see SE B1.5), if the count is
carried out correctly, the count will always be the same.

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Note

● Estimating collections involves unitizing, for example, into groups of 5, and then counting
by those units (skip counting by 5s).
● Estimation skills are important for determining the reasonableness of calculations and in
developing a sense of measurement.

B1.5 Whole Numbers

count to 50 by 1s, 2s, 5s, and 10s, using a variety of tools and strategies

Teacher supports
Key concepts

● The count of objects does not change, regardless of how the objects are arranged (e.g.,
close together or far apart) or in what order they are counted (order irrelevance).
● Counting objects may involve counting an entire collection or counting the quantity of
objects that satisfy certain attributes.
● Objects can be counted individually or in groups of equal quantities. The skip count is
based on the number of objects in the equal groups.
● Each object in a collection must be touched or included in the count only once and
matched to the number being said (one-to-one-correspondence).
● The numbers in the counting sequence must be said once, and always in the standard
order (stable order).
● The last number said during a count describes how many there are in the whole
collection (cardinality), including when groups are combined to solve an addition
problem.

Note

● The counting principles are: one-to-one correspondence, stable order, conservation

principle, order irrelevance, and cardinality.
● When skip counting groups of objects of the same quantity, the unit of skip count is the
number of objects in each group. For example, when each group has two objects, the
counter should count by twos.
● When skip counting a set of objects that leaves remainders or leftovers, the leftovers
must still be counted for the total to be accurate. For example, when counting a
collection of 37 by 5s, the 2 left over need to be counted individually and added to 35.

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 ● Skip counting is an efficient way to count larger collections, and it also helps build basic
facts and mental math strategies and establishes a strong foundation for multiplication
and division.
● Counts can be tracked using tally marks. An application of this is identified in the Data
strand; see Data, SE D1.2.

B1.6 Fractions

use drawings to represent and solve fair-share problems that involve 2 and 4 sharers,
respectively, and have remainders of 1 or 2

Teacher supports
Key concepts

● Fair-sharing or equal-sharing means that quantities are shared equally. For a whole to be
shared equally, it must be partitioned so that each sharer receives the same amount.

Note

● Words can have multiple meanings. It is important to be aware that in many situations,
fair does not mean equal, and equal is not equitable. Educators should clarify how they
are using the term "fair share" and ensure that students understand that in the math
context fair means equal and the intent behind such math problems is to find equal
amounts.
● Fair-share or equal-share problems provide a natural context for encountering fractions
and division. Present these problems in the way that students will best connect to.
● Whole numbers and fractions are used to describe fair-share or equal-share amounts. For
example, 5 containers of playdough shared between 2 people means that each person
receives 2 containers and half of another container. Or each person could receive 5
halves, depending on the sharing strategy used.
● Fractions have specific names. In Grade 1, students should be introduced to the
terminology of “half/halves” and “fourth/fourths”.

B1.7 Fractions

recognize that one half and two fourths of the same whole are equal, in fair-sharing contexts

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Teacher supports
Key concepts

• When something is shared fairly, or equally as two pieces, each piece is 1 one half of the
original amount. Two one halves make up a whole.
• When something is shared fairly, or equally as four pieces, each piece is 1 one fourth of
the original amount. Four one fourths make up a whole.
• If the original amount is shared as two pieces or four pieces, the fractions one half and
two fourths are equivalent.
• A half of a half is a fourth.
• If something is cut in half, it is not possible for one person to get “the big half” while the
other person gets “the small half”. If something is cut in half, both pieces are exactly
equal. If there is a “big half”, then it isn’t a half.

Note

• Words can have multiple meanings. It is important to be aware that in many situations,
fair does not mean equal, and equal is not equitable. Educators should clarify how they
are using the term “fair share” and ensure that students understand that in the math
context fair means equal and the intent behind such math problems is to find equal
amounts.
• Different fractions can describe the same amount as long as they are based on the same
whole.
• The size of the whole matters. If 1 one half and 1 one fourth are based on the same
whole, then 1 one half is twice as big as 1 one fourth. But if a small sticky note is cut into
halves, and a big piece of chart paper is cut into fourths, then the 1 one fourth of the
chart paper is bigger than the 1 one half of the sticky note.
• The fair-share problems that students engage in for learning around SE B1.6 will provide
the opportunity to notice that 1 one half and 2 one fourths are the same amount.
• Students in this grade are not expected to write fractions symbolically; they should write
1
“half”, not “2”.

B1.8 Fractions

use drawings to compare and order unit fractions representing the individual portions that
result when a whole is shared by different numbers of sharers, up to a maximum of 10

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Teacher supports
Key concepts

● When one whole is shared equally by a number of sharers, the number of sharers
determines the size of each individual portion and is reflected in how that portion is
named. For example, if a whole is equally shared among eight people, the whole has
been split into eighths, and each part is one eighth of the whole. One eighth is a unit
fraction, and there are 8 one eighths in a whole.
● The size of the whole matters. When comparing fractions as numbers, it is assumed they
refer to the same-sized whole. Without a common whole, it is quite possible for one
fourth to be larger than one half.
● Sharing a whole equally among more sharers creates smaller shares; conversely, sharing
a whole equally among fewer sharers creates larger shares. So, for example, 1 one fourth
is larger than 1 one fifth, when taken from the same whole or set.

B2. Operations
use knowledge of numbers and operations to solve mathematical problems encountered in
everyday life

Specific expectations
By the end of Grade 1, students will:

B2.1 Properties and Relationships

use the properties of addition and subtraction, and the relationship between addition and
subtraction, to solve problems and check calculations

Teacher supports
Key concepts

● When zero is added or subtracted from a quantity, the quantity does not change.
● Adding numbers in any order gives the same result.
● Addition and subtraction are inverse operations, and the same situation can be
represented and solved using either operation. Addition can be used to check the answer
to a subtraction question, and subtraction can be used to check the answer to an addition
question.

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Note

● Students need to understand the commutative and identity properties, but they do not
need to name them in Grade 1. These properties help in developing addition and
subtraction facts.
● This expectation supports most other expectations in the Number strand and is applied
throughout the grade. Whether working with numbers or with operations, recognizing
and applying properties and relationships builds a strong foundation for doing
mathematics.
● Part-whole models help with noticing the inverse operations of addition and subtraction
(see SE B2.4).
● The inverse relationship can be used to check that a solution is correct.

B2.2 Math Facts

recall and demonstrate addition facts for numbers up to 10, and related subtraction facts

Teacher supports
Key concepts

● Understanding the relationships that exist among numbers and among operations
provides strategies for learning basic facts.
● Knowing the fact families can help with recalling the math facts (e.g.,
4 + 6 = 10, 10 – 4 = 6, and 10 – 6 = 4).
● There are many strategies that can help with developing and understanding the math
facts:

○ Counting on and counting back supports + 1, + 2, − 1, and − 2 facts.

○ The commutative property (e.g., 6 + 4 = 10 and 4 + 6 = 10).
○ The identity property (e.g., 6 + 0 = 6 and 6 – 0 = 6).
○ Doubles, doubles + 1, and doubles – 1 (e.g., 4 + 5 can be thought of as 4 + 4 plus 1
more; 9 can be thought of as 10 less 1 or double 5 less one).

Note

● Addition and subtraction are inverse operations. This means that addition facts can be
used to understand and recall subtraction facts (e.g., 5 + 3 = 8, so 8 – 5 = 3 and 8 – 3 = 5).

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 ● Having automatic recall of addition and subtraction facts is useful when carrying out
mental and written calculations and frees up working memory when solving complex
problems and tasks.

B2.3 Mental Math

use mental math strategies, including estimation, to add and subtract whole numbers that add
up to no more than 20, and explain the strategies used

Teacher supports
Key concepts

● Mental math refers to doing calculations in one’s head. Sometimes the numbers or the
number of steps in a calculation are too complex to completely hold in one’s head, so
jotting down partial calculations and diagrams can be used to complete the calculations.
● Estimation is a useful mental strategy when either an exact answer is not needed or there
is insufficient time to work out a calculation.

Note

● To do calculations in one’s head involves using flexible strategies that build on known
facts, number relationships, and counting strategies. These strategies continue to expand
and develop through the grades.
● Mental math may or may not be quicker than paper-and-pencil strategies, but speed is
not the goal. The value of mental math is in its portability and flexibility, since it does not
require a calculator or paper and pencil. Practising mental math strategies also deepens
an understanding of the relationships between numbers.
● Estimation can be used to check the reasonableness of calculations and should be
continually encouraged when students are doing mathematics.
● Number lines, circular number lines, and part-whole models can help students visualize
and communicate mental math strategies.

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B2.4 Addition and Subtraction

use objects, diagrams, and equations to represent, describe, and solve situations involving
addition and subtraction of whole numbers that add up to no more than 50

Teacher supports
Key concepts

● Situations involving addition and subtraction may involve:

○ adding a quantity onto an existing amount or removing a quantity from an existing

amount;
○ combining two or more quantities;
○ comparing quantities.

● Acting out a situation by representing it with objects, a drawing, or a diagram can support
students in identifying the given quantities in a problem and the unknown quantity.
● Set models can be used to add a quantity on to an existing amount or to remove a
quantity from an existing amount.
● Linear models can be used to determine the difference between two numbers by
comparing quantities.
● Part-whole models can be used to show the relationship between what is known and
what is unknown and how addition and subtraction relate to the situation.

Note

● An important part of problem solving is the ability to choose the operation that matches
the action in a situation. Addition and subtraction are useful for showing:

○ when a quantity changes, either by joining another quantity to it or separating a

quantity from it;
○ when two quantities (parts) are combined to make one whole quantity;
○ when two quantities are compared.

● In addition and subtraction, what is unknown can vary:

○ In change situations, sometimes the result is unknown, sometimes the starting

point is unknown, and sometimes the change is unknown.
○ In combine situations, sometimes one part is unknown, sometimes the other part is
unknown, and sometimes the total is unknown.

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 ○ In compare situations, sometimes the larger number is unknown, sometimes the
smaller number is unknown, and sometimes the difference is unknown.

● It is important to model the corresponding equation that represents the situation. The
unknown may appear anywhere in an equation (e.g., 8 + ? = 19; ? + 11 = 19; or 8 + 11 = ?),
and matching the structure of the equation to what is happening in the situation
reinforces the meaning of addition and subtraction.
● Sometimes changing a “non-standard” equation (where the unknown is not after the
equal sign) into its “standard form” can make it easier to carry out the calculation. Part-
whole models make the inverse relationship between addition and subtraction evident
and help students develop a flexible understanding of the equal sign. These are
important ideas in the development of algebraic reasoning.
● Counting up or counting down are strategies students may use to determine an unknown
quantity.

B2.5 Multiplication and Division

represent and solve equal-group problems where the total number of items is no more than 10,
including problems in which each group is a half, using tools and drawings

Teacher supports
Key concepts

● With equal-group problems, a group of a given size is repeated a certain number of times
to create a total. Sometimes the size of each group is unknown, sometimes the number
of groups is unknown, and sometimes the total is unknown.

Note

● For this expectation, students are always given the size of the equal groups and they
determine either the number of equal groups or the total needed (not to exceed 10). In
SE B1.6, students solve fair-share problems that find the size of an equal group.
● It is important that students represent equal-group situations using tools and drawings;
this enables them to use counting to solve the problem.
● Solving equal-group problems lays a strong foundation for work with skip counting, using
doubles as a fact strategy, multiplication and division, and fractions.

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C. Algebra
Overall expectations
By the end of Grade 1, students will:

C1. Patterns and Relationships

identify, describe, extend, create, and make predictions about a variety of patterns, including
those found in real-life contexts

Specific expectations
By the end of Grade 1, students will:

C1.1 Patterns

identify and describe the regularities in a variety of patterns, including patterns found in real-
life contexts

Teacher supports
Key concepts

● Human activities, histories, and the natural world are made up of all kinds of patterns,
and many of them are based on the regularity of an attribute.
● The regularity of attributes may include colour, shape, texture, thickness, orientation, or
materials.

Note

● Students can engage in mathematics and patterns through the contexts, cultural
histories, and stories of various cultures.
● Patterns do not need to be classified as repeating or otherwise in Grade 1. Instead, focus
on the attributes that are being used in patterns.

C1.2 Patterns

create and translate patterns using movements, sounds, objects, shapes, letters, and numbers

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Teacher supports
Key concepts

● The same pattern structure can be represented in various ways.

● Patterns can be created by changing one or more attributes.

Note

● When patterns are translated, they are being re-represented using the same type of
pattern structure (e.g., AB, AB, AB… to red-black, red-black, red-black).

C1.3 Patterns

determine pattern rules and use them to extend patterns, make and justify predictions, and
identify missing elements in patterns

Teacher supports
Key concepts

● Patterns can be extended because they are repetitive by nature.

● Pattern rules are generalizations about a pattern, and they can be described in words.
● Patterns can be extended in multiple directions, by showing what comes next or what
came before.
● To make a near prediction about a pattern is to state or show what a pattern will look like
just beyond the given representation of that pattern. The prediction can be verified by
extending that pattern.
● To make a far prediction about a pattern is to state or show what a pattern will look like
well beyond the given representation of that pattern. Often calculations are needed to
make an informed prediction or to verify a prediction.
● To identify missing elements of patterns is to complete a representation for a given
pattern by filling in the missing parts.

Note

● In order to extend, predict, or determine missing elements in patterns, students need to

generalize patterns using pattern rules.
● Rules can be used to verify predictions and to critically analyse extensions and solutions
for missing elements.

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C1.4 Patterns

create and describe patterns to illustrate relationships among whole numbers up to 50

Teacher supports
Key concepts

● There are patterns in numbers and the way that digits repeat from 0 to 9.

Note

● Creating and analysing patterns that involve decomposing numbers will support students
in understanding how numbers are related.
● Creating and analysing patterns involving addition and subtraction facts can help
students develop fluency with math facts, as well as understand how to maintain equality
among expressions.

C2. Equations and Inequalities

demonstrate an understanding of variables, expressions, equalities, and inequalities, and apply
this understanding in various contexts

Specific expectations
By the end of Grade 1, students will:

C2.1 Variables

identify quantities that can change and quantities that always remain the same in real-life
contexts

Teacher supports
Key concepts

● Quantities that can change are also referred to as “variables”.

● Quantities that remain the same are also referred to as “constants”.

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Note

● Identifying quantities in real life that stay the same and those that can change will help
students understand the concept of variability.
● Identifying what is constant and what changes is one aspect of mathematical modelling.
● When students create models of 10 by adding numbers (terms), they are implicitly
working with variables. These terms are variables that can change (e.g., in coding, a
student’s code could be TotalSteps = FirstSteps + SecondSteps).
● In mathematics notation, variables are only expressed as letters or symbols. When
coding, variables may be represented as words, abbreviated words, symbols, or letters.
● Students are also implicitly working with variables as they are working with attributes
(e.g., length, mass, colour, number of buttons), as the value of those attributes can vary.

C2.2 Equalities and Inequalities

determine whether given pairs of addition and subtraction expressions are equivalent or not

Teacher supports
Key concepts

● Numerical expressions are equivalent when they produce the same result, and an equal
sign is a symbol denoting that the two expressions are equivalent.
● Numerical expressions are not equivalent when they do not produce the same result, and
an equal sign with a slash through it (≠) is a symbol denoting that the two expressions
are not equivalent.

Note

● The equal sign should not be interpreted as the "answer", but rather, that both parts on
either side of the equal sign are equal, therefore creating balance.

C2.3 Equalities and Inequalities

identify and use equivalent relationships for whole numbers up to 50, in various contexts

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Teacher supports
Key concepts

● When numbers are decomposed, the parts are equivalent to the whole.
● The same whole can result from different parts.

Note

● Many mathematical concepts are based on an underlying principle of equivalency.

● The commutative property is an example of an equivalent relationship.

C3. Coding
solve problems and create computational representations of mathematical situations using
coding concepts and skills

Specific expectations
By the end of Grade 1, students will:

C3.1 Coding Skills

solve problems and create computational representations of mathematical situations by writing

and executing code, including code that involves sequential events

Teacher supports
Key concepts

● In coding, a sequential set of instructions is executed in order.

Note

● Coding can support students in developing a deeper understanding of mathematical

concepts.
● Coding can include a combination of pseudocode, block-based coding programs, and text-
based coding programs.
● Students can program for various agents such as a pixelated image on a screen, a
classmate acting out the code when appropriate, or a physical device (e.g., robot,
microcontroller).

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 ● Students can decompose large problems into smaller tasks and develop sequential steps
to accomplish each sub-task.

C3.2 Coding Skills

read and alter existing code, including code that involves sequential events, and describe how
changes to the code affect the outcomes

Teacher supports
Key concepts

● Changing the sequence of instructions in code may produce the same outcome as the
original sequence, but it may also produce a different outcome. It is important for
students to understand when the order matters.

Note

● Similarly, for some mathematical concepts, the sequence of instructions does not matter,
as illustrated by the commutative property of addition (e.g., 6 + 3 = 3 + 6). For other
concepts, the order does matter; the commutative property does not work for
subtraction (e.g., 6 − 3 is not the same as 3 − 6).
● Altering code can develop students’ understanding of mathematical concepts. Altering
code is also a way of manipulating and controlling the outcomes of the code.

C4. Mathematical Modelling

apply the process of mathematical modelling to represent, analyse, make predictions, and
provide insight into real-life situations

This overall expectation has no specific expectations. Mathematical modelling is an iterative and
interconnected process that is applied to various contexts, allowing students to bring in learning
from other strIJnds. Students’ demonstrIJtion of the proĐess of mIJthemIJtiĐIJl modelling, IJs they
apply concepts and skills learned in other strands, is assessed and evaluated.

Read more about the mathematical modelling process.

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Teacher supports
Key concepts

● The process of mathematical modelling requires: understanding the problem; analysing

the situation; creating a mathematical model; and analysing and assessing the model.

Note

● A mathematical modelling task is different from a real-life application due to the cyclic
nature of modelling, which involves examining a problem from outside mathematics,
modelling it, and then checking the model against the real-life situation and adjusting as
necessary.
● The process of mathematical modelling should not be confused with using a "model" to
represent or solve a problem that does not require the whole process.
● Mathematical modelling tasks can be utilized in many ways and can support students
with making connections among many mathematical concepts across the math strands
and across other curricula.

D. Data
Overall expectations
By the end of Grade 1, students will:

D1. Data Literacy

manage, analyse, and use data to make convincing arguments and informed decisions, in
various contexts drawn from real life

Specific expectations
By the end of Grade 1, students will:

D1.1 Data Collection and Organization

sort sets of data about people or things according to one attribute, and describe rules used for
sorting

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Teacher supports
Key concepts

● Data can be sorted in more than one way, depending on the attribute.
● Data can be sorted into categories using attributes, and the categories can be used to
create tables and graphs.

Note

● A variable is any attribute, number, or quantity that can be measured or counted.

● Early experiences in sorting and classifying supports students with understanding how
data can be organized.

D1.2 Data Collection and Organization

collect data through observations, experiments, and interviews to answer questions of interest
that focus on a single piece of information; record the data using methods of their choice; and
organize the data in tally tables

Teacher supports
Key concepts

● Data can either be qualitative (descriptive, e.g., colour, type of pet) or quantitative
(numerical, e.g., number of pets, height).
● The type and amount of data to be collected is based on the question of interest.
● Data can be collected through observations, experiments, interviews, or written
questionnaires over a period of time.
● Tally tables can be used to organize data as it is collected. The data is recorded in groups
of five tallies to make it easier to count.
● The distribution of data among the categories can change as more data is added.

Note

● In the primary grades, students should collect data from a small population (e.g., objects
in a bin, the days in a month, students in Grade 1).

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D1.3 Data Visualization

display sets of data, using one-to-one correspondence, in concrete graphs and pictographs with
proper sources, titles, and labels

Teacher supports
Key concepts

● Different representations can be used to present data, depending on the type of data and
the information to be highlighted.
● Both concrete graphs and pictographs allow for visual comparisons of quantities that are
represented in the graphs.
● With one-to-one correspondence, there is one object for each piece of data in a concrete
graph or one picture for each piece of data in a pictograph.
● The source, title, and labels provide important information about data in a graph or table:

○ The source indicates where the data was collected.

○ The title introduces the data contained in the graph or the table.
○ Labels provide additional information, such as the categories into which the data
are sorted. On a pictograph, a key tells us how many each picture represents.

Note

● The source can be included in the title of a graph.

● The structure of a concrete graph can be transformed into a pictograph.

D1.4 Data Analysis

order categories of data from greatest to least frequency for various data sets displayed in tally
tables, concrete graphs, and pictographs

Teacher supports
Key concepts

● The frequency of a category represents its count.

● The frequencies in a tally table should match the frequencies in graphs of the same
information.

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 ● The category with the greatest frequency has the greatest number of tallies in a tally
table, the greatest number of objects in a concrete graph, and the greatest number of
pictures in a pictograph.

Note

● Ordering the categories by frequencies will support students when they identify the
mode in Grade 2.

D1.5 Data Analysis

analyse different sets of data presented in various ways, including in tally tables, concrete
graphs, and pictographs, by asking and answering questions about the data and drawing
conclusions, then make convincing arguments and informed decisions

Teacher supports
Key concepts

● Different representations are used for different purposes to convey different types of
information. Tally tables, concrete graphs, and pictographs are used to represent counts
or frequencies of various categories.
● Information in tally tables, concrete graphs, and pictographs can prompt the asking and
answering of questions like, which category has the greatest frequency?
● Sometimes considering the frequency can support making informed decisions, such as
what type of books should be ordered for the class library.
● Questions of interest are intended to be answered through the analysis of the
representations. Sometimes the analysis raises more questions that require further
collection, representation, and analysis of data.

Note

● There are three levels of graph comprehension that students should learn about and
practise:

○ Level 1: information is read directly from the graph and no interpretation is

required.
○ Level 2: information is read and used to compare (e.g., greatest, least) or perform
operations (e.g., addition, subtraction).

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 ○ Level 3: information is read and used to make inferences about the data using
background knowledge of the topic.

● Analysing data can be complex, so it is important to provide students with strategies that
will support them to build these skills.

D2. Probability
describe the likelihood that events will happen, and use that information to make predictions

Specific expectations
By the end of Grade 1, students will:

D2.1 Probability

use mathematical language, including the terms “impossible”, “possible”, and “certain”, to
describe the likelihood of events happening, and use that likelihood to make predictions and
informed decisions

Teacher supports
Key concepts

● The likelihood of an event happening ranges from impossible to certain.

● Understanding likelihood can help with making predictions about future events and can
influence the decisions people make in daily life.

Note

● The first stage of understanding the continuum is for students to be able to identify
events that happen at the two ends and understand that the likelihood of other types of
events falls somewhere in between.

D2.2 Probability

make and test predictions about the likelihood that the categories in a data set from one
population will have the same frequencies in data collected from a different population of the
same size

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Teacher supports
Key concepts

● Data can vary from one population to another.

● Data can be used to make predictions that are not based on personal feelings or opinions
alone.

Note

● In order to do an accurate comparison between data sets in Grade 1, it is important for

students to collect data from a same-sized population (e.g., same number of objects in a
bin, days in a month, students in Grade 1).

E. Spatial Sense
Overall expectations
By the end of Grade 1, students will:

E1. Geometric and Spatial Reasoning

describe and represent shape, location, and movement by applying geometric properties and
spatial relationships in order to navigate the world around them

Specific expectations
By the end of Grade 1, students will:

E1.1 Geometric Reasoning

sort three-dimensional objects and two-dimensional shapes according to one attribute at a

time, and identify the sorting rule being used

Teacher supports
Key concepts

● Geometric shapes exist in two dimensions (pictures or drawings) and in three dimensions
(objects).

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 ● Three-dimensional objects and two-dimensional shapes can be sorted by identifying and
paying attention to similarities and ignoring differences.
● Shapes and objects have more than one, and often many, attributes, so they can be
sorted in more than one way. Sorting rules indicate which attribute to sort for and are
used to determine what belongs and what does not belong in a group.
● Attributes are characteristics or features of an object or shape (e.g., length, area, colour,
texture, ability to roll). Attributes can be used to describe, compare, sort, and measure.
● Geometric properties are specific attributes that are the same for an entire “class” of
shapes or objects. So, for example, a group of shapes might all be red (attribute), but in
order for them all to be squares, they must have four equal sides and four right angles
(the geometric properties of a square). Geometric properties are used to identify two-
dimensional shapes and three-dimensional objects.

Note

● Sorting by attributes is used in counting, measurement, and geometry. When a student

counts “this” and not “that”, they have sorted; when they measure length, they focus on
one attribute and not another; when they say that this shape is a triangle and not a
square, their sorting has led them to identify the shape.

E1.2 Geometric Reasoning

construct three-dimensional objects, and identify two-dimensional shapes contained within

structures and objects

Teacher supports
Key concepts

● Each face of a three-dimensional object is a two-dimensional shape. Often, a shape is

identified by the number of sides it has. Common shapes on faces of three-dimensional
objects are triangles, rectangles, pentagons, hexagons, and octagons.
● While the number of sides often determines a shape’s name, this does not mean, for
example, that all triangles look the same even though they all have three sides. Triangles
can be oriented differently and have different side lengths, and yet still be triangles.

Note

● Constructing three-dimensional objects helps build understanding of attributes and

properties of two-dimensional shapes and three-dimensional objects.

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E1.3 Geometric Reasoning

construct and describe two-dimensional shapes and three-dimensional objects that have
matching halves

Teacher supports
Key concepts

● If two shapes or objects match in every way, they are congruent. Shapes with matching
halves have congruent halves.
● Congruent halves can be superimposed onto one another through a series of slides
(translations), flips (reflections), or turns (rotations). This means that congruent halves
are also symmetrical.
● Both three-dimensional objects and two-dimensional shapes can have matching,
congruent, symmetrical halves.

E1.4 Location and Movement

describe the relative locations of objects or people, using positional language

Teacher supports
Key concepts

● Positional language often includes direction and distance to describe the location of one
object in relation to another.
● Words and phrases such as above, below, to the left, to the right, behind, and in front
describe the position of one object in relation to another. Numbers can describe the
distance of one object from another.

E1.5 Location and Movement

give and follow directions for moving from one location to another

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Teacher supports
Key concepts

● Movement encompasses distance and direction.

● Words or phrases such as above, below, to the left, to the right, behind, or in front of
describe the direction of one object in relation to another. Numbers can describe the
distance of one object from another.
● A combination of words and numbers can describe a path to move from one location to
another. The order of the steps taken on this path is often important.

E2. Measurement
compare, estimate, and determine measurements in various contexts

Specific expectations
By the end of Grade 1, students will:

E2.1 Attributes

identify measurable attributes of two-dimensional shapes and three-dimensional objects,

including length, area, mass, capacity, and angle

Teacher supports
Key concepts

● Every shape or object has several attributes that can be compared. The same shape or
object can be described and compared using different attributes.
● There are particular words that describe commonly measured attributes:

○ length is the distance from one point to the other and can be measured in any
direction;
○ area is the amount of surface an object has;
○ mass is how heavy an object is;
○ capacity is the amount an object holds;
○ angle is the amount of turn between one line and another.

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E2.2 Attributes

compare several everyday objects and order them according to length, area, mass, and capacity

Teacher supports
Key concepts

● Objects can be compared and ordered according to whether they have more or less of an
attribute. Comparing the same objects by different attributes may produce different
ordering.
● There are specific words and phrases that help describe and compare attributes:

○ more, less, smaller, and bigger often only describe general comparisons unless a
specific attribute is included (bigger area; smaller capacity);
○ tall, short, wide, narrow, long, and distance are all associated with length;
○ adding the suffix “-er” or “-est” typically creates a comparative term (e.g., heavier,
lighter, heaviest, lightest).

● Objects can be directly compared by matching, covering, or filling one object with the
other to determine which has more length, mass, area, or capacity.
● When a direct comparison cannot be easily made, a third object can serve as a “go-
between” tool to make an indirect comparison. For example, a string can be used to
compare the lengths of two objects that are not easily brought together, or a third
container can be used to determine which of two containers holds more water. Indirect
comparisons require using the transitivity principle and the conservation principle.

E2.3 Time

read the date on a calendar, and use a calendar to identify days, weeks, months, holidays, and
seasons

Teacher supports
Key concepts

● Time is an abstract concept that cannot be seen or felt. The passing of time can be
measured by counting things that repeat. The passing of a day, for example, is marked by
the rising and setting of the sun.
● Calendars keep track of days, weeks, months, and years, as well as holidays and seasons.

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 ● There are other kinds of calendars, such as lunar, solar, agricultural, ecological, and
personal calendars, that keep track of personal, social, and religious events.
● Calendars enable people to communicate a date to others.

F. Financial Literacy
Overall expectations
By the end of Grade 1, students will:

F1. Money and Finances

demonstrate an understanding of the value of Canadian currency

Specific expectations
By the end of Grade 1, students will:

F1.1 Money Concepts

identify the various Canadian coins up to 50¢ and coins and bills up to $50, and compare their
values

Teacher supports
Key concepts

● Canadian coins and bills differ from one another in value and appearance (e.g., size,
shape, colour, image, and/or texture).
● Identifying the correspondence between the abstract concept of value and the concrete
representation of coins and bills.

Note

● The value of money can be an abstract concept because it is often represented by

currency that is not concrete or accessible.
● Being able to identify Canadian currency by size, shape, colour, image, and/or texture
allows for quick recognition of different denominations.
● An understanding of unitizing is applied to identify the relationships between coins and
their corresponding values.

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