Subject: Grade 1 Math, Number Strand
Outcome: N1.1 – I can say the number sequence starting anywhere from 0 to 100, by 2s to 20, by 5s and 10s to 100.
Beginning – 1 / Approaching – 2 / Proficiency – 3 / Mastery – 4
With assistance I can say the number sequence forward and backward by 1s.
With assistance I can skip count by 2s, 5s and 10s. / I can say the number sequence forwards or backwards by 1s between two whole numbers with minimal teacher prompting.
I can skip count by 2s with minimal teacher prompting.
I can begin to skip count by 5s and10s with minimal teacher prompting. / I can independently say the number sequence between two whole numbers forward and backward from any given number.
I can independently and accurately skip count by 2s from 0 to 20.
I can independently and accurately skip count by 5s and 10s from 0 to 100. / I can independently identify and correct mistakes in a number sequence.
I can skip count by 2, 5 and 10 starting from a given multiple of 2, 5 or 10.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
· Recite forward by 1s the number sequence between two whole numbers, 0 to 100.
· Recite backward by 1s the number sequence between two whole numbers.
· Skip count by 2s to 20 starting at 0.
· Skip count by 5s to 100 starting at 0.
· Skip count forward by 10s to 100 starting at 0.
· Record a numeral symbolically when it is presented orally.
· Read a numeral when it is presented symbolically.
· Identify and correct errors and omissions in a number sequence.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Number Strand
Outcome: N1.2 – I can recognize, at a glance, and name familiar arrangements of 1 to 10 objects, dots, and pictures.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
I count familiar arrangements of 1 to 10 objects, dots and pictures. / I can recognize, at a glance, and name familiar arrangements of 1 to 6 objects, dots or pictures. I count larger quantities (7-10). / I can independently look briefly at a familiar arrangement and identify how many objects there are without counting. / I can independently identify the number represented by an unfamiliar arrangement of objects or dots.
I can answer quickly and confidently explain how I group unfamiliar arrangements.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
· Look briefly at a familiar arrangement of objects or dots and identify the number represented without counting.
· Look briefly at a familiar arrangement and identify how many objects there are without counting.
· Identify the number represented by an arrangement of objects or dots on a ten frame.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Number Strand
Outcome: N1.3 – I can demonstrate understanding of counting.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
With assistance I can count a set of objects accurately. / I can accurately count a small set of objects following some counting principles. / I can accurately count sets following counting principles including counting on or counting in groups. / I can accurately count sets following counting principles including counting on and counting in groups.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
· Answer the question, “How many are in the set?” using the last number counted in a set.
· Show that the count of the number of objects in a set does not change regardless of the order in which the objects are counted.
· Count the number of objects in a set, rearrange the objects, predict the new count, and recount to verify the prediction.
· Determine the total number of objects in a given set, starting from a known quantity and counting on.
· Determine the total number of objects in a set using groups of 2s, 5s or 10s and counting on.
· Identify and correct counting errors in a counting sequence.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Number Strand
Outcome: N1.4 – I can represent and describe whole numbers to 20 concretely, pictorially, and symbolically.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
With assistance I can represent and describe whole numbers to 20. / I can represent a number from 0-9 concretely, pictorially or symbolically. / I can independently represent a given whole number from 0-20 concretely, pictorially and symbolically. / I can model a given whole number in at least two different ways.
I can partition any quantity into 2 parts and identify the number of objects in each part.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
· Represent a whole number using a variety of manipulatives including ten frames and base ten materials.
· Read whole number words to 20.
· Partition any quantity into 2 parts and identify the number of objects in each part.
· Model a whole number using two different objects.
· Place whole numbers on a number line using benchmarks 0, 5, 10 and 20.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Number Strand
Outcome: N1.5 – I can compare sets of up to 20 elements to solve problems.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
With assistance I can compare sets of up to 20 elements to solve problems. / I can build a set equal to a given set. / I can independently build a set that has more, fewer or as many elements as a given set.
I can independently solve a story problem that involves the comparison of two quantities. / I can independently build and compare several sets using different objects.
I can describe the comparison of sets using words like more, fewer or as many.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
· Compare a set to a referent using comparative language.
· Compare two sets using one-to-one correspondence and describe them using comparative words.
· Build a set equal to a given set that contains up to 20 elements.
· Build a set that has more, fewer, or as many elements as a given set.
· Build several sets of different objects that have the same number of elements in the set.
· Solve a story problem that involves the comparison of two quantities.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Number Strand
Outcome: N1.6 – I can estimate quantities to 20 by using referents.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
With assistance I can estimate quantites to 20 using referents. / I can estimate a basic quantity (0-10) by comparing it to a given referent. / I can independently choose a referent and make an appropriate estimate by comparing it to the chosen referent. / I can choose a referent, make an appropriate estimate by comparing to the referent and explain my choice.
I can verify my estimate.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
· Estimate a quantity by comparing it to a referent.
· Select an estimate for a given quantity by choosing between at least two possible options and explain the choice.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Number Strand
Outcome: N1.7 – I can demonstrate representations of equal groupings with and without singles.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
With assistance I can show how whole numbers can be represented in equal groupings. / I can show how a whole number can be represented in equal groupings. / I can independently represent a whole number in a variety of equal groupings with and without singles. / I can independently group a set of counters into equal groups with and without singles in more than one way.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
· Represent a whole number in a variety of equal groupings with and without singles.
· Recognize that for a number of counters, no matter how they are grouped, the total number of counters does not change.
· Group a set of counters into equal groups in more than one way.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Number Strand
Outcome: N1.8 – I can identify one more, two more, one less and two less than a given number, up to 20.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
With assistance I can identify the number that is one more, two more, one less and two less than any given number. / I can represent a number up to 10 that is one more, two more, one less or two less than a given number. / I can independently name the number up to 20 that is one more, two more, one less and two less than a given number. / I can name the number up to 20 that is one more, two more, one less and two less than a given number and explain how I know.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
· Name the whole number that is one more, two more, one less or two less than a given whole number.
· Represent the number on a ten frame that is one more, two more, one less, or two less than a whole number.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Number Strand
Outcome: N1.9 – I can demonstrate addition facts with answers to 20 and the corresponding subtraction facts.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
With assistance I can add numbers and subtract with the corresponding facts. / I can add simple numbers to 10 and subtract the corresponding facts using manipulatives, pictures, acting it out or writing with symbols. / I can independently add numbers to 20 and subtract corresponding facts by using manipulatives, pictures, acting it out and writing with symbols. / I can explain how I can add numbers to 20 and subtract corresponding facts by using manipulatives, pictures, acting it out and writing with symbols.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
· Create a story problem involving addition that connects to personal experience and simulate the action with counters.
· Create a story problem involving subtraction that connects to personal experience and simulate the action with counters.
· Act out a story problem presented orally or through shared reading.
· Indicate if the scenario in story problem represents additive or subtractive action.
· Create a word problem for a whole number addition or subtraction sentence.
· Represent the numbers and actions presented in a story problem by using manipulatives, and record them using sketches and/or number sentences.
· Represent a story problem pictorially or symbolically to show the additive or subtractive action and solve the problem.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Number Strand
Outcome: N1.10 – I can describe and use mental math strategies to determine basic addition and subtraction facts.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
With assistance I can use mental math strategies. / I can use some basic mental math strategies. / I can independently describe and use mental math strategies. / I can develop, use and describe my own mental math strategies.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
· Use and describe a personal strategy for determining a sum.
· Use and describe a personal strategy for determining a difference.
· Write the related subtraction fact for a given addition fact.
· Write the related addition fact for a given subtraction fact.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Subject: Grade 1 Math, Patterns and Relations Strand
Outcome: P1.1 – I can demonstrate understanding of repeating patterns of two-four elements.
Beginning – 1 / Approaching – 2 / Proficiency – 3 / Mastery – 4
With assistance I can describe simple patterns. With assistance I can reproduce simple patterns. / I can describe simple two-element patterns. I can reproduce simple patterns. I can identify repeating patterns in my environment. / I can independently describe patterns with two to four elements. I can independently reproduce and extend and create patterns. / I can identify errors and correct missing elements in repeating patterns. I can create and describe patterns using a variety of manipulatives, diagrams, instruments and actions.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.