# Manitoba Curriculum Frameworks — Grade 1

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Plan, assess, and analyze learning aligned to these standards using Kiddom.

#### 1-1-0-1b.

Make predictions based on classroom experiences. (GLO: A1, C2)

#### 1-1-0-1c.

Recognize a practical problem in a given context. (GLO: C3)

#### 1-1-0-2a.

Access information using a variety of sources. (GLO: C6)

#### 1-1-0-3c.

Develop, as a class, limited criteria to evaluate an object or device based on its function. (GLO: C3, C7)

#### 1-1-0-4a.

Follow simple directions while undertaking explorations. (GLO: C2)

#### 1-1-0-4b.

Construct an object or device to solve a problem or meet a need. (GLO: C3)

#### 1-1-0-4c.

Test, with guidance, an object or device with respect to pre-determined criteria. (GLO: C3, C5)

#### 1-1-0-4d.

Identify and make improvements to an object or device with respect to pre-determined criteria. (GLO: C3)

#### 1-1-0-4g.

Verbalize questions and ideas during classroom learning experiences. (GLO: C6)

#### 1-1-0-4h.

Follow given safety procedures and rules. (GLO: C1)

#### 1-1-0-4i.

Recognize safety symbols in their surroundings. (GLO: C1)

#### 1-1-0-5a.

Observe using a combination of the senses. (GLO: C2)

#### 1-1-0-5b.

Use, with guidance, appropriate materials and tools to measure and construct. (GLO: C2, C3, C5)

#### 1-1-0-5d.

Select an appropriate non-standard unit, and estimate and measure length. (GLO: C2, C3, C5)

#### 1-1-0-5e.

Record observations using drawings and tally charts. (GLO: C2, C6)

#### 1-1-0-6b.

Compare data using quantitative terms, and ask questions about the data gathered. (GLO: A1, A2, C2, C5)

#### 1-1-0-7a.

Propose an answer to the initial question based on their observations. (GLO: A1, A2, C2)

#### 1-1-0-7b.

Propose a solution to the initial problem. (GLO: C3)

#### 1-1-0-7c.

Identify new problems that arise. (GLO: C3)

#### 1-1-0-7d.

Connect new experiences and information with prior knowledge. (GLO: A2)

#### 1-1-0-7e.

Describe, in a variety of ways, what was done and what was observed. (GLO: C6)

#### 1-1-0-8a.

Recognize that learning can come from careful observations and investigations. (GLO: A1, A2, C2)

#### 1-1-0-8b.

Recognize that tools are developed in response to human needs. (GLO: A3)

#### 1-1-0-9a.

Willingly consider other people's views. (GLO: C5, C7)

#### 1-1-0-9b.

Willingly observe, question, and explore. (GLO: C5)

#### 1-1-0-9c.

Express enjoyment of science-related classroom activities. (GLO: C5)

#### 1-1-0-9d.

Take the time to measure with care. (GLO: C5)

#### 1-1-1-01.

Use appropriate vocabulary related to their investigations of characteristics and needs of living things. (GLO: C6, D1)

#### 1-1-1-02.

Identify major parts of the human body and describe their functions. (GLO: D1, E2)

#### 1-1-1-03.

Identify and describe common characteristics of humans and other animals they have observed. (GLO: D1, E1)

#### 1-1-1-04.

Identify and appreciate variations that make each human unique. (GLO: C5, E1)

#### 1-1-1-05.

Recognize that plants, as living things, come in different forms. (GLO: D1, E1)

#### 1-1-1-06.

Observe and identify similarities in life processes between themselves and other living things. (GLO: D1, E1)

#### 1-1-1-07.

Recognize that plants, animals, and humans, as living things, have particular needs. (GLO: D1)

#### 1-1-1-08.

Describe what is needed to care for a pet, a farm animal, or an indoor plant. (GLO: B4, B5)

#### 1-1-1-09.

Compare ways in which humans and other animals meet their needs. (GLO: C2, D1, E1)

#### 1-1-1-10.

Describe how humans and other living things depend on their environment to meet their needs. (GLO: D2, E2)

#### 1-1-1-11.

Design a representation of an environment that meets the needs of a Manitoba animal. (GLO: C3, D1)

#### 1-1-1-12.

Identify hobbies and jobs that require knowledge of the needs of living things. (GLO: B4, B5)

#### 1-1-1-13.

Develop, implement, and evaluate personal and group action plans that contribute to a healthy environment for themselves and for other living things. (GLO: B3, B5, C4, C7)

#### 1-1-1-14.

Show respect for living things in their immediate environment. (GLO: B5)

#### 1-1-1-15.

Recognize that some information they receive about living things is not scientific in nature. (GLO: A1, C5, C8)

#### 1-1-2-01.

Use appropriate vocabulary related to their investigations of the senses. (GLO: C6, D1, D3)

#### 1-1-2-02.

Identify the five senses and describe the main body parts with which they are associated. (GLO: D1)

#### 1-1-2-03.

Use their senses to sort and classify objects. (GLO: C2, D1, E1)

#### 1-1-2-04.

Identify and describe parts of the eye that help to protect it. (GLO: D1)

#### 1-1-2-05.

Recognize that their fingertips are especially sensitive to touch. (GLO: D1)

#### 1-1-2-06.

Identify the external part of the ear, and explore to determine its function. (GLO: D1)

#### 1-1-2-07.

Use smell to identify familiar substances, following safe procedures. (GLO: C1, C2, D3)

#### 1-1-2-08.

Identify parts of the nose and describe their functions. (GLO: D1)

#### 1-1-2-09.

Identify parts of the body that are involved directly and indirectly in tasting. (GLO: D1)

#### 1-1-2-10.

Identify objects and procedures that protect the body and preserve each of the senses in explorations and in daily life. (GLO: B3, C1)

#### 1-1-2-11.

Explore to determine ways that the appearance, texture, sound, smell, and taste of objects can be altered. (GLO: D3, E3)

#### 1-1-2-12.

Describe ways in which the senses can both protect and mislead. (GLO: B3, C1, D1)

#### 1-1-2-13.

Recognize and appreciate that humans have different capabilities for sensing the environment and can use aids to assist them. (GLO: B1, C5, E1)

#### 1-1-2-14.

Recognize and appreciate that humans may have different interpretations of similar sensory observations. (GLO: C5, E1)

#### 1-1-2-15.

Give examples of how the senses are important in various activities, hobbies, and jobs. (GLO: B4)

#### 1-1-3-01.

Use appropriate vocabulary related to their investigations of objects and materials. (GLO: C6, D3)

#### 1-1-3-02.

Explore and describe characteristics of materials using their sensory observations. (GLO: C2, D3)

#### 1-1-3-03.

Distinguish between an object and the materials used to construct it. (GLO: D3, E2)

#### 1-1-3-04.

Identify materials that make up familiar objects. (GLO: D3, E2)

#### 1-1-3-05.

Explore to identify characteristics of common materials. (GLO: D3)

#### 1-1-3-09.

Describe ways that materials can be joined. (GLO: C3, D3)

#### 1-1-3-10.

Use the design process to construct a useful object by selecting, combining, joining, and shaping materials. (GLO: C3, D3)

#### 1-1-3-11.

Demonstrate ways to reduce, reuse, and recycle materials during classroom learning experiences. (GLO: B5, D3)

#### 1-1-4-01.

Use appropriate vocabulary related to changes over time. (GLO: C6, D4, D6)

#### 1-1-4-02.

Recognize that the Sun is a source of light and heat. (GLO: D4, E4)

#### 1-1-4-03.

Recognize that a day is divided into day time and night time based on the presence or absence of sunlight. (GLO: D6)

#### 1-1-4-04.

Sequence and record events and activities that occur over the course of a day, a week, or a year. (GLO: C2)

#### 1-1-4-07.

Record, describe, and compare changes in temperature at different times of the day. (GLO: C2, D4, E3)

#### 1-1-4-09.

Compare characteristics of the four seasons. (GLO: E1, E3)

#### 1-1-4-10.

Describe how humans prepare for seasonal changes. (GLO: B1, C1)

#### 1-1-4-11.

Identify people who help us prepare for and deal with seasonal changes. (GLO: B4)

#### 1-1-4-13.

Sort clothing to suit each season, and justify their decisions. (GLO: B1, B3, C3, C4)

#### 1-1-4-14.

Describe safety precautions related to daily weather, the changing of the seasons, and weather extremes. (GLO: B3, C1)

#### 1-1-4-16.

Identify physical and behavioural changes that occur seasonally among Manitoba plants and animals, and discuss possible reasons for these changes. (GLO: D1, E3)

#### 1-1-4-17.

Use the design process to construct a device or structure that helps a Manitoba animal adjust to seasonal changes. (GLO: B5, C3)

#### 1-1-GLO-1.

Students will explore concepts of identity, culture, and community in relation to individuals, societies, and nations.

#### 1-1-GLO-2.

Students will explore the dynamic relationships of people with the land, places, and environments.

#### 1-1-GLO-3.

Students will explore how people, events, and ideas of the past shape the present and influence the future.

#### 1-1-GLO-4.

Students will explore the global interdependence of people, communities, societies, nations, and environments.

#### 1-1-GLO-5.

Students will explore the processes and structures of power and authority, and their implications for individuals, relationships, communities, and nations.

#### 1-1-GLO-6.

Students will explore the distribution of resources and wealth in relation to individuals, communities, and nations.

#### 1-1-KC-005.

Describe their responsibilities and rights in the school and community.

#### 1-1-KE-027.

Give examples to distinguish needs from wants.

#### 1-1-KE-028.

Give examples of how media may influence their needs, wants, and choices.

#### 1-1-KE-029.

Describe ways in which work may be shared in families, schools, and communities.

#### 1-1-KG-020.

Recognize that people all over the world have similar concerns, needs, and relationships.

#### 1-1-KH-017.

Give examples of traditions and celebrations that connect them to the past.

#### 1-1-KH-018.

Identify family connections to previous generations.

#### 1-1-KH-019.

Describe how the repeating patterns of the seasons influence their lives.

#### 1-1-KI-007.

Give examples of groups with which they identify.

#### 1-1-KI-008.

Identify characteristics of communities.

#### 1-1-KI-009.

Describe ways in which their family expresses its culture and identity.

#### 1-1-KI-010.

Give examples of diverse ways in which people live and express themselves.

#### 1-1-KI-011.

Identify similarities between diverse communities.

#### 1-1-KL-012.

Recognize that people depend on the environment for survival.

#### 1-1-KL-013.

Identify their address or describe the relative location of their home in their community, town, or city.

#### 1-1-KL-014.

Recognize globes and maps as representations of the surface of the Earth.

#### 1-1-KL-015.

Distinguish land and water masses on globes and maps.

#### 1-1-KL-016A.

Identify local Aboriginal landmarks and significant places.

#### 1-1-KP-022.

Give examples of decision making in their daily lives.

#### 1-1-KP-023.

Describe how other people may influence their lives and how they may influence the lives of others.

#### 1-1-KP-024.

Explain purposes of rules and laws in the school and community.

#### 1-1-KP-025.

Give examples of causes of interpersonal conflict and solutions to interpersonal conflict in the school and community.

#### 1-1-KP-026.

Identify ways to deal with bullying.

#### 1-1-S-100.

Cooperate and collaborate with others.

#### 1-1-S-101.

Consider others' needs when working and playing together.

#### 1-1-S-102.

Interact fairly and respectfully with others.

#### 1-1-S-103.

Make decisions that reflect care, concern, and responsibility for the environment.

#### 1-1-S-201.

Categorize information using selected criteria.

#### 1-1-S-204.

Use simple timelines to organize information chronologically.

#### 1-1-S-205.

Construct simple maps to represent familiar places and locations.

#### 1-1-S-206.

Interpret simple maps as representations of familiar places and locations.

#### 1-1-S-207.

Use relative terms to describe familiar locations.

#### 1-1-S-300.

Use comparison in investigations.

#### 1-1-S-301.

Identify consequences of their decisions and actions.

#### 1-1-S-302.

Use information or observation to form opinions.

#### 1-1-S-303.

Revise ideas and opinions based on new information.

#### 1-1-S-400.

Listen actively to others.

#### 1-1-S-401.

Use language that is respectful of others.

#### 1-1-S-402.

Express reasons for their ideas and opinions.

#### 1-1-S-404.

Relate events and stories in chronological order.

#### 1-1.1.1

Express Ideas - Talk about personal experiences and familiar events.

#### 1-1.1.2

Consider Others' Ideas - Listen to and acknowledge experiences and feelings shared by others.

#### 1-1.1.3

Experiment with Language and Form - Use a variety of forms to express and explore familiar events, ideas, and information.

#### 1-1.1.4

Express Preferences - Explain why an oral, literary, or media text is a personal favourite.

#### 1-1.1.5

Set Goals - Choose to read and write with and for others.

#### 1-1.2.1

Develop Understanding - Connect new experiences and information with prior knowledge.

#### 1-1.2.2

Explain Opinions - Describe new experiences and ideas.

#### 1-1.2.4

Extend Understanding - Ask questions to make sense of experiences.

#### 1-2.1.1

Prior Knowledge - Make connections between texts, prior knowledge, and personal experiences.

#### 1-2.1.2

Comprehension Strategies - Ask questions to anticipate meaning and use a variety of strategies [including rereading and reading on] to confirm understanding.

#### 1-2.1.3

Textual Cues - Use textual cues [such as pictures, patterns, rhymes...] to construct and confirm meaning.

#### 1-2.1.4

Cueing Systems - Use syntactic, semantic, and graphophonic cues [including differentiating between letters and words, basic sight words, sound-letter relationships to identify initial and final consonants, and letter clusters] to construct and confirm meaning; use pictionaries to determine word meaning in context.

#### 1-2.2.1

Experience Various Texts - Participate in shared listening, reading, and viewing experiences using texts from a variety of forms and genres [such as poems, books with recurring language patterns, cartoons...] and cultural traditions.

#### 1-2.2.2

Connect Self, Texts, and Culture - Share personal experiences and family traditions related to oral, literary, and media texts; identify choices that people make in texts [including texts about Canada or by Canadian writers].

#### 1-2.2.3

Appreciate the Artistry of Texts - Share feelings and moods evoked by oral, literary, and media texts.

#### 1-2.3.1

Forms and Genre - Recognize different forms and genres of oral, literary, and media texts [such as poetry, plays, storytelling by elders, video programs, cartoons...].

#### 1-2.3.2

Techniques and Elements - Relate and represent the beginning, middle, and end of oral, literary, and media texts.

#### 1-2.3.3

Vocabulary - Experiment with parts of words, word combinations, and word patterns [such as compound words, refrains, choruses...] for a variety of purposes.

#### 1-2.3.4

Experiment with Language - Appreciate repetition, rhyme, and rhythm in shared language experiences [such as action songs, word play...].

#### 1-2.3.5

Create Original Texts - Create original texts [such as paintings and drawings, dramatizations, oral or written stories...] to communicate and demonstrate understanding of forms and techniques.

#### 1-3.1.1

Use Personal Knowledge - Discuss personal knowledge of a topic to discover information needs.

#### 1-3.1.2

Ask Questions - Ask questions to satisfy personal curiosity on a topic and discuss information needs.

#### 1-3.1.3

Contribute to Group Inquiry - Ask and answer questions to help satisfy group curiosity and information needs on a specific topic.

#### 1-3.1.4

Create and Follow a Plan - Listen actively and recall and follow directions for gathering information.

#### 1-3.2.1

Identify Personal and Peer Knowledge - Identify and share personal knowledge related to experiences.

#### 1-3.2.2

Identify Sources - Answer questions using oral, visual, and print information sources [such as picture and concept books, people, multimedia, excursions, camps...].

#### 1-3.2.4

Access Information - Understand that library materials have a specific organizational system, and use titles to locate information and ideas; use visual and auditory cues to make meaning.

#### 1-3.2.5

Make Sense of Information - Make and check predictions using prior knowledge and oral, visual, and written text features [such as illustrations, titles, opening shot sin video programs, electronic texts...] to understand information.

#### 1-3.3.1

Organize Information - Identify and categorize information according to similarities, differences, and sequences.

#### 1-3.3.4

Develop New Understanding - Recall, talk about, and record information-gathering experiences.

#### 1-4.1.1

Generate Ideas - Contribute ideas from personal experiences for oral, written, and visual texts.

#### 1-4.1.2

Choose Forms - Share ideas and experiences through talking, storytelling, pictures, singing, illustrations, and print.

#### 1-4.1.3

Organize Ideas - Organize print and pictures to express ideas and tell stories.

#### 1-4.2.3

Enhance Legibility - Strive for consistency in letter size and shape; print letters legibly from left to right horizontally, using lines on a page as a guide; explore and use the keyboard to produce text.

#### 1-4.2.5

Enhance Presentation - Add captions and details to own stories and drawings.

#### 1-4.3.1

Grammar and Usage - Check for completeness of work and add details and enhancements.

#### 1-4.3.2

Spelling (see Strategies) - Use sound-symbol relationships and visual memory to spell familiar words.

#### 1-4.3.3

Punctuation and Capitalization - Capitalize the first letters of names, the beginnings of statements, and the pronoun 'I'; use periods.

#### 1-4.4.1

Share Ideas and Information - Share information and ideas in a brief presentation to a familiar audience; use illustrations and other materials to aid the presentation.

#### 1-4.4.3

Attentive Listening and Viewing - Demonstrate active listening and viewing skills and strategies [such as giving non-verbal encouragement, asking questions...].

#### 1-5.1.1

Compare Responses - Tell, draw, and write about self and family.

#### 1-5.1.2

Relate Texts to Culture - Listen to stories from oral, literary, and media texts from various communities.

#### 1-5.1.3

Appreciate Diversity - Relate aspects of stories and characters to personal feelings and experiences.

#### 1-5.1.4

Celebrate Special Occasions - Share ideas and experiences through conversation, puppet plays, dramatic scenes, and songs.

#### 1-5.2.2

Work in Groups - Take turns sharing information and ideas.

#### 1-5.2.3

Use Language to Show Respect - Recognize that individuals adjust language use according to the situation.

#### 1-GLO-A1.

Recognize both the power and limitations of science as a way of answering questions about the world and explaining natural phenomena

#### 1-GLO-A2.

Recognize that scientific knowledge is based on evidence, models and explanations, and evolves as new evidence appears and new conceptualizations develop

#### 1-GLO-A3.

Distinguish critically between science and technology in terms of their respective contexts, goals, methods, products, and values

#### 1-GLO-A4.

Identify and appreciate contributions made by women and men from many societies and cultural backgrounds towards increasing our understanding of the world and in bringing about technological innovations

#### 1-GLO-A5.

Recognize that science and technology interact with and advance one another

#### 1-GLO-B1.

Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies and the environment, both locally and globally.

#### 1-GLO-B2.

Recognize that scientific and technological endeavors have been and continue to be influenced by human needs and the societal context of the time

#### 1-GLO-B3.

Identify the factors that affect health and explain the relationships among personal habits, lifestyle choices, and human health, both individual and social

#### 1-GLO-B4.

Demonstrate a knowledge of, and personal consideration for, a range of possible science- and technology-related interests, hobbies, and careers

#### 1-GLO-B5.

Identify and demonstrate actions that promote a sustainable environment, society and economy, both locally and globally

#### 1-GLO-C1.

Recognize safety symbols and practices related to scientific and technological activities and to their daily lives, and apply this knowledge in appropriate situations

#### 1-GLO-C2.

Demonstrate appropriate scientific inquiry skills when seeking answers to questions

#### 1-GLO-C3.

Demonstrate appropriate problem-solving skills while seeking solutions to technological challenges

#### 1-GLO-C4.

Demonstrate appropriate critical thinking and decision-making skills when choosing a course of action based on scientific and technological information

#### 1-GLO-C5.

Demonstrate curiosity, scepticism, creativity, open-mindedness, accuracy, precision, honesty, and persistence, and appreciate their importance as scientific and technological habits of mind

#### 1-GLO-C6.

Employ effective communication skills and utilize information technology to gather and share scientific and technological ideas and data

#### 1-GLO-C8.

Evaluate, from a scientific perspective, information and ideas encountered during investigations and in daily life

#### 1-GLO-D1.

Understand essential life structures and processes pertaining to a wide variety of organisms, including humans

#### 1-GLO-D2.

Understand various biotic and abiotic components of ecosystems, as well as their interaction and interdependence within ecosystems and within the biosphere as a whole

#### 1-GLO-D3.

Understand the properties and structures of matter as well as various common manifestations and applications of the actions and interactions of matter

#### 1-GLO-D4.

Understand how stability, motion, forces, and energy transfers and transformations play a role in a wide range of natural and constructed contexts

#### 1-GLO-D5.

Understand the composition of the Earth's atmosphere, hydrosphere, and lithosphere, as well as the processes involved within and between them

#### 1-GLO-D6.

Understand the composition of the universe, the interactions within it, and the impacts of humankind's continued attempts to understand and explore it

#### 1-GLO-E1.

Describe and appreciate the similarity and diversity of forms, functions, and patterns within the natural and constructed world

#### 1-GLO-E2.

Describe and appreciate how the natural and constructed world is made up of systems and how interactions take place within and among these systems

#### 1-GLO-E3.

Recognize that characteristics of materials and systems can remain constant or change over time, and describe the conditions and processes involved

#### 1-GLO-E4.

Recognize that energy, whether transmitted or transformed, is the driving force of both movement and change, and is inherent within materials and in the interactions among them

#### 1.N.1.

Say the number sequence by: 1s forward and backward between any two given numbers (0 to 100); 2s to 30, forward starting at 0; 5s and 10s to 100, forward starting at 0 [C, CN, ME, V]

#### 1.N.1.1.

Recite forward by 1s the number sequence between two given numbers (0 to 100).

#### 1.N.1.2.

Recite backward by 1s the number sequence between two given numbers.

#### 1.N.1.3.

Record a numeral (0 to 100) symbolically when it is presented orally.

#### 1.N.1.4.

Read a numeral (0 to 100) when it is presented symbolically.

#### 1.N.1.5.

Skip-count by 2s to 30 starting at 0.

#### 1.N.1.6.

Skip-count by 5s to 100 starting at 0.

#### 1.N.1.7.

Skip-count by 10s to 100 starting at 0.

#### 1.N.1.8.

Identify and correct errors and omissions in a number sequence.

#### 1.N.10.

Describe and use mental mathematics strategies including: counting on, counting back; using one more, one less; making 10; starting from known doubles; using addition to subtract to determine the basic addition and related subtraction facts to 18. [C, CN, ME, PS, R, V]

#### 1.N.10.1.

Use and describe a mental mathematics strategy for determining a sum.

#### 1.N.10.2.

Use and describe a mental mathematics strategy for determining a difference.

#### 1.N.10.3.

Use and describe the related addition facts for a subtraction fact (fact family) (e.g., 6 - 4 = 2 has two related addition facts: 4 + 2 = 6, 2 + 4 = 6).

#### 1.N.10.4.

Use and describe related subtraction facts for an addition fact (fact family) (e.g., 2 + 3 = 5 has two related subtraction facts: 5-3 = 2, 5-2 = 3).

#### 1.N.2.

Subitize and name familiar arrangements of 1 to 10 dots (or objects). [C, CN, ME, V]

#### 1.N.2.1.

Look briefly at a familiar dice arrangement of 1 to 6 dots, and identify the number represented without counting.

#### 1.N.2.2.

Look briefly at a familiar ten-frame arrangement of 1 to 10 dots (or objects), and identify the number represented without counting.

#### 1.N.2.3.

Look briefly at a finger arrangement, and identify how many fingers there are without counting.

#### 1.N.2.4.

Identify the number represented by an arrangement of dots (or objects) on a ten frame, and describe the number's relationship to 5 and to 10.

#### 1.N.3.

Demonstrate an understanding of counting by: using the counting-on strategy; using parts or equal groups to count sets [C, CN, ME, R, V]

#### 1.N.3.1.

Determine the total number of objects in a set, starting from a known quantity and counting on by 1s.

#### 1.N.3.2.

Count number of objects in a set using groups of 2s, 5s, or 10s.

#### 1.N.3.3.

Count the total number of objects in a set, starting from a known quantity and counting on by using groups of 2s, 5s, or 10s.

#### 1.N.4.

Represent and describe numbers to 20, concretely, pictorially, and symbolically. [C, CN, V]

#### 1.N.4.1.

Represent a number up to 20 using a variety of manipulatives, including ten frames and base-10 materials.

#### 1.N.4.3.

Partition any quantity up to 20 into two parts, and identify the number of objects in each part.

#### 1.N.4.4.

Represent a number to 20 in two parts, concretely, pictorially, and symbolically.

#### 1.N.4.5.

Determine compatible number pairs for 5, 10, and 20.

#### 1.N.4.6.

Model a number using two different objects (e.g., 10 desks represents the same number as 10 pencils).

#### 1.N.4.7.

Place numerals on a horizontal or vertical number line with benchmarks 0, 5, 10, and 20.

#### 1.N.5.

Compare and order sets containing up to 20 elements to solve problems using: referents; one-to-one correspondence [C, CN, ME, PS, R, V]

#### 1.N.5.1.

Build a set equal to another set that contains up to 20 elements.

#### 1.N.5.2.

Build a set that has more, fewer, or as many elements as another set.

#### 1.N.5.3.

Build several sets of different objects that have the same number of elements in the set.

#### 1.N.5.4.

Compare two sets using one-to-one correspondence, and describe them using comparative words such as > more, < fewer, =as many.

#### 1.N.5.5.

Compare a set to a referent using comparative language.

#### 1.N.5.6.

Solve a story problem (pictures and words) that involves the comparison of two quantities.

#### 1.N.7.

Demonstrate, concretely and pictorially, how a number, up to 30, can be represented by a variety of equal groups with and without singles. [C, R, V]

#### 1.N.7.1.

Represent a number in a variety of equal groups with and without singles (e.g., 17 can be represented by 8 groups of 2 and one single, 5 groups of 3 and two singles, 4 groups of 4 and one single, 3 groups of 5 and two singles, and 1 group of 10 with seven singles).

#### 1.N.7.2.

Recognize that for a number of counters, no matter how they are grouped, the total number of counters does not change.

#### 1.N.7.3.

Group a set of counters into equal groups with and without singles in more than one way, and explain which grouping makes counting easier.

#### 1.N.8.

Identify the number, up to 20, that is one more, two more, one less, and two less than a given number. [C, CN, ME, R, V]

#### 1.N.8.1.

Name the number that is one more, two more, one less, or two less than a given number, up to 20.

#### 1.N.8.2.

Represent a number on a ten frame that is one more, two more, one less, or two less than a given number.

#### 1.N.9.

Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially, and symbolically, by: using familiar and mathematical language to describe additive and subtractive actions from their experience; creating and solving problems in context that involve addition and subtraction; modelling addition and subtraction using a variety of concrete and visual representations, and recording the process symbolically [C, CN, ME, PS, R, V]

#### 1.N.9.1.

Act out a story problem presented orally or through shared reading.

#### 1.N.9.2.

Indicate if the scenario in a story problem represents additive or subtractive action.

#### 1.N.9.4.

Create a story problem for addition that connects to student experience, and simulate the action with counters.

#### 1.N.9.5.

Create a story problem for subtraction that connects to student experience, and simulate the action with counters.

#### 1.N.9.6.

Create a story problem for a number sentence.

#### 1.N.9.7.

Represent a story problem pictorially or symbolically to show the additive or subtractive action, and solve the problem.

#### 1.PR.1.

Demonstrate an understanding of repeating patterns (two to four elements) by: describing; reproducing; extending; creating patterns using manipulatives, diagrams, sounds, and actions. [C, PS, R, V]

#### 1.PR.1.1.

Describe a repeating pattern containing two to four elements in its core.

#### 1.PR.1.2.

Identify errors in a repeating pattern.

#### 1.PR.1.3.

Identify the missing element(s) in a repeating pattern.

#### 1.PR.1.4.

Create and describe a repeating pattern using a variety of manipulatives, musical instruments, and actions.

#### 1.PR.1.5.

Reproduce and extend a repeating pattern using manipulatives, diagrams, sounds, and actions.

#### 1.PR.1.6.

Identify and describe, using everyday language, a repeating pattern in the environment (e.g., classroom, outdoors).

#### 1.PR.1.7.

Identify repeating events (e.g., days of the week, birthdays, seasons).

#### 1.PR.2.

Translate repeating patterns from one representation to another. [C, R, V]

#### 1.PR.2.1.

Represent a repeating pattern using another mode (e.g., actions to sound, colour to shape, ABC ABC to blue yellow green blue yellow green).

#### 1.PR.2.2.

Describe a repeating pattern using a letter code (e.g., ABC ABC...).

#### 1.PR.3.

Describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to 20). [C, CN, R, V]

#### 1.PR.3.1.

Construct two equal sets using the same objects (same shape and mass), and demonstrate their equality of number using a balance scale.

#### 1.PR.3.2.

Construct two unequal sets using the same objects (same shape and mass), and demonstrate their inequality of number using a balance scale.

#### 1.PR.3.3.

Determine if two concrete sets are equal or unequal, and explain the process used.

#### 1.PR.4.

Record equalities using the equal symbol (0 to 20). [C, CN, PS, V]

#### 1.PR.4.1.

Represent an equality using manipulatives or pictures.

#### 1.PR.4.4.

Record different representations of the same quantity (0 to 20) as equalities.

#### 1.SS.1.

Demonstrate an understanding of measurement as a process of comparing by identifying attributes that can be compared; ordering objects; making statements of comparison; filling, covering, or matching [C, CN, PS, R, V]

#### 1.SS.1.1.

Identify common attributes, such as length (height), mass (weight), volume (capacity), and area, which could be used to compare a set of two objects.

#### 1.SS.1.2.

Compare two objects and identify the attributes used to compare.

#### 1.SS.1.3.

Determine which of two or more objects is longest/shortest by matching, and explain the reasoning.

#### 1.SS.1.4.

Determine which of two or more objects is heaviest/lightest by comparing, and explain the reasoning.

#### 1.SS.1.5.

Determine which of two or more objects holds the most/least by filling, and explain the reasoning.

#### 1.SS.1.6.

Determine which of two or more objects has the greatest/least area by covering, and explain the reasoning.

#### 1.SS.2.

Sort 3-D objects and 2-D shapes using one attribute, and explain the sorting rule. [C, CN, R, V]

#### 1.SS.2.1.

Sort a set of familiar 3-D objects or 2-D shapes using a given sorting rule.

#### 1.SS.2.2.

Sort a set of familiar 3-D objects using a single attribute determined by the student, and explain the sorting rule.

#### 1.SS.2.3.

Sort a set of 2-D shapes using a single attribute determined by the student, and explain the sorting rule.

#### 1.SS.2.4.

Determine the difference between two pre-sorted sets of familiar 3-D objects or 2-D shapes, and explain a possible sorting rule used to sort them.

#### 1.SS.3.

Replicate composite 2-D shapes and 3-D objects. [CN, PS, V]

#### 1.SS.3.1.

Select 2-D shapes from a given set of 2-D shapes to reproduce a composite 2-D shape.

#### 1.SS.3.2.

Select 3-D objects from a given set of 3-D objects to reproduce a composite 3-D object.

#### 1.SS.3.3.

Predict and select the 2-D shapes used to produce a composite 2-D shape, and verify by deconstructing the composite shape.

#### 1.SS.3.4.

Predict and select the 3-D objects used to produce a composite 3-D object, and verify by deconstructing the composite object.

#### 1.SS.4.

Compare 2-D shapes to parts of 3-D objects in the environment. [C, CN, V]

#### 1.SS.4.1.

Identify 3-D objects in the environment that have parts similar to a 2-D shape.