Below is a list of the Grade 1 math curriculum topics we will be covering this year based on the 2020 Ontario Ministry of Education Mathematics Curriculum guidelines. In our Busy Bee class, students will be working on what we call 'cycling' where they work on different topics each day to build understanding of specific concepts over time rather than one unit focus for one block of time. This allows students more time and practice, as well as opportunity to clarify any misunderstanding. Math in the early primary grades, like Grade 1, build the foundation and building blocks for the following year. Number Sense and Numeration is a large portion of early math understanding and is weighted slightly heavier as we focus on knowing numbers and what they mean before we can work with them through mathematical operations. This is why we spend time daily on these concepts to help solidify understanding through multiple activities and learning opportunities. However, that does not mean the other math areas, such as Data Management, Measurement, Patterning, Algebra, Probability and Geometry are valued less. This just means that we use our math time each day to cover several areas of focus through inquiries over the course of the year.
- Understanding numbers to 50 (even, odd, ordering numbers, ten frames, number line, base ten materials, 100's charts)
- Read and print whole numbers to 10
- Estimate to 50
- Addition and subtraction facts to 20 using mental math strategies
- Counting forward to 50
- Count backward from 20
- Skip counting, forwards and backwards by 1's, 2's, 5's, 10's to 50
- Ordinal numbers to 31st
- Addition and subtraction of 2 digit numbers to 50
- Represent and solve equal-group problems to 10 through multiplication and division
- Introduce fractions as parts of a whole
- Compare fraction pieces
- Read the date on the calendar
- Use a calendar to identify days, weeks, months, holidays and seasons
- Temperature – look at benchmarks on a thermometer for hot, cold, etc and relate to real life
- Compare everyday objects according to their length, width, height and distance
- Discuss perimeter and area with non-standard units
- Mass/ Capacity – compare weights and how much an item will hold using non-standard units
- compare several everyday objects and order them according to length, area, mass, and capacity
- give and follow directions for moving from one location to another
- describe the relative locations of objects or people, using positional language
- Identifying Attributes
- Patterns (one attribute repeating, growing, shrinking)
- Compare numbers (greater than, equal to, less than)
- Find the missing number in a number sentence to 10 (4+___=11 or 8 - ___ = 4) using a balance model
- Identifying Attributes
- Patterns (one attribute repeating, growing, shrinking)
- Compare numbers (greater than, equal to, less than)
- Find the missing number in a number sentence to 10 (4+___=11 or 8 - ___ = 4) using a balance model
- Attributes of 2D shapes (sides, edges, vertices)
- Attributes of 3D figures (number and shape of faces)
- Composing and decomposing shapes
- sort three-dimensional objects and two-dimensional shapes according to one attribute at a time, and identify the sorting rule being used
- Create symmetrical designs
- Sort and organize objects based on one attributes
- Collect and organize data
- Graphing (tally charts, pictographs, concrete graphs, simple surveys)
- Interpret data from a graph
- Probability (knowing the likelihood of a real life event to occur)
- Identify the various Canadian coins up to 50¢ and coins and bills up to $50
- Compare the coins and bills values
- Identify and manage emotions - to express and manage their feelings, and show understanding of the feelings of others, as they engage positively in mathematics activities
- Recognize sources of stress and cope with challenges - to work through challenging math problems, understanding that their resourcefulness in using various strategies to respond to stress is helping them build personal resilience
- Maintain positive motivation and perseverance - to recognize that testing out different approaches to problems and learning from mistakes is an important part of the learning process, and is aided by a sense of optimism and hope
- Build relationships and communicate effectively - to work collaboratively on math problems – expressing their thinking, listening to the thinking of others, and practising inclusivity – and in that way fostering healthy relationships
- Develop self-awareness and sense of identity - to see themselves as capable math learners, and strengthen their sense of ownership of their learning, as part of their emerging sense of identity and belonging
- Think critically and creatively - to make connections between math and everyday contexts to help them make informed judgements and decisions
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