- indicating that the last number said identifies "how many"	I can count all blocks in a set and say how many there are.
- showing that any set has only one count	I can count a set and say how many there are and then mix up the set and count again and get the same number.

- using the counting-on strategy

PP Cntbtwn2numbers

I can count from number ____ (a) to number _____(b) starting at ____(a) and ending with ____(b)

- using parts or equal groups to count sets.

PP Countby2crtnsblks	I can count groups of twos to _____.
PP cntby5to100blckseggcrtns	I can count groups of fives to I can count groups of tens _____.

4. Represent and describe numbers to 20, concretely, pictorially and symbolically.

PP BaseTento100	I can show and tell about number _____ using blocks (concrete). I can draw a picture about number ____. (pictorial) I can print the numeral ____ to match the counted set. (symbolic)
PP Numberwordsto10	I can match the number word ____ to match the counted set.
PP TenFrameNumberRep	I can show a number to 10 on a ten-frame. (concrete)
PP Numberrep5ways	I can show a number in 5 different ways. (concrete, pictorial, symbolic)

5. Compare sets containing up to 20 elements, using:

- referents to solve problems.

PP makingsettomatchgivenset	I can build a set of _____ blocks that is the same as the model.
PP matchingsetsdiffobjects	I can match _____ blocks to another group of ____ blocks (different).
	I can build ____ sets of ____ different things.
- one-to-one correspondence to solve problems.	I can build a set of blocks that is _____ fewer than the model. I can build a set of blocks that is _____ more than the model. I can build a set of _____ blocks and a set of ____blocks (different number than the first set) and say which has fewer and which has more. I can look at a picture of _____ blocks and a picture of _____ blocks (different number than the first set) and tell which has more and which has less.

6. Estimate quantities...

- to 20 by using referents.

I can make a good guess about how many blocks there are in a group using a model of ____ blocks.
When I look at a set of blocks and I have two numbers to pick from, I can tell why I chose _____ as my good guess.

7. Demonstrate an ...

- understanding of conservation of number.

I can tell why ____ blocks is always _____ blocks no matter how I mix them up.
I can arrange ____ blocks in ____ ways.
I can show a given number in 5 different ways.

8. Identify the number, up to 20, that is:

- one more than a given number.

PP Trains2showmore and lessgame

PP 10FrameMore and Less

PP BlocksNumberLineMoreLess

I can say the number that is one more than _____.
On a ten frame, I can make the number that is one more than _____.

- two more than a given number.

PP Trains2showmore and lessgame

PP 10FrameMore and Less

PP BlocksNumberLineMoreLess

I can say the number that is two more than _____.
On a ten frame, I can make the number that is two more than _____.

- one less than a given number.

PP Trains2showmore and lessgame

PP 10FrameMore and Less

PP BlocksNumberLineMoreLess

I can say the number that is one less than _____.
On a ten frame, I can make the number that is one less than _____.

- two less than a given number.

PP Trains2showmore and lessgame

PP 10FrameMore and Less

PP BlocksNumberLineMoreLess

I can say the number that is two less than ____.
On a ten frame, I can make the number that is two less than _____.

9. Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially and symbolically, by:

- using familiar mathematical language to describe additive and subtractive actions

PP BalanceScaleAdd

PP BalanceScaleSub

I can use words like add, altogether, sum, plus for adding.
I can use words like subtract, take away, difference for subtraction.
I can act out a problem told to me.
I can say if I need to add or subtract to solve a problem.
I can use blocks to solve a problem and then print the number sentence that goes with it.

- creating and solving problems in context that involve addition and subtraction

PP StoryAddMatManip

I can make up my own addition problem and use counters to show the action.
I can make up my own subtraction problem and use counters to show the action.
I can make up my own subtraction problem and use counters to show the action.

- modelling addition and subtraction, using a variety of concrete and visual representations, and recording the process symbolically.

PP SubBlocksEggCartons

PP DominoAddMat

I can draw pictures to solve an addition problem.
I can draw pictures to solve a subtraction problem.
I can print the number sentence to solve an addition problem.
I can print the number sentence to solve a subtraction problem.

PP NumberLineSub

I can add using a number line.
I can subtract using a number

10. Describe and use mental mathematics strategies (memorization not intended), such as:

- counting on and counting back

PP FaceOffNumbers 11-20

PP CountingUporDownGame

I can start with number ____ and count on to ____.
I can start with number ____ and count back to ____.
I can say how I got an answer for an addition problem that I solved in my head.
I can say how I got an answer for a subtraction problem that I solved in my head.
I can listen and use other kids%u2019 ideas to help me solve problems in my head.

- making 10 for basic addition facts and related subtraction facts to 18.

PP Makingtenswhenadd

- using doubles for basic addition facts and related subtraction facts to 18.

	I can say all the double facts to 20.
PP DoublesPlus1Game	I can solve the addition fact ____ plus ____ by using the doubles fact ____ plus _____ and add 1

- thinking addition for subtraction for basic addition facts and related subtraction facts to 18.

PP Relatednumbersentences

I can say all the addition and subtraction facts for 3 given numbers in a fact family.

Back to Grade One Mathematics

Learning Outcomes for Grade 1 Mathematics

Strand: Number

General Outcome: Develop number sense.

1. Say the number sequence 0 to 100 by:

- 1s forward between any two given numbers

- 1s backward from 20 to 0

- 2s forward from 0 to 20

- 5s and 10s forward from 0 to 100.

2. Subitize (recognize at a glance) and name familiar arrangements of 1 to 10

3. Demonstrate an understanding of counting by:

- indicating that the last number said identifies "how many"

- showing that any set has only one count

- using the counting-on strategy

- using parts or equal groups to count sets.

4. Represent and describe numbers to 20, concretely, pictorially and symbolically.

5. Compare sets containing up to 20 elements, using:

- referents to solve problems.

- one-to-one correspondence to solve problems.

6. Estimate quantities...

- to 20 by using referents.

7. Demonstrate an ...

- understanding of conservation of number.

8. Identify the number, up to 20, that is:

- one more than a given number.

- two more than a given number.

- one less than a given number.

- two less than a given number.

9. Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially and symbolically, by:

- using familiar mathematical language to describe additive and subtractive actions

- 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.

10. Describe and use mental mathematics strategies (memorization not intended), such as:

- counting on and counting back

- making 10 for basic addition facts and related subtraction facts to 18.

- using doubles for basic addition facts and related subtraction facts to 18.

- thinking addition for subtraction for basic addition facts and related subtraction facts to 18.