· Web view- Knows that the last counting word tells “how many” objects in a set (i.e., cardinality). - Says the number name sequence forward through the teen numbers. - Creates

Alberta K–4 Curriculum Correlationwith Mathology Grade 1 Resources

Learning Outcomes Mathology Grade 1 Classroom Activity Kit

Mathology Little Books Pearson Canada K–3 Mathematics Learning Progression

Essential Understanding: Organizing and representing quantitative information develops additive and multiplicative thinking to make meaningful connections and support problem solving.Students make meaning of and represent quantities within 100.

Number Cluster 1: Counting• 1: Counting to 20• 2: Counting to 50• 3: Counting On and Back• 5: Counting Consolidation

Number Cluster 2: Spatial Reasoning• 6: Subitizing to 10• 7: Estimating Quantities• 8: Spatial Reasoning

Consolidation

Number Cluster 3: Comparing and Ordering• 9: Comparing Sets Concretely• 10: Comparing Sets Pictorially• 12: Comparing and Ordering

Consolidation

Number Cluster 4: Skip-Counting• 13: Skip-Counting Forward• 16: Skip-Counting

• That's 10! • On Safari! • Paddling the River• At the Corn Farm• A Family Cookout • How Many Is Too Many?

To Scaffold:• A Warm, Cozy Nest• Lots of Dots! • Animals Hide• Dan’s Doggy Daycare• Acorns for Wilaiya• Spot Check! • Let’s Play Waltes!

To Extend:• What Would You Rather?• Ways to Count

Big Idea: Numbers tell us how many and how much.

Conceptual Knowledge the purpose of counting is to

determine how many (quantify) quantities can be represented in

many ways, including coins/bills quantities can be represented

symbolically, including “none” represented by 0

when counting, a quantity includes all of the previous numbers (hierarchical inclusion)

the count stays the same no matter how objects are rearranged (conservation of number)

Procedural Knowledge demonstrate early counting

principles, including one-to-one correspondence, stable order,

Applying the principles of counting - Says the number name sequence starting with 1

and counting forward.- Coordinates number words with counting actions,

saying one word for each object (i.e., one-to-one correspondence/tagging).

- Says the number name sequence backward from numbers to 10.

- Knows that the last counting word tells “how many” objects in a set (i.e., cardinality).

- Says the number name sequence forward through the teen numbers.

- Creates a set to match a verbal number or written numeral.

- Says the number name sequences forward and backward from a given number.

- Knows that rearranging objects in a set does not change the quantity (i.e., conservation of number).

- Uses number patterns to bridge tens when counting forward and backward (e.g., 39, 40, 41).

- Fluently skip-counts by factors of 10 (e.g., 2, 5, 10) and multiples of 10 from any given number.

Mathology Grade 1 Curriculum Correlation

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cardinality, conservation of number, hierarchical inclusion, order irrelevance, and abstraction

count within 100, forward by 1, starting at any number

count backward from 20 to 0 by 1 skip count to 100, forward by 5

and 10, starting at 0 skip count to 20, forward by 2,

starting at 0 relate a numeral to a specific

quantity represent quantities concretely,

including with coins and bills represent quantities pictorially

and symbolically recognize the quantity in

patterned and non-patterned sets to 10 (conceptual subitizing)

Consolidation

Number Cluster 8: Financial Literacy• 36: Values of Coins• 37: Counting Collections

Recognizing and writing numerals- Names, writes, and matches numerals to numbers

and quantities to 10.- Names, writes, and matches two-digit numerals to

quantities.Recognizing quantities by subitizing- Instantly recognizes quantities to 5 (i.e.,

perceptual subitizing).- Uses grouping (e.g., arrays of dots) to determine

quantity without counting by ones (i.e., conceptual subitizing).

Big idea: Numbers are related in many ways.Comparing and ordering quantities (multitude or magnitude)- Perceptually compares quantities to determine

more/less or equal quantities.- Knows that each successive number is one more

than the previous number (i.e., hierarchical inclusion).

- Compares (i.e., more/less/equal) and orders quantities to 10).

- Adds/removes object(s) to make a set equal to a given set.

- Compares and orders quantities and written numbers using benchmarks.

- Orders three or more quantities to 20 using sets and/or numerals.

Estimating quantities and numbers- Estimates small quantities of objects (to 10) of the

same size.- Uses relevant benchmarks to compare and

estimate quantities (e.g., more/less than 10; multiples of 10).

Big Idea: Quantities and numbers can be grouped by or partitioned into equal-sized units.Unitizing quantities and comparing units to the whole- Partitions and skip-counts by equal-sized units

and recognizes that the results will be the same when counted by ones (e.g., counting a set by 1s or by 5s gives the same result).


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Students make meaning of one-half in familiar contexts.

Number Cluster 5: Composing and Decomposing• 22: Equal Parts (use one-half

only)

To Extend:• The Best Birthday

Big Idea: Quantities and numbers can be grouped by or partitioned into equal-sized units.

Conceptual Knowledge objects and sets can be split

(partitioned) into two equal-sized parts (halves)

Procedural Knowledge split (partition) a set of objects

into two equal groups split (partition) an object into two

equal-sized pieces

Partitioning quantities to form fractions- Visually compares fraction sizes and names

fractional amounts informally (e.g., halves).- Partitions wholes into equal-sized parts to make

fair shares or equal groups.

Students represent composition and decomposition of quantities.

Number Cluster 5: Composing and Decomposing• 17: Decomposing 10• 18: Numbers to 10• 19: Numbers to 20• 20: Money Amounts • 23: Composing and

Decomposing Consolidation

Number Cluster 7: Operational Fluency• 28: More or Less• 29: Adding to 20• 30: Subtracting to 20• 31: The Number Line• 32: Doubles• 33: Part-Part-Whole• 34: Solving Story Problems• 35: Operational Fluency

Consolidation

• On Safari! • That’s 10! • Paddling the River • Hockey Time!• Cats and Kittens!• Buy 1–Get 1• Canada’s Oldest Sport • How Many Is Too Many?

To Scaffold:• Animals Hide• Dan’s Doggy Daycare• Spot Check!

To Extend:• Back to Batoche• Array’s Bakery• Marbles, Alleys, Mibs,

and Guli!• A Class-full of Projects• The Money Jar• The Great Dogsled Race

Big Idea: Numbers are related in many ways.Comparing and ordering quantity (multitude or magnitude)- Knows what number is one or two more and one

or two less than another number.Decomposing wholes into parts and composing wholes from parts- Decomposes/composes quantities to 5.- Decomposes quantities to 10 into parts and

remembers the whole.- Decomposes/composes quantities to 20.

Conceptual Knowledge addition and subtraction are

operations used to compose and decompose numbers

part-part-whole relationships can be represented using addition and subtraction

two numbers can be added in any order (commutative property)

Procedural Knowledge explore various ways to compose

and decompose quantities explore patterns in addition and

subtraction represent addition and

subtraction strategies concretely, pictorially, or symbolically

add and subtract in joining, separating, and comparing situations

add and subtract quantities within 20, including 0, without a calculator

recall single-digit addition

Big Idea: Quantities and numbers can be grouped by or partitioned into equal-sized units.Unitizing quantities into ones, tens, and hundreds (place-value concepts)- Composes teen numbers from units of ten and ones and decomposes teen numbers into units of ten with leftover ones.

Big Idea: Quantities and numbers can be added and subtracted to determine how many or how much.Developing conceptual meaning of addition and subtraction- Models add-to and take-from situations with

quantities to 10.- Uses symbols and equations to represent addition

and subtraction situations.


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number facts to a sum of 10 and related subtraction number facts

- Models and symbolizes addition and subtraction problem types (i.e., join, separate, part-part-whole, and compare).

Developing fluency of addition and subtraction- Fluently adds and subtracts with quantities to 10.- Fluently recalls complements to 10 (e.g., 6 + 4).- Extends known sums and differences to solve

other equations (e.g., using 5 + 5 to add 5 + 6).- Fluently adds and subtracts with quantities to 20.

Students explore and represent sharing and grouping situations using quantities within 20.

Number Cluster 5: Composing and Decomposing• 20: Money Amounts• 21: Equal Groups

• How Many Is Too Many?

To Extend:• Family Fun Day

Big Idea: Numbers tell us how many and how much.Applying the principles of counting - Knows that rearranging objects in a set does not

change the quantity (i.e., conservation of number).

Conceptual Knowledge some quantities can be shared or

grouped equally the quantity stays the same no

matter how the objects are grouped or shared (conservation of number)

Procedural Knowledge explore equal-sharing and equal-

grouping situations concretely or pictorially

represent equal-sharing and equal-grouping situations concretely or pictorially

apply conservation of number when sharing or grouping

Big Idea: Quantities and numbers can be grouped or partitioned into equal-sized units.Unitizing quantities and comparing units to the whole- Partitions and skip-counts into equal-sized units

and recognizes the results will be the same when counted by ones (e.g., counting a set by 1s or 5s gives the same result).

Big Idea: Quantities and numbers can be grouped by and partitioned into units to determine how many and how much.Developing conceptual meaning of multiplication and division- Models and solves equal sharing problems to 10.- Groups objects in 2s, 5s, and 10s.


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Essential Understanding: Visualizing and describing spatial relationships through geometry enhances interpretation of the physical world.Students describe and compare shapes in the environment.

Geometry Cluster 1: 2-D Shapes• 1: Sorting Shapes• 2: Identifying Triangles• 3: Identifying Rectangles• 4: Visualizing Shapes• 5: Sorting Rules• 6: 2-D Shapes Consolidation

Geometry Cluster 2: 3-D Solids• 7: Exploring 3-D Solids• 8: Sorting 3-D Solids• 9: Identifying the Sorting Rule• 10: 3-D Solids Consolidation

Geometry Cluster 3: Geometric Relationships• 12: Making Designs• 13: Covering Outlines• 14: Identifying Shapes• 15: Geometric Relationships

Consolidation

Geometry Cluster 4: Symmetry• 16: Finding Lines of Symmetry• 17: Creating Symmetrical

Designs• 18: Symmetry Consolidation

• What Was Here?• The Tailor Shop• Memory Book

To Scaffold:• Zoom In, Zoom Out• The Castle Wall

To Extend:• I Spy Awesome Buildings• Sharing Our Stories

Big Idea: Regularity and repetition form patterns that can be generalized and predicted mathematically.Conceptual Knowledge

attributes are characteristics that can be used to compare, sort, and describe shapes

some shapes have matching halves (symmetry)

size and shape are not affected by orientation

Procedural Knowledge sort 2-D shapes, including

squares, circles, rectangles, and triangles, and 3-D shapes, including cubes, cones, cylinders, and spheres, by a single attribute and describe the sorting rule

relate the attributes of 2-D and 3-D shapes to objects in the environment

describe 2-D and 3-D shapes in varying orientations

compose and decompose composite 2-D shapes

explore symmetry concretely

Identifying, sorting, and classifying attributes and patterns mathematically (e.g., number of sides, shape, size)- Sorts a set of objects in different ways using a

single attribute (e.g., buttons sorted by the number of holes or by shape).

- Identifies the sorting rule used to sort sets.Big Idea: 2-D shapes and 3-D solids can be analyzed and classified in different ways by their attributes.Investigating geometric attributes and properties of 2-D shapes and 3-D solids- Compares 2-D shapes and 3-D solids to find the

similarities and differences.- Recognizes 2-D shapes and 3-D solids embedded

in other images or objects.- Identifies 2-D shapes in 3-D objects in the

environment.- Analyzes geometric attributes of 2-D shapes and

3-D solids (e.g., number of sides/edges, faces, corners).

Investigating 2-D shapes, 3-D solids, and their attributes through composition and decomposition- Models and draws 2-D shapes and 3-D solids from

component parts.- Constructs composite pictures or structures with

2-D shapes and 3-D solids.- Constructs and identifies new 2-D shapes and 3-D

solids as a composite of other 2-D shapes and 3-D solids.

- Decomposes and 2-D shapes and 3-D solids into other known 2-D shapes and 3-D solids.

- Completes a picture outline with shapes in more than one way.


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Big Idea: 2-D shapes and 3-D solids can be transformed in many ways and analyzed for change.Exploring symmetry to analyze 2-D shapes and 3-D solids- Physically explores symmetry of images by

folding, cutting, ad matching parts.- Identifies 2-D shapes and 3-D solids that have

symmetry (limited to line or play symmetry) (e.g., slicing an apple through its core).

Students compare length and mass of familiar objects using non-standard units.

Measurement Cluster 1: Comparing Objects • 1: Comparing Length• 2: Comparing Mass• 4: Making Comparisons • 6: Comparing Objects

Consolidation (length and mass only)

Measurement Cluster 2: Using Uniform Units• 7: Matching Lengths• 9: Using Multiple Units• 10: A Benchmark of One Metre• 11: Measuring Length• 12: Iterating the Unit• 15: Using Uniform Units

Consolidation

• The Amazing Seed• Animal Measures

To Scaffold:• To Be Long• The Best in Show

To Extend:• Getting Ready for School

Big idea: Many things in our world (e.g., objects, spaces, events) have attributes that can be measured and compared.

Conceptual Knowledge length and mass are attributes

that can be measured (measurable attributes)

objects can be measured using direct or indirect comparison

measurable attributes can be compared using words, including longest, tallest, shortest, heaviest, and lightest

a unit is used to compare measurable attributes

non-standard units must be identical for a count to represent the measure

Procedural Knowledge order objects by length or mass

using direct comparison compare two objects indirectly

using a third object (indirect comparison)

measure length using many copies of the same non-standard unit

Understanding attributes that can be measured- Explores measurement of visible attributes (e.g.,

length, capacity, area) and non-visible attributes (e.g., mass, time, temperature).

- Uses language to describe attributes (e.g., long, tall, short, wide, heavy).

- Understands that some things have more than one attribute that can be measured (e.g., an object can have both length and mass).

- Understands conservation of length (e.g., a string is the same length when straight and not straight), capacity (e.g., two differently shaped containers may hold the same amount), and area (e.g., two surfaces of different shapes can have the same area).

Directly and indirectly comparing and ordering objects with the same measurable attribute- Directly compares and orders objects by length

(e.g., by aligning ends), mass (e.g., using a balance scale), and area (e.g., by covering).

- Compares objects indirectly by using an intermediary object.

- Uses relative attributes to compare and order (e.g., longer/longest, taller/tallest, shorter/shortest).


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Essential Understanding: Exploring connections strengthens our understandings of relationships to help us make meaning of the world.Students demonstrate equality as a relationship between quantities.

Patterning and Algebra Cluster 3: Equality and Inequality• 10: Exploring Sets• 11: Making Equal Sets• 12: Using Symbols• 13: Equality and Inequality

Consolidation

• Nutty and Wolfy

To Extend:• Kokum’s Bannock

Big Idea: Patterns and relations can be represented with symbols, equations, and expressions.

Conceptual Knowledge equality is a relationship between

quantities equality can be represented

symbolically (=) quantity stays the same no

matter how objects are arranged (conservation of number)

Procedural Knowledge represent equality concretely or

pictorially record equalities using the equal

sign (=)

Understanding equality and inequality, building on generalized properties of numbers and operations- Compares sets to determine more/less or equal.- Creates a set that is more/ less or equal to a given

set.- Models and describes equality (balance; the same

as) and inequality (imbalance; not the same as).- Writes equivalent addition and subtraction

equations in different forms (e.g., 8 = 5 + 3; 3 + 5 = 8).

Using symbols, unknowns, and variables to represent mathematical relations- Uses the equal (=) symbol in equations and knows

its meaning (i.e., equivalent; is the same as). - Understands and uses the equal (=) and not equal

(≠) symbols when comparing expressions.Big Idea: Numbers tell us how many and how much.Applying the principles of counting - Knows that rearranging objects in a set does not

change the quantity (i.e., conservation of number).Students describe relationships among elements in a repeating pattern.

Patterning and Algebra Cluster 1: Investigating Repeating Patterns• 1: Repeating the Core• 2: Representing Patterns• 3: Predicting Elements• 4: Finding Patterns• 5: Investigating Repeating

Patterns Consolidation

Patterning and Algebra Cluster 2: Creating Patterns• 6: Extending Patterns• 7. Translating Patterns• 8: Errors and Missing Elements• 9: Creating Patterns

• Midnight and Snowfall

To Scaffold:• A Lot of Noise• We Can Bead!

To Extend:• Pattern Quest

Big Idea: Regularity and repetition form patterns that can be generalized and predicted mathematically.

Conceptual Knowledge patterns can be found in the

environment patterns can be created using

objects, images, symbols, sounds, or actions

repeating patterns have a set of elements that repeat (pattern core)

a repeating pattern can be represented in different ways

Procedural Knowledge

Identifying, sorting, and classifying attributes and patterns mathematically (e.g., number of sides, shape, size)- Records and symbolizes attributes in different

ways (e.g., using drawings, words, letters).Identifying, reproducing, extending, and creating patterns that repeat- Identifies and reproduces repeating patterns by

matching elements involving sounds, actions, shapes, objects, etc.

- Extends repeating patterns.- Distinguishes between repeating and non-

repeating sequences.- Identifies the repeating unit (core) of a pattern.


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describe patterns, including how patterns repeat

reproduce, extend, and create repeating patterns with two to four elements

translate a repeating pattern from one representation to another

Consolidation - Predicts missing element(s) and corrects errors in repeating patterns.

- Recognizes similarities and differences between patterns.

- Reproduces, creates, and extends repeating patterns based on copies of the repeating unit (core).

- Represents the same pattern in different ways (i.e., translating to different symbols, objects, sounds, actions).

Students describe relationships between time and experiences.

Measurement Cluster 3: Time and Temperature• 16: Ordering Events• 17: Passage of Time• 19: Relating to Seasons

Big idea: Many things in our world (e.g., objects, spaces, events) have attributes that can be measured and compared.Conceptual Knowledge

events can be compared and sequenced in time

time can be experienced in cycles and patterns, including seasons

First Nations, Métis, and Inuit traditional cultural activities are connected to seasons

time can be measured

Procedural Knowledge describe a sequence of events

using time vocabulary in familiar contexts, including yesterday, today, tomorrow, morning, afternoon, evening, past, present, and future

connect lived experiences and cultural events to time

explore cultural stories of First Nations, Métis, and Inuit that describe traditional activities in relation to seasons

estimate and measure time using non-standard units

compare the duration of activities

Understanding attributes that can be measured- Explores measurement of visible attributes (e.g.,

length, capacity, area) and non-visible attributes (e.g., mass, time, temperature).

Essential Understanding: Engaging with various forms of communication and expression allows us to represent and interpret our


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understandings of the world in multiple ways.Students represent and describe data in response to a given question.

Data Management and Probability Cluster 1: Data Management• 1: Interpreting Graphs• 2: Making Concrete Graphs• 3: Making Pictographs• 4: Data Management

Consolidation

• Graph It!

To Scaffold:• Hedge and Hog

To Extend:• Big Buddy Days• Marsh Watch

Big Idea: Formulating questions, collecting data, and consolidating data in visual and graphical displays help us understand, predict, and interpret situations that involve uncertainty, variability, and randomness.

Conceptual Knowledge data can be used to answer a

question data can be represented

concretely (concrete graphs) or pictorially (pictographs)

a graph is a way to communicate mathematically about and describe data

Procedural Knowledge collect and classify first-hand

data represent data in concrete graphs

and pictographs using one-to-one correspondence

describe data in a graph using comparative vocabulary, including more, less, most, greatest, least, same, and not the same

Collecting data and organizing it into categories - Collects data from simple surveys concretely (e.g.,

shoes, popsicle sticks) or using simple records (e.g., check marks, tallies).

Creating graphical displays of collected data- Creates displays by arranging concrete data or with

simple picture graphs (using actual objects or images).

Reading and interpreting data displays- Determines the most frequent response/outcome

on the data display.- Interprets displays by noting outcomes that are

more/less/same.Drawing conclusions by making inferences and justifying decisions based on data collected- Uses data collected and displayed to answer initial

question directly.

Essential Understanding: Applying logical thought and creativity enables us to achieve outcomes, solve problems, and develop computational thinking skills.Students follow a determined process and create an original process that achieves a desired outcome.

*These ideas form the foundation of Mathology, both in the classroom activity kits and the Mathology Little Books.

Conceptual Knowledge instructions can take many forms,

including verbal, visual, and written forms

sequencing is used to order steps in instructions in a way that will always produce the desired outcome


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instructions are informed by cues around us

Procedural Knowledge follow 2- or 3-step instructions to

achieve a desired outcome sequence 2 or 3 steps to achieve

a desired outcome exchange ideas to achieve a

desired outcome requiring a 1- to 3-step process

create 1- to 3-step instructions to achieve a desired outcome

recognize when instructions do not correspond to actions

Essential Understanding: Developing and affirming identity contributes to well-being and understandings of self and one another.Students engage with mathematics in various activities.

*These ideas form the foundation of Mathology, both in the classroom activity kits and the Mathology Little Books.

Conceptual Knowledge mathematics is all around us there are a variety of ways to

engage with mathematics everyone can learn and do

mathematics everyone makes and learns from

errorsProcedural Knowledge engage in activities that support

curiosity with mathematics work together with others

(collaborating) to develop understanding of mathematical concepts

persevere through obstacles that arise in mathematical experiences

share experiences and ideas related to mathematical play


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Documents

· Web view- Knows that the last counting word tells “how many” objects in a set (i.e., cardinality). - Says the number name sequence forward through the teen numbers. - Creates