
1Grade 1 Standards
Top Mathematicians

Number

1.N.1
Say the number sequence, 0 to 100, by: 1s forward and backward between any two given numbers, 2s to 20, forward starting at 0, 5s and 10s to 100, forward starting at 0.
• 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.
• Record a numeral (0 to 100) symbolically when it is presented orally.
• Read a numeral (0 to 100) when it is presented symbolically.
• 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.
• Identify and correct errors and omissions in a number sequence. 

1.N.10
Describe and use mental mathematics strategies (memorization not intended), such as: counting on and counting back, making 10, doubles, using addition to subtract to determine basic addition facts to 18 and related subtraction facts.
• 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. 

1.285

1.2910


1.N.2
Recognize, at a glance, and name familiar arrangements of 1 to 10 objects, dots, and pictures.
• 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. 

1.110

1.45

1.1620


1.N.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.
• Answer the question, "How many are in the set?" using the last number counted in a set.
• Identify and correct counting errors in a counting sequence.
• 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. 

1.110

1.35

1.45

1.55

1.65

1.1115

1.1620


1.N.4
Represent and describe whole numbers to 20 concretely, pictorially, and symbolically.
• 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 (e.g., 10 desks represents the same number as 10 pencils).
• Place whole numbers on a number line by using benchmarks 0, 5, 10, and 20. 
1.N.5
Compare sets containing up to 20 elements to solve problems using: referents (known quantity), onetoone correspondence.
• 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.
• Compare two sets using onetoone correspondence and describe them using comparative words, such as more, fewer, or as many.
• Compare a set to a referent using comparative language.
• Solve a story problem (pictures and words) that involves the comparison of two quantities. 
1.N.6
Estimate quantities to 20 by using referents.
• 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. 

1.N.7
Demonstrate, concretely, physically, and pictorially, how whole numbers can be represented by a variety of equal groupings with and without singles.
• Represent a whole number in a variety of equal groupings 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, and 3 groups of 5 and two 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. 

1.55

1.65

1.1115

1.1620

1.245


1.N.8
Identify the number, up to 20, that is one more, two more, one less, and two less than a given number.
• 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. 
1.N.9
Demonstrate an understanding of addition of numbers with answers to 20 and the corresponding subtraction facts, concretely, pictorially, physically, 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.
• Act out a story problem presented orally or through shared reading.
• Indicate if the scenario in a story problem represents additive or subtractive action.
• Represent the numbers and actions presented in a story problem by using manipulatives, and record them using sketches and/or number sentences.
• 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.
• Create a word problem for a whole number addition or subtraction sentence.
• Represent a story problem pictorially or symbolically to show the additive or subtractive action and solve the problem. 

1.N.1

Patterns and Relations

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.
• Describe a repeating pattern containing two to four elements in its core.
• Identify errors made in a repeating pattern.
• Identify the missing element(s) in a repeating pattern.
• Create and describe a repeating pattern using a variety of manipulatives, diagrams, musical instruments, and actions.
• Reproduce and extend a repeating pattern using manipulatives, diagrams, sounds, and actions.
• Identify and describe a repeating pattern found in the environment (e.g., classroom, outdoors) using everyday language.
• Identify repeating events (e.g., days of the week, birthdays, seasons). 

1.PR.2
Translate repeating patterns from one form of representation to another.
• Represent a repeating pattern using another mode (e.g., action to sound, colour to shape, ABC ABC to blue yellow green blue yellow green).
• Describe a repeating pattern using a letter code (e.g., ABC ABC...). 

1.765


1.PR.3
Describe equality as a balance and inequality as an imbalance, concretely, physically, and pictorially (0 to 20).
• Construct two equal sets using the same objects (same shape and mass) and demonstrate their equality of number using a balance scale.
• Construct two unequal sets using the same objects (same shape and mass) and demonstrate their inequality of number using a balance scale.
• Create two groups of students and explain if the groups are equal or not in quantity.
• Draw pictures to demonstrate inequality or equality and explain.
• Determine if two given concrete sets are equal or unequal, and explain the process used. 

1.PR.4
Record equalities using the equal symbol.
• Represent a given equality using manipulatives or pictures.
• Represent a given pictorial or concrete equality in symbolic form.
• Provide examples of equalities where the given sum or difference is on either the left or right side of the equal symbol (=).
• Record different representations of the same quantity (0 to 20) as equalities. 

1.35

1.5910

1.6020

1.6415

1.6610

1.675

1.6810

1.7210

1.7320

1.285

1.2910

1.3110

1.3220

1.3315

1.3415


1.PR.1

Shape and Space

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.
• Identify common attributes, including length, height, mass, volume, capacity, and area that could be used to compare two objects.
• Compare two objects and identify the attribute(s) used to compare.
• Determine which of two or more objects is longest or shortest by matching and explain the reasoning.
• Determine which of two or more objects is heaviest or lightest by comparing and explain the reasoning.
• Determine which of two or more given objects holds the most or least by filling and explain the reasoning.
• Determine which of two or more given objects has the greatest/least area by covering and explain the reasoning. 

1.SS.2
Sort 3D objects and 2D shapes using one attribute, and explain the sorting rule.
• Sort a set of familiar 3D objects or 2D shapes using a given sorting rule.
• Sort a set of familiar 3D objects using a single attribute determined by the student and explain how the objects were sorted.
• Sort a set of 2D shapes using a single attribute determined by the student and explain how the shapes were sorted.
• Determine the difference between two given presorted sets of familiar 3D objects or 2D shapes and explain a possible sorting rule used to sort them. 

1.SS.3
Replicate composite 2D shapes and 3D objects.
• Select 2D shapes from a set of 2D shapes to reproduce a composite 2D shape.
• Select 3D objects from a set of 3D objects to reproduce a composite 3D object.
• Predict and select the 2D shapes used to produce a composite 2D shape, and verify by deconstructing the composite shape.
• Predict and select the 3D objects used to produce a composite 3D object, and verify by deconstructing the composite object. 

1.SS.4
Compare 2D shapes to parts of 3D objects in the environment.
• Identify 3D objects in the environment that have parts similar to a given 2D shape. 

1.SS.1