
1Grade 1 Standards
Top Mathematicians

Number

1.N.1.1
Number concepts to 20
• counting:
 counting on and counting back
 skipcounting by 2 and 5
 sequencing numbers to 20
 comparing and ordering numbers to 20
 Numbers to 20 can be arranged and recognized.
 subitizing
 base 10
 10 and some more
• books published by Native Northwest: Learn to Count, by various artists; Counting Wild Bears, by Gryn White; We All Count, by Jason Adair; We All Count, by Julie Flett (nativenorthwest.com) using counting collections made of local materials; counting in different languages; different First Peoples counting systems (e.g., Tsimshian)
• Tlingit Math Book (yukonedshowmeyourmath.wikispaces.com/file/detail/Tlingit Math Book.pdf) 

1.105

1.315

1.445

1.4710

1.495

1.5020


1.N.1.1

Computational Fluency

1.CF.2.1
Ways to make 10
• decomposing 10 into parts
• Numbers to 10 can be arranged and recognized.
• benchmarks of 10 and 20
• Traditional First Peoples counting methods involved using fingers to count to 5 and for groups of 5.
• traditional songs/singing and stories 

1.105

1.1110

1.1220

1.1315

1.1415

1.1810

1.1920


1.CF.2.2
Change in quantity to 20, concretely and verbally
• verbally describing a change in quantity (e.g., I can build 7 and make it 10 by adding 3) 

1.105


1.CF.2.3
Meaning of equality and inequality
• demonstrating and explaining the meaning of equality and inequality
• recording equations symbolically, using = and ≠ 
1.CF.2.4
Addition and subtraction to 20 (understanding of operation and process)
• decomposing 20 into parts
• mental math strategies:
 counting on
 making 10
 doubles
• Addition and subtraction are related.
• wholeclass number talks
• nature scavenger hunt in Kaska Counting Book (yukonedshowmeyourmath.wikispaces.com/file/detail/Kaska Counting Book.pdf) 

1.410

1.815

1.105

1.1110

1.1220

1.1315

1.1415

1.1510

1.1620

1.1710

1.1810

1.1920

1.2015

1.2120

1.2215

1.235

1.2415

1.2510

1.2610

1.2710

1.2810

1.2910

1.3010

1.3310

1.3410

1.355

1.365

1.3715

1.385

1.3910

1.4010

1.4110

1.425

1.4310


1.CF.2.1

Patterning

1.P.3.1
Repeating patterns with multiple elements and attributes
• identifying sorting rules
• repeating patterns with multiple elements/attributes
• translating patterns from one representation to another (e.g., an orangeblue pattern could be translated to a circlesquare pattern)
• letter coding of pattern
• predicting an element in repeating patterns using a variety of strategies
• patterns using visuals (tenframes, hundred charts)
• investigating numerical patterns (e.g., skipcounting by 2s or 5s on a hundred chart)
• beading using 3–5 colours 

1.75


1.P.3.1

Geometry & Measurement

1.GM.4.1
Direct measurement with nonstandard units (nonuniform and uniform)
• Nonuniform units are not consistent in size (e.g., children’s hands, pencils); uniform units are consistent in size (e.g., interlocking cubes, standard paper clips).
• understanding the importance of using a baseline for direct comparison in linear measurement
• using multiple copies of a unit
• iterating a single unit for measuring (e.g., to measure the length of a string with only one cube, a student iterates the cube over and over, keeping track of how many cubes long the string is)
• tiling an area
• rope knots at intervals
• using body parts to measure
• book: An Anishnaabe Look at Measurement, by Rhonda Hopkins and Robin KingStonefish (strongnations.com/store/item_display.php?i=3494&f=)
• hand/foot tracing for mitten/moccasin making 

1.455

1.465


1.GM.4.2
Comparison of 2D shapes and 3D objects
• sorting 3D objects and 2D shapes using one attribute, and explaining the sorting rule
• comparing 2D shapes and 3D objects in the environment
• describing relative positions, using positional language (e.g., up and down, in and out)
• replicating composite 2D shapes and 3D objects (e.g., putting two triangles together to make a square) 

1.515

1.525

1.535

1.545

1.555

1.565


1.GM.4.1

Data & Probability

1.D.5.1
Likelihood of familiar life events, using comparative language
• using the language of probability (e.g., never, sometimes, always, more likely, less likely)
• cycles (Elder or knowledge keeper to speak about ceremonies and life events) 

1.D.5.2
Concrete graphs, using onetoone correspondence
• creating, describing, and comparing concrete graphs 

1.520

1.620

1.5720


1.D.5.1

Financial Literacy

1.FL.6.1
Values of coins, and monetary exchanges
• identifying values of coins (nickels, dimes, quarters, loonies, and toonies)
• counting multiples of the same denomination (nickels, dimes, loonies, and toonies)
• Money is a medium of exchange.
• roleplaying financial transactions (e.g., using coins and whole numbers), integrating the concept of wants and needs
• trade games, with understanding that objects have variable value or worth (shells, beads, furs, tools) 

1.FL.6.1