grade 1 math rubrics - lskysd.ca · web viewsubject: grade 1 math, number strand. ... i count...

Subject: Grade 1 Math, Number Strand

Outcome: N1.1 – I can say the number sequence starting anywhere from 0 to 100, by 2s to 20, by 5s and 10s to 100.

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4With assistance I can say the number sequence forward and backward by 1s.With assistance I can skip count by 2s, 5s and 10s.

I can say the number sequence forwards or backwards by 1s between two whole numbers with minimal teacher prompting.I can skip count by 2s with minimal teacher prompting.I can begin to skip count by 5s and10s with minimal teacher prompting.

I can independently say the number sequence between two whole numbers forward and backward from any given number.I can independently and accurately skip count by 2s from 0 to 20.I can independently and accurately skip count by 5s and 10s from 0 to 100.

I can independently identify and correct mistakes in a number sequence.I can skip count by 2, 5 and 10 starting from a given multiple of 2, 5 or 10.

Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.

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.

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.

Record a numeral symbolically when it is presented orally.

Read a numeral when it is presented symbolically.

Identify and correct errors and omissions in a number sequence.

Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.

http://www.curriculum.gov.sk.ca/index.jsp?view=indicators&lang=en&subj=mathematics&level=1


Outcome: N1.2 – I can recognize, at a glance, and name familiar arrangements of 1 to 10 objects, dots, and pictures.

Beginning – 1I need help.

Approaching – 2I have a basic understanding.

Proficiency – 3My work consistently meets

expectations.

Mastery – 4I have a deeper understanding.

I count familiar arrangements of 1 to 10 objects, dots and pictures.

I can recognize, at a glance, and name familiar arrangements of 1 to 6 objects, dots or pictures. I count larger quantities (7-10).

I can independently look briefly at a familiar arrangement and identify how many objects there are without counting.

I can independently identify the number represented by an unfamiliar arrangement of objects or dots.I can answer quickly and confidently explain how I group unfamiliar arrangements.


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.


http://www.curriculum.gov.sk.ca/index.jsp?view=indicators&lang=en&subj=mathematics&level=1&outcome=1.2


Outcome: N1.3 – I can demonstrate understanding of counting.




expectations.


With assistance I can count a set of objects accurately.

I can accurately count a small set of objects following some counting principles.

I can accurately count sets following counting principles including counting on or counting in groups.

I can accurately count sets following counting principles including counting on and counting in groups.


Answer the question, “How many are in the set?” using the last number counted in a set. 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. Identify and correct counting errors in a counting sequence.




Outcome: N1.4 – I can represent and describe whole numbers to 20 concretely, pictorially, and symbolically.




expectations.


With assistance I can represent and describe whole numbers to 20.

I can represent a number from 0-9 concretely, pictorially or symbolically.

I can independently represent a given whole number from 0-20 concretely, pictorially and symbolically.

I can model a given whole number in at least two different ways.I can partition any quantity into 2 parts and identify the number of objects in each part.


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.

Place whole numbers on a number line using benchmarks 0, 5, 10 and 20.




Outcome: N1.5 – I can compare sets of up to 20 elements to solve problems.




expectations.


With assistance I can compare sets of up to 20 elements to solve problems.

I can build a set equal to a given set.

I can independently build a set that has more, fewer or as many elements as a given set.I can independently solve a story problem that involves the comparison of two quantities.

I can independently build and compare several sets using different objects.I can describe the comparison of sets using words like more, fewer or as many.


Compare a set to a referent using comparative language.

Compare two sets using one-to-one correspondence and describe them using comparative words.

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.

Solve a story problem that involves the comparison of two quantities.




Outcome: N1.6 – I can estimate quantities to 20 by using referents.




expectations.


With assistance I can estimate quantites to 20 using referents.

I can estimate a basic quantity (0-10) by comparing it to a given referent.

I can independently choose a referent and make an appropriate estimate by comparing it to the chosen referent.

I can choose a referent, make an appropriate estimate by comparing to the referent and explain my choice.I can verify my estimate.


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.




Outcome: N1.7 – I can demonstrate representations of equal groupings with and without singles.




expectations.


With assistance I can show how whole numbers can be represented in equal groupings.

I can show how a whole number can be represented in equal groupings.

I can independently represent a whole number in a variety of equal groupings with and without singles.

I can independently group a set of counters into equal groups with and without singles in more than one way.


Represent a whole number in a variety of equal groupings with and without 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.




Outcome: N1.8 – I can identify one more, two more, one less and two less than a given number, up to 20.




expectations.


With assistance I can identify the number that is one more, two more, one less and two less than any given number.

I can represent a number up to 10 that is one more, two more, one less or two less than a given number.

I can independently name the number up to 20 that is one more, two more, one less and two less than a given number.

I can name the number up to 20 that is one more, two more, one less and two less than a given number and explain how I know.


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.




Outcome: N1.9 – I can demonstrate addition facts with answers to 20 and the corresponding subtraction facts.




expectations.


With assistance I can add numbers and subtract with the corresponding facts.

I can add simple numbers to 10 and subtract the corresponding facts using manipulatives, pictures, acting it out or writing with symbols.

I can independently add numbers to 20 and subtract corresponding facts by using manipulatives, pictures, acting it out and writing with symbols.

I can explain how I can add numbers to 20 and subtract corresponding facts by using manipulatives, pictures, acting it out and writing with symbols.


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.

Act out a story problem presented orally or through shared reading.

Indicate if the scenario in story problem represents additive or subtractive action.

Create a word problem for a whole number addition or subtraction sentence.

Represent the numbers and actions presented in a story problem by using manipulatives, and record them using sketches and/or

number sentences.

Represent a story problem pictorially or symbolically to show the additive or subtractive action and solve the problem.




Outcome: N1.10 – I can describe and use mental math strategies to determine basic addition and subtraction facts.




expectations.


With assistance I can use mental math strategies.

I can use some basic mental math strategies.

I can independently describe and use mental math strategies.

I can develop, use and describe my own mental math strategies.


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.



Subject: Grade 1 Math, Patterns and Relations Strand

Outcome: P1.1 – I can demonstrate understanding of repeating patterns of two-four elements.

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4With assistance I can describe simple patterns. With assistance I can reproduce simple patterns.

I can describe simple two-element patterns. I can reproduce simple patterns. I can identify repeating patterns in my environment.

I can independently describe patterns with two to four elements. I can independently reproduce and extend and create patterns.

I can identify errors and correct missing elements in repeating patterns. I can create and describe patterns using a variety of manipulatives, diagrams, instruments 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 using everyday language.

Identify repeating events.




Outcome: P1.2 – I can translate repeating patterns from one form to another.




expectations.


With assistance I can represent parts of a pattern using another mode.

I can represent simple parts of a pattern using another mode.

I can independently represent a repeating pattern using another mode.

I can describe a complex repeating pattern using multiple modes.


Represent a repeating pattern using another mode (e.g., action to sound, colour to shape).

Describe a repeating pattern using a letter code.



Outcome: P1.3 – I can describe equality as a balance and inequality as an imbalance.





expectations.


With assistance I can determine if two given sets are equal or unequal.

I can determine if two given sets are equal or unequal.

I can independently create two sets of the same objects and describe as equal or inequal using manipulatives, pictures or orally.

I can create equal and unequal sets with concrete materials or pictures and explain why they are equal or unequal.


Construct two equal sets using the same objects and demonstrate their equality of number using a balance scale. Construct two unequal sets using the same objects 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.



Outcome: P1.4 – I can record equalities using the equal symbol.





expectations.


With assistance I can represent a given equality using manipulatives or pictures.

I can represent a simple equality using manipulatives or pictures.

I can independently represent equality of pictures or concrete materials in symbolic form.

I can record different representations of the same quantity as equalities.


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.


Subject: Grade 1 Math, Shape and Space Strand

Outcome: SS1.1 – I can demonstrate understanding of measurement as a comparison.





expectations.


With assistance I can show my understanding of measurement by comparing two or more objects.

I can identify common attributes that could be used to compare two objects.

I can independently compare two objects by finding which of two or more objects is longest or shortest, heaviest or lightest, holds the most or least or which has the greatest or least area.

I can compare two objects using one of a variety of attributes and explain the reasoning.


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.



Outcome: SS1.2 – I can sort 3-D objects and 2-D shapes using one attribute and explain the sorting rule.






expectations.With assistance I can sort 3-D objects and 2-D shapes using one attribute.

I can sort a set of familiar 3-D objects or 2-D shapes using a given sorting rule.

I can independently find the difference between two sets of 3-D objects or 2-D shapes and explain a possible sorting rule used to sort them.

I can independently sort a set of 3-D objects or 2-D shapes using an attribute I choose and explain how I sorted the objects.


Sort a set of familiar 3-D objects or 2-D shapes using a given sorting rule. Sort a set of familiar 3-D objects using a single attribute determined by the student and explain how the objects were sorted. Sort a set of 2-D shapes using a single attribute determined by the student and explain how the shapes were sorted. Determine the difference between two given pre-sorted sets of familiar 3-D objects or 2-D shapes and explain a possible

sorting rule used to sort them.



Outcome: SS1.3 – I can reproduce 2-D shapes and 3-D objects.




expectations.


With assistance I can make composite 2-D shapes and 3-D objects.

I can choose the 2-D shapes needed to make a simple composite 2-D shape. I can choose the 3-D objects

I can independently make a composite 2-D shape from a set of 2-D shapes. I can independenly make

I can select the 2-D shapes used to make a composite 2-D shape and verify by deconstructing the


needed to make a simple composite 3-D object.

a composite 3-D object from a set of 3-D objects.

composite shape.I can select the 3-D objects used to make a composite 3-D object and verify by deconstructing the composite object.


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



Outcome: SS1.4 – I can compare 2-D shapes to parts of 3-D objects in the environment.




expectations.


With assistance I can compare 2-D shapes to parts of 3-D objects in my environment.

I can identify basic 3-D objects in the environment that have obvious parts similar to a given 2-D shape.

I can independently and consistently identify 3-D objects in the environment that have parts similar to a given 2-D shape.

I can use my understanding of 2-D shapes and 3-D objects to justify the 3-D objects in my environment that have parts similar to 2-D shapes.



Identify 3-D objects in the environment that have parts similar to a given 2-D shape.



grade 1 math rubrics - lskysd.ca · web viewsubject: grade 1 math, number strand. ... i count...

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