TERM 1
We will be working with numbers to 10
We will be working with numbers to 10
 Numbers to 10 can be recognized and sequenced
 decomposing 10 into parts
 counting on and counting back
 skip counting by 2's and 5's
 subitizing (recognizing a small group without counting)
 base ten
 addition and subtraction to 10 (friends of 10)
 identifying sorting rules
 repeating patterns with multiple attributes
 translating patterns (an orangeblue pattern could be translated into a circlesquare pattern)
 patterns using visuals (ten frames, skip counting on a hundreds chart)
 concrete graphs help us to compare and interpret data and show oneto one correspondence
 likelihood of familiar life events  using the language of probability (never, sometimes, always, more likely, less likely)
Measurement Big Ideas:
*When we measure, we compare.
*We can use any object to measure with, provided they are all the same size.
*The size of the object we use affects how many we need.
*If we only have a single copy of an object to measure with, we can use it over and over, making a baseline each time. Mathematicians call this iteration.
*Mathematicians estimate when they measure, and use a referent when they think about common measures.
We have been practicing different addition and subtraction strategies. We know that when we add 0 to a number, it does not change! We know that many addition facts are based on 10's. We are learning the friends of 10 and are talking about the doubles facts. We can use a number line and pictures to help us figure out a sum or difference.
Numbers to 20
Things to practice:
counting on, counting back
sequencing numbers to 20
skip counting by 2's and 5's to 20 (and beyond)
finding patterns in skip counting
greater than/less than
representing numbers in different ways (tallies, pictures, ten frames etc.)
Things to practice:
counting on, counting back
sequencing numbers to 20
skip counting by 2's and 5's to 20 (and beyond)
finding patterns in skip counting
greater than/less than
representing numbers in different ways (tallies, pictures, ten frames etc.)
The class has been making some really impressive designs with the pattern blocks! We love to create!
We had fun sorting and patterning leaves that we found on our walk!
We have been working on sorting by shape, colour and size. The class has been having fun making all sorts of different patterns.
THE BIG MATH IDEAS ARE: *A ten frame helps us to organize numbers in 5 and some more. A full ten frame holds 10. When we see a ten frame, we can see how many more we need to get to 10. Mathematicians use ten frames to build and represent 2digit numbers. *When we count a set, we can count in many ways by 1's, 2's, 5's or 10's and some more. The answer is always the same! *Mathematicians make sense of bigger numbers through place value. There are patterns in place value based on 10ness. the teen numbers all have ten and some more. After that, we can count in 10's and some more. *We can compare and order big numbers like we do small ones. *We can add or subtract bigger numbers like we do smaller ones. *It's a good idea to estimate the sum and difference before we add or subtract. *When we add bigger numbers, we use the idea of partitioning. We add tens, then ones. Same for subtraction. *Using ten frames can help us make sense of addition and subtraction of bigger numbers. Grade One

