Grade 1 Learner Outcomes

NUMBER & PLACE VALUE

CONCEPTUAL UNDERSTANDING

  • The base 10 place value system is used to represent numbers and number relationships.
  • Numbers are a naming system.
  • Numbers can be used in many ways for different purposes in the real world.

Knowledge

  • Use the language of mathematics to count numbers in sequences up to 100.
  • Recognise, model, read, write and order numbers to represent quantities in real-life situations up to 100.
  • Use the language of mathematics to compare order and make correspondence between collections of objects to 100 e.g. more or less, first or second and explain their reasoning.
  • Model numbers to 100 using the base ten place value system.

OPERATIONS

CONCEPTUAL UNDERSTANDING

  • The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve problems.

Select and use the appropriate mental, written and inventive strategies for addition and subtraction within 20.

Knowledge

  • Double facts that equal up 20 e.g. 9+9, 10+10
  • Teen facts e.g. 10+3, 10+6
  • Basic facts to 20 e.g.14-3
  • Making ten

Addition & Subtraction

Strategies:

  • Estimation
  • Drawing
  • Using manipulatives
  • Counting on
  • Counting back
  • Solving problems using knowledge of number facts e.g 6+5 = 11 as 5+5+1

Multiplication & Division

Strategies

  • Efficiently skip counting in 2,3,5,10's or repeated addition e.g 5+5+5+5

PROPORTIONS & RATIOS

CONCEPTUAL UNDERSTANDING

  • Fractions are ways of representing whole-part relationships.

Knowledge

  • Use the language of fractions (half, quarter, parts, whole)
  • Recognise halves and quarters using materials and real life examples.

Strategies:

  • Shares objects into equal parts.

SHAPE & SPACE

CONCEPTUAL UNDERSTANDING

Van Hiele Level 0.

  • Children observe, feel, build and take apart
  • Explore how shapes are alike and different and use them to create classes of shapes
  • What shapes look like
  • Name shapes based on characteristics e.g it’s a rectangle because looks like a door
  • Sort and classify shapes based on appearance
  • Properties of shapes are explored informally

Knowledge

Shape:

  • Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
  • Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
  • Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares.

Space:

  • Give and follow directions to familiar locations
  • Begins to understand and use language of north, south, east and west

MEASUREMENT

CONCEPTUAL UNDERSTANDING

  • Measurement involves comparing objects and events.
  • Objects have attributes that can be measured using non-standard units.
  • Events can be ordered and sequenced.

Knowledge

Measure lengths indirectly and by iterating length units.

  • Order three objects by length; compare the lengths of two objects indirectly by using a third object.
  • Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Tell and write time.

  • Tell and write time in hours and half-hours using analog and digital clocks.

PATTERN & FUNCTION

CONCEPTUAL UNDERSTANDING

  • Patterns and sequences occur in everyday situations.
  • Patterns repeat and grow.

Knowledge

  • Investigate and describe number patterns formed by skip counting and patterns with objects.

DATA HANDLING & CHANCE

CONCEPTUAL UNDERSTANDING

  • We collect information to make sense of the world around us.
  • Events in daily life involve chance.

Knowledge

Data Handling:

  • Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Chance:

  • Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’