AISB MATHEMATICS SCOPE AND SEQUENCE

GRADE 1

NUMBER- CCCS- Number and Operations in Base Ten (NBT) and Operations and Algebraic Thinking (OA)
Conceptual Understandings from the PYP- Phase 2
-

The base 10 place value system is used to represent numbers and number relationships.
Fractions are ways of representing whole-part relationships.
Number operations can be modeled in a variety of ways.
There are many mental methods that can be applied for exact and approximate computations.
Number relationships can be used to solve addition and subtraction problems.

Can numbers always be related to tens?

Why was a place value system created?
How does a position of a digit affect its value?
How big is 100?
What is addition and how is it used?
What is subtraction and how is it used?
How are addition and subtraction related?

Essential Questions

Learning Outcomes

By the end of Grade 1, students are expected to:

- Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with
a written number. (1.NBT.1)
- Understand that the two digits of a two-digit number represent amounts of tens and ones. (1.NBT.2) Understand the following as
special cases: 10 can be thought of as a bundle of 10 ones- called a 'ten' (1.NBT.2a) The numbers from 110 to 19 are composed of
a ten and a one, two, three, four, five, six, seven, eight or nine ones (1.NBT.2b) The numbers 10, 20, 30, 40, 50, 60, 70. 80. 90 refer to
one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones) (1.NBT.2c)
- Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparison with the
symbol >,=, and <. (1.NBT.3)
- Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of
ten, using concrete models or drawings, and/or the relationship between addition and subtraction. (1.NBT.4)
- Given a two-digit number, mentally find 10 more or 10 less than the number, without counting; explain the reasoning used.
(1.NBT.5)
- Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero difference), using concrete
models or drawings and strategies based on plane value, properties of operations, and/or the relationship between addition and
subtraction. (1.NBT.6)
- Relate addition and subtraction strategies to a written method and explain the reasoning used. (1.NBT.4 and 1.NBT.6)
- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together,

AISB MATHEMATICS SCOPE AND SEQUENCE

GRADE 1

taking apart and comparing, with unknowns in all positions, e.g. by using objects, drawings and equations with a symbols for the
unknown number to represent the problem.. (1.OA.1)
Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g. by using objects,
drawings, and equations with a symbol for the unknown number to represent the problem. (1.OA.2)
Apply properties of operations and strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known
(Commutative property of addition.) to add 2 = 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10
= 12. (Associative property of addition) (1.OA.3)
Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when
added to 8. (1.OA.4)
Relate counting to addition and subtraction (e.g. by counting on 2 to add 2). (1.OA.5)
Add and subtract within 20 demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on;
making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating
equivalent but easier or known sums.(1.OA.6)
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
(1.OA.7)
Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. (1.OA.8)
Use cardinal and ordinal numbers in real-life situations.
Use fractions in real-life situations.

AISB MATHEMATICS SCOPE AND SEQUENCE

GRADE 1

MEASUREMENT

(CCCS: Measurement and Data MD)

Conceptual Understandings from the PYP- Phase 2

-

Measurement involves comparing objects and events.

Objects have attributes that can be measured using non-standard units.
Events can be ordered and sequenced.
Standard units allow us to have a common language to identify, compare, order and sequence objects and events.
We use tools to measure the attributes of objects and events.

How can you tell when one thing is bigger than another?
Why do we measure objects and time?
How are length and time different? How are they the same?

Essential Questions

Learning Outcomes

By the end of Grade 1, students are expected to:

- Order three objects by length; compare the lengths of two objects indirectly by using a third object. (1.MD.1)
- 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. (1.MD.2)
- Tell and write time in hours and half-hours using analog and digital clocks. (1.MD.3)

AISB MATHEMATICS SCOPE AND SEQUENCE

Grade 1

SHAPE AND SPACE

(CCCS: Geometry - G)

Conceptual Understandings from the PYP- Phase 2

-

Shapes are classified and named according to their properties.

Some shapes are made up of parts that repeat in some way.
Specific vocabulary can be used to describe an objects position in space.

What shapes can be combined to create a square?

What shapes can be combined to create a circle?

Essential Questions
Learning Outcomes

By the end of Grade 1, students are expected to:

- 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. (1.G.1)
- 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. (1.G.2)
- 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. Understand for these
examples that decomposing into more equal shares creates smaller shares. (1.G.3)
- Sort, describe and label 2D and 3D shapes
- Analyse and describe the relationships between 2D and 3D
- Represent ideas about the real world using geometric vocabulary and symbols, for example, through oral description, drawing,
modelling, labelling

AISB MATHEMATICS SCOPE AND SEQUENCE

Grade 1

PATTERNS AND FUNCTIONS

(CCCS: Operations and Algebraic Thinking- OA)

Conceptual Understandings from the PYP- Phase 2

-

Whole numbers exhibit patterns and relationships that can be observed and described.
Patterns can be represented using numbers and other symbols.

Essential Questions
Learning Outcomes

By the end of Grade 1, students are expected to:

- extend and create patterns in numbers, for example, odd and even numbers, skip counting
- use number patterns to represent and understand real-life situations
- use the properties and relationships of addition and subtraction to solve problems

Note:
From the PYP math scope and sequence for Patterns and Functions: Students will apply their understanding of pattern to the
numbers they already know. The patterns they find will help to deepen their understanding of a range of number concepts.

AISB MATHEMATICS SCOPE AND SEQUENCE

GRADE 1

DATA HANDLING

(CCCS: Measurement and Data MD)

Conceptual Understandings from the PYP- Phase 2

We collect information to make sense of the world around us.
Organizing objects and events helps us to solve problems.
Essential Questions
What kinds of questions generate data?
What questions can be answered by a data representation?
Learning Outcomes
By the end of Grade 1, students are expected to:
- 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. (1.MD.4)
- create a pictograph and sample bar graph of real objects and interpret data by comparing quantities (for example, more, fewer,
less than, greater than)
- use tree, Venn and Carroll diagrams to explore relationships between data
-

Note: FROM PYP Math Scope and Sequence for Data Handling: "Units of Inquiry will be rich in opportunities for collecting and
organizing information. It may be useful for the teacher to provide scaffolds, such as questions for exploration, and the modelling of
graphs and diagrams. Living graphs refer to data that is organized by physically moving and arranging students or actual materials in
such a way as to show and compare quantities."