Skills available for Ontario grade 1 math curriculum:http://ca.ixl.com/standards/ontario/math/grade-11.6 Data Management and Probability1.6.1 Overall Expectations1.6.1.1 collect and organize categorical primary data and display the data using concrete graphs and pictographs, without regard to the order of labels on the horizontal axis;Data and graphs: Record data with tally charts, picture graphs, tables (Grade 1 - K.1)Data and graphs: Which bar graph is correct? (Grade 1 - K.4)1.6.1.2 read and describe primary data presented in concrete graphs and pictographs;Data and graphs: Interpret data in tally charts, picture graphs, tables (Grade 1 - K.2)Data and graphs: Interpret bar graphs (Grade 1 - K.3)Data and graphs: Which bar graph is correct? (Grade 1 - K.4)1.6.1.3 describe the likelihood that everyday events will happen.Probability and statistics: More, less and equally likely (Grade 1 - P.1)Probability and statistics: Certain, probable, unlikely and impossible (Grade 1 - P.2)1.6.2 Collection and Organization of Data1.6.2.1 demonstrate an ability to organize objects into categories by sorting and classifying objects using one attribute (e.g., colour, size), and by describing informal sorting experiences (e.g., helping to put away groceries) (Sample problem: Sort a collection of attribute blocks by colour. Re-sort the same collection by shape.);Geometry: Same shape (Grade 1 - I.12)Sorting, ordering and classifying: Venn diagrams (Grade 1 - Q.1)1.6.2.2 collect and organize primary data (e.g., data collected by the class) that is categorical (i.e., that can be organized into categories based on qualities such as colour or hobby), and display the data using one-to-one correspondence, prepared templates of concrete graphs and pictographs (with titles and labels), and a variety of recording methods (e.g., arranging objects, placing stickers, drawing pictures, making tally marks) (Sample problem: Collect and organize data about the favourite fruit that students in your class like to eat.).Data and graphs: Record data with tally charts, picture graphs, tables (Grade 1 - K.1)Data and graphs: Create pictographs (Grade 2 - Q.7)1.6.3 Data Relationships1.6.3.1 read primary data presented in concrete graphs and pictographs, and describe the data using comparative language (e.g., more students chose summer than winter as their single favourite season);Data and graphs: Interpret data in tally charts, picture graphs, tables (Grade 1 - K.2)Data and graphs: Interpret bar graphs (Grade 1 - K.3)Data and graphs: Interpret pictographs (Grade 2 - Q.6)1.6.3.2 pose and answer questions about collected data (Sample problem: What was the most popular fruit chosen by the students in your class?).Data and graphs: Interpret data in tally charts, picture graphs, tables (Grade 1 - K.2)Data and graphs: Interpret bar graphs (Grade 1 - K.3)1.6.4 Probability1.6.4.1 describe the likelihood that everyday events will occur, using mathematical language (i.e., impossible, unlikely, less likely, more likely, certain) (e.g., "It's unlikely that I will win the contest shown on the cereal box." ).Probability and statistics: More, less and equally likely (Grade 1 - P.1)Probability and statistics: Certain, probable, unlikely and impossible (Grade 1 - P.2)