Mathematics Grade 1 Patterns (P) Outcome 1 – Little Evidence With help, I understand parts of the simpler ideas and do a few of the simpler skills. 2 – Partial Evidence I understand the simpler ideas and can do the simpler skills. I am working on the more complex ideas and skills. 3 – Sufficient Evidence I understand the more complex ideas and can master the complex skills that are taught in class. I achieve the outcome. 4- Extensive Evidence I have a deep understanding of the complex ideas, and I can use the skills I have learned in situations that were not taught in class. P1.1 Demonstrate an understanding of repeating patterns (two to four elements) by: describing reproducing extending creating patterns using manipulatives, diagrams, sounds, and actions. With help, I can identify and reproduce a pattern with two to four elements. I can identify and reproduce a pattern with two to four elements. I can create and extend a pattern with two to four elements in many different ways. I can create and extend a pattern with five elements. With help, I can identify the core of a pattern with two OR three OR four elements. I can identify the core of a pattern with two OR three OR four elements. I can identify the core of a pattern with two AND three AND four elements. I can identify the core of a pattern with five elements. With help, I can find the errors in a pattern with two OR three OR four elements. I can find the errors in a pattern with two OR three OR four elements. I can find the errors in a pattern with two AND three AND four elements. I can find the errors in a pattern with five elements. Comments
P1.2 Translate repeating patterns from one form of representation to another. With help, I can represent a given repeating pattern in another way. I can represent a given repeating pattern in another way. I can represent a given repeating pattern in many different ways. I can create my own repeating pattern and show it in many different ways. With help, I can name a given repeating pattern using a letter code. I can name a few given repeating patterns using letter codes. I can name many different given repeating patterns using letter codes. I can name my own repeating patterns using letter codes. Comments
P1.3 Describe equality as a balance and inequality as an imbalance, concretely, physically, and pictorially (0 to 20). With help, I can identify two equal sets concretely, physically, OR pictorially on a balance scale (0-20). I can represent two equal sets concretely, physically, OR pictorially on a balance scale (0-20). I can represent two equal sets concretely, physically, AND pictorially on a balance scale (0-20). I can represent two equal sets concretely, physically, AND pictorially on a balance scale (>20). With help, I can identify two unequal sets concretely, physically, OR pictorially on a balance scale (0-20). I can represent two unequal sets concretely, physically, OR pictorially on a balance scale (0-20). I can represent two unequal sets concretely, physically, AND pictorially on a balance scale (0-20). I can represent two unequal sets concretely, physically, AND pictorially on a balance scale (>20). Comments
P1.4 Record equalities using the equal symbol. With help, I can identify equal amounts pictorially or symbolically. I can represent equal amounts pictorially OR symbolically. I can represent equal amounts on either side of the equal symbol. I can represent equal amounts on either side of the equal symbol even when equations are on both sides of the equal sign. With help, I can record a few different representations of the same quantity. I can record a few different representations of the same quantity. I can record many different representations of the same quantity (0-20). I can record many different representations of the same quantity (>20). Comments