I need help. I have a basic understanding. My work consistently meets expectations. I have a deeper understanding. With assistance I can represent and describe whole numbers to 20. I can represent a number from concretely, pictorially or symbolically. I can independently represent a given whole number from 0-20 concretely, pictorially and symbolically. I can model a given whole number in at least two different ways. I can partition any quantity into 2 parts and identify the number of objects in each part. Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Represent a whole number using a variety of manipulatives including ten frames and base ten materials. Read whole number words to 20. Partition any quantity into 2 parts and identify the number of objects in each part. Model a whole number using two different objects. Place whole numbers on a number line using benchmarks 0, 5, 10 and 20. Refer to the Saskatchewan Curriculum Guide . Subject: Grade 1 Math, Number Strand Outcome: N1.5 – I can compare sets of up to 20 elements to solve problems. Beginning – 1 I need help. Approaching – 2 I have a basic understanding. Proficiency – 3 My work consistently meets Mastery – 4 I have a deeper understanding.
expectations. With assistance I can compare sets of up to 20 elements to solve problems. I can build a set equal to a given set. I can independently build a set that has more, fewer or as many elements as a given set. I can independently solve a story problem that involves the comparison of two quantities. I can independently build and compare several sets using different objects. I can describe the comparison of sets using words like more, fewer or as many. Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Compare a set to a referent using comparative language. Compare two sets using one-to-one correspondence and describe them using comparative words. Build a set equal to a given set that contains up to 20 elements. Build a set that has more, fewer, or as many elements as a given set. Build several sets of different objects that have the same number of elements in the set. Solve a story problem that involves the comparison of two quantities. Refer to the Saskatchewan Curriculum Guide . Subject: Grade 1 Math, Number Strand Outcome: N1.6 – I can estimate quantities to 20 by using referents. Beginning – 1 I need help. Approaching – 2 I have a basic understanding. Proficiency – 3 My work consistently meets expectations. Mastery – 4 I have a deeper understanding.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Sort a set of familiar 3-D objects or 2-D shapes using a given sorting rule. Sort a set of familiar 3-D objects using a single attribute determined by the student and explain how the objects were sorted. Sort a set of 2-D shapes using a single attribute determined by the student and explain how the shapes were sorted. Determine the difference between two given pre-sorted sets of familiar 3-D objects or 2-D shapes and explain a possible sorting rule used to sort them. Refer to the Saskatchewan Curriculum Guide Subject: Grade 1 Math, Shape and Space Strand Outcome: SS1.3 – I can reproduce 2-D shapes and 3-D objects. Beginning – 1 I need help. Approaching – 2 I have a basic understanding. Proficiency – 3 My work consistently meets expectations. Mastery – 4 I have a deeper understanding. With assistance I can make composite 2-D shapes and 3-D objects. I can choose the 2-D shapes needed to make a simple composite 2-D shape. I can choose the 3-D objects needed to make a simple composite 3-D object. I can independently make a composite 2-D shape from a set of shapes. I can independenly make a composite 3-D object from a set of 3-D objects. I can select the 2-D shapes used to make a composite 2-D shape and verify by deconstructing the composite shape. I can select the 3-D objects used to