Nova Scotia · Grade 1
Mathematics, Grade 1
Nova Scotia’s Grade 1 math course, from Number to Geometry.
- Units
- 4
- Lessons
- 10
- Skills
- 26
- Provincial exam
- None
- Official curriculum
- Nova Scotia Department of Education and Early Childhood Development
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 17 skills
Number
Counting and Skip-Counting
Counting forward and backward by 1s
I can count forward and backward by 1s between two numbers.
Official code: N01
Skip-counting by 2s, 5s, and 10s
I can skip-count by 2s, 5s, and 10s.
Official code: N01
Counting Sets to 20
Seeing how many at a glance
I can say how many I see without counting one by one.
Official code: N02
The last number tells how many
I know the last number I say tells how many are in the set.
Official code: N03
A set has only one count
I know the total stays the same no matter which object I count first.
Official code: N03
Counting on from a number you know
I can start from a number I know and count on to find the total.
Official code: N03
Numbers to 20
Showing numbers to 20
I can show numbers up to 20 and place them on a number line.
Official code: N04
Breaking a number into two parts
I can break a number up to 20 into two parts.
Official code: N04
Comparing and Estimating
Comparing sets with a referent
I can compare a set to a known amount using words like more and fewer.
Official code: N05
Matching sets one to one
I can match two sets one to one to see which has more.
Official code: N05
Estimating amounts to 20
I can estimate about how many using a referent.
Official code: N06
Same Number, One and Two More or Less
The number stays the same
I know the total stays the same when I move or group the counters.
Official code: N07
One more, two more, one less, two less
I can name the number that is one or two more or less.
Official code: N08
Addition and Subtraction
Adding and subtracting: join and separate stories
I can show a join (adding) story and a separate (taking away) story.
Official code: N09
Part-part-whole: two parts make a whole
I can see that two parts make a whole, and a whole can split into two parts.
Official code: N09
Counting-based strategies for sums and differences
I can count on, count back, or use one more or one less to find an answer.
Official code: N10
Making ten and using doubles
I can use making ten and doubles to find sums.
Official code: N10
The official wording · 17 outcomes
- N01
- say the number sequence by: ▪ 1s, forward and backward between any two given numbers, 0 to 100
- N01
- ▪ 2s to 20, forward starting at 0 ▪ 5s to 100, forward starting at 0, using a hundred chart or a number line ▪ 10s to 100, forward starting at 0, using a hundred chart or a number line
- N02
- recognize, at a glance, and name the quantity represented by familiar arrangements of one to ten objects or dots.
- N03
- demonstrate an understanding of counting to 20 by ▪ indicating that the last number said identifies “how many”
- N03
- demonstrate an understanding of counting to 20 by ▪ showing that any set has only one count
- N03
- demonstrate an understanding of counting to 20 by ▪ using the counting-on strategy
- N04
- represent and partition numbers to 20.
- N04
- represent and partition numbers to 20.
- N05
- compare sets containing up to 20 objects to solve problems using referents
- N05
- compare sets containing up to 20 objects to solve problems using referents and one-to-one correspondence.
- N06
- estimate quantities to 20 by using referents.
- N07
- demonstrate an understanding of conservation of number for up to 20 objects.
- N08
- identify the number, up to 20, that is one more, two more, one less, and two less than a given number.
- N09
- demonstrate an understanding of the addition of two one- digit numbers and the corresponding subtraction, concretely, pictorially, and symbolically, in join, separate, and part-part-whole situations.
- N09
- demonstrate an understanding of the addition of two one- digit numbers and the corresponding subtraction, concretely, pictorially, and symbolically, in join, separate, and part-part-whole situations.
- N10
- use and describe strategies to determine sums and differences using manipulatives and visual aids. Strategies include: ▪ counting on or counting back ▪ one more or one less
- N10
- use and describe strategies to determine sums and differences using manipulatives and visual aids. Strategies include: ▪ making ten ▪ doubles
Key ideas
Counting forward means each number is one bigger; counting backward means each number is one smaller.
Subitizing means knowing a small amount just by looking, like the dots on a die.
A number to 20 can be shown with counters, ten-frames, or drawings.
A referent is a known amount we compare a new set to.
Spreading counters out or bunching them up does not change how many there are.
Watch out for
- Skipping a number or saying two numbers at once while counting.
- Counting each dot instead of recognizing the whole pattern.
- Confusing teen numbers like 13 and 30 when saying them.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 4 skills
Patterns and Relations
Repeating Patterns
Describing and extending repeating patterns
I can describe a repeating pattern and keep it going.
Official code: PR01
Copying and creating repeating patterns
I can copy a pattern and make my own repeating pattern.
Official code: PR01
Equality and the Equal Sign
Balance and imbalance
I can show when two sets are equal or not equal using a balance.
Official code: PR03
Writing equalities with the equal sign
I can write an equality using the equal sign.
Official code: PR04
The official wording · 4 outcomes
- PR01
- demonstrate an understanding of repeating patterns (two to four elements) by identifying, describing, reproducing, extending, and creating patterns using manipulatives, diagrams, sounds, and actions.
- PR01
- demonstrate an understanding of repeating patterns (two to four elements) by identifying, describing, reproducing, extending, and creating patterns using manipulatives, diagrams, sounds, and actions.
- PR03
- describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to 20).
- PR04
- record equalities using the equal symbol.
Key ideas
A repeating pattern has a core that repeats, like red-blue-red-blue.
Two sets are equal when they balance, like a level see-saw.
Once we know the core, we can extend the pattern and spot missing parts.
When one side has more, the sets are unequal and the balance tips.
We can reproduce a pattern with different materials, keeping the same repeating core.
Watch out for
- Missing the exact core that repeats.
- Thinking a level balance can still have unequal amounts.
- Extending with the wrong element.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 2 skills
Measurement
Measuring by Comparing
Comparing and ordering by an attribute
I can compare objects by an attribute like length or mass.
Official code: M01
Comparing by filling, covering, and matching
I can compare objects by filling, covering, or matching them.
Official code: M01
The official wording · 2 outcomes
- M01
- demonstrate an understanding of measurement as a process of comparing by: ▪ identifying attributes that can be compared ▪ ordering objects ▪ making statements of comparison
- M01
- demonstrate an understanding of measurement as a process of comparing by: ▪ filling, covering, or matching
Key ideas
We can compare objects by length or by mass (how heavy they are).
Statements like 'longer than' or 'heavier than' describe the comparison.
Filling one container from another shows which holds more.
Covering a shape shows which covers more; matching ends shows which is longer.
Watch out for
- Comparing by the wrong attribute (length instead of mass).
- Saying 'bigger' without naming which attribute.
- Leaving gaps when covering, so the comparison is unfair.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 3 skills
Geometry
Sorting and Building Shapes
Sorting shapes and objects
I can sort shapes and objects and tell my sorting rule.
Official code: G01
Building shapes from smaller shapes
I can build a bigger shape out of smaller shapes.
Official code: G02
Finding flat shapes on solid objects
I can find flat shapes on solid objects around me.
Official code: G03
The official wording · 3 outcomes
- G01
- sort 3-D objects and 2-D shapes using one attribute and explain the sorting rule.
- G02
- replicate composite 2-D shapes and 3-D objects.
- G03
- identify 2-D shapes in 3-D objects.
Key ideas
We can sort by one attribute, like colour, size, or whether it rolls.
The sorting rule tells why each item is in its group.
A big shape can be made by putting smaller shapes together.
We can take a composite shape apart to see the pieces that made it.
The flat faces of a 3-D object are 2-D shapes, like a square on a box.
Watch out for
- Switching the sorting rule partway through.
- Placing an item in the wrong group.
- Choosing pieces that do not fit the composite shape.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
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The official curriculum
This page follows Nova Scotia’s own curriculum for Mathematics, Grade 1.
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Questions about Mathematics, Grade 1
What is Mathematics, Grade 1?
Nova Scotia’s Grade 1 math course: 4 units and 26 skills, from Number to Geometry.
What units are in Mathematics, Grade 1?
1. Number, 2. Patterns and Relations, 3. Measurement and 4. Geometry.
Is there a provincial exam for Mathematics, Grade 1?
No. Nova Scotia gives no provincial exam for Mathematics, Grade 1.
What comes after Mathematics, Grade 1?
Mathematics, Grade 2.
Can MapleMind help with Mathematics, Grade 1?
Yes. MapleMind teaches every skill of Mathematics, Grade 1, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
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