Robert Little Gr. 1 French Immersion

Unit: Money

Curriculum Expectations:

• Identify and describe various coins (i.e., penny, nickel, dime, quarter, $1 coin, $2 coin), using coin manipulatives or drawings, and state their value (e.g., the value of a penny is one cent; the value of a toonie is two dollars);

• Represent money amounts to 20 cents, through investigation using coin manipulatives;

• Add and subtract money amounts to 10¢, using coin manipulatives and drawings.

 

Activities to help you practice at home:

• Examine a collection of coins together. Ask your child to name the different coins.

• With your child, take turns using pennies, nickels and dimes to make groups of coins, each with a value of 20 cents or less. Ask your child to tell you the value, in cents, of each group of coins

 

Unit: Linear Measurement

Curriculum Expectations:

• Demonstrate an understanding of the use of non-standard units of the same size (e.g., straws, index cards) for measuring

• Estimate, measure (i.e., by placing nonstandard units repeatedly, without overlaps or gaps), and record lengths, heights, and distances (e.g., a book is about 10 paper clips wide; a pencil is about 3 toothpicks long);

• Construct, using a variety of strategies, tools for measuring lengths, heights, and distances in non-standard units (e.g., footprints on cash register tape or on connecting cubes);

• Estimate, measure (i.e., by minimizing overlaps and gaps), and describe area, through investigation using non-standard units (e.g., “It took about 15 index cards to cover my desk, with only a little bit of space left over.”);

• Compare two or three objects using measurable attributes (e.g., length, height, width, area, temperature, mass, capacity), and describe the objects using relative terms (e.g., taller, heavier, faster, bigger, warmer; “If I put an eraser, a pencil, and a metre stick beside each other, I can see that the eraser is shortest and the metre stick is longest.”);

• Compare and order objects by their linear measurements, using the same non-standard unit (Sample problem: Using a length of string equal to the length of your forearm, work with a partner to find other objects that are about the same length.);

• Use the metre as a benchmark for measuring length, and compare the metre with non-standard units (Sample problem: In the classroom, use a metre stick to find objects that are taller than one metre and objects that are shorter than one metre.);

• Describe, through investigation using concrete materials, the relationship between the size of a unit and the number of units needed to measure length (Sample problem: Compare the numbers of paper clips and pencils needed to measure the length of the same table.).

 

Activities to help you practice at home:

• Provide your child with an oppotunity to measure and compare the lengths of objects at home. Find 3 objects (e.g. belt, shoelace, piece of string) to measure. Ask your child to use non-standard units (e.g., paper clips, toothpicks, spoons) to measure the length of each object. Next, have your child compare the lengths (e.g., "The belt is longer than the shoelace because the belt is 15 toothpicks long and the shoelace is 12 toothpicks long").

• Help your child measure the area of a surface at home (e.g. table, bed, mat). Together with your child, choose non-standard units of one kind (e.g. receipe cards, playing cards, tissues, sheets of paper, post-its) that can be used to cover the surface. Have your child estimate the number of units that will be needed to cover the surface. Next, have your child cover the surface with the units and then count the number of units needed to cover the surface. You may discover that the units do not fit exactly on the surface being measured. Point out that the measurement is approximate (e.g. "The area of the table is about 24 sheets of paper").

 

Unit: Data Management

Curriculum Expectations

• 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.);

• Collect and organize primary data (e.g., data collected by the class) that is categorical, 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.

• Read primary data presented in concrete graphs and pictographs, and describe the data using comparative language

• Pose and answer questions about collected data 

 

Activities to help you practice at home:

• Have your child ask family members to name their favourite fruit from apples, strawberries, or bananas. Create a 3-column graph using hand-drawn pictures. Make sure their graph includes a title and labels.

• What questions can you generate and answer from the data collected.

 

Unit: Geometry (2D & 3D Shapes)

Curriculum Expectations

• Identify and describe common two-dimensional shapes and sort and classify them by their attributes, using concrete materials and pictorial representations

• Trace and identify the two-dimensional faces of three-dimensional figures, using concrete models

• Identify and describe common three-dimensional figures and sort and classify them by their attributes, using concrete materials and pictorial representations  

• Identify and describe common three-dimensional figures and sort and classify them by their attributes, using concrete materials and pictorial representations 

• Describe similarities and differences between an everyday object and a three-dimensional figure 

• Compose patterns, pictures, and designs, using common two-dimensional shapes Identify and describe shapes within other shapes

• Build three-dimensional structures using concrete materials, and describe the two-dimensional shapes the structures contain

• Cover outline puzzles with two-dimensional shapes

 

Activities to help you practice at home:

• Walk through your home with your child. Together, find circles, squares, rectangles and triangles (clock = circle, door = rectangle, window = square). When you find a shape in your home, have your child do the following things:

1. Trace around the outside of the shpae with a finger.

2. Describe the shape.

3. Draw a picture of the shape.

 

 

Unit: Addition & Subtraction

Curriculum Expectations

• Demonstrate, using concrete materials, the concept of conservation of number (e.g., 5 counters represent the number 5, regardless whether they are close together or far apart);

• Relate numbers to the anchors of 5 and 10 (e.g., 7 is 2 more than 5 and 3 less than 10);

• Compose and decompose numbers up to 20 in a variety of ways, using concrete materials (e.g., 7 can be decomposed using connecting cubes into 6 and 1, or 5 and 2, or 4 and 3);

• Solve a variety of problems involving the addition and subtraction of whole numbers to 20, using concrete materials and drawings (e.g., pictures, number lines) (Sample problem: Miguel has 12 cookies. Seven cookies are chocolate. Use counters to determine how many cookies are not chocolate.);

• Solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of mental strategies (e.g., one more than, one less than, counting on, counting back, doubles);
   

Activities to help you practice at home:

• Use 10 beads or buttons to play a hiding game. Hide 4 in your hand, leaving 6 visable. Ask: "How many are missing?" Taking turns.

• One of the best ways for your child to learn addition and subtraction is by telling story problems. For example: There are 3 forks set at the table. We need 2 more. How many forks do we need all together?".

 

Unit: Time & Temperature

Curriculum Expectations:

• Estimate, measure, and describe the passage of time, through investigation using nonstandard units (e.g., number of sleeps; number of claps; number of flips of a sand timer);

• Read demonstration digital and analogue clocks, and use them to identify benchmark times (e.g., times for breakfast, lunch, dinner; the start and end of school; bedtime) and to tell and write time to the hour and half-hour in everyday settings;

• Name the months of the year in order, and read the date on a calendar;

• Relate temperature to experiences of the seasons (e.g., “In winter, we can skate because it’s cold enough for there to be ice.”).

 

You and your child can practice these concepts at home by doing some of the following activities with you:

• Create a clock at home (using a paper plate or sheet of paper). Ask your child to show you different times to the nearest hour and half hour.

• Review days of the week - today is, tomorrow will be, yesterday was...

• Practice the months of the year - this month is, next month will be, last month was...