• 1
Top Mathematicians
• Shape and Space
• 1.SS.1
Demonstrate an understanding of measurement as a process of comparing by:
identifying attributes that can be compared
ordering objects
making statements of comparison
filling, covering or matching.

Achievement Indicators
Students who have achieved this outcome(s) should be able to:
- Identify common attributes, such as length (height), mass (weight), volume (capacity) and area, which could be used to compare a given set of two objects.
- Compare two given objects and identify the attributes used to compare.
- Determine which of two or more given objects is longest/shortest by matching and explain the reasoning.
- Determine which of two or more given objects is heaviest/lightest by comparing and explain the reasoning.
- Determine which of two or more given objects holds the most/least by filling and explain the reasoning.
- Determine which of two or more given objects has the greatest/least area by covering and explain the reasoning.
• 1.SS.2
Sort 3-D objects and 2-D shapes using one attribute, and explain the sorting rule.
Achievement Indicators
Students who have achieved this outcome(s) should be able to:
- Sort a given set of familiar 3-D objects or 2-D shapes using a given sorting rule.
- Sort a given set of familiar 3-D objects using a single attribute determined by the student and explain the sorting rule.
- Sort a given set of 2-D shapes using a single attribute determined by the student and explain the sorting rule.
- 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.
- Select 2-D shapes from a given set of 2-D shapes to reproduce a given composite 2-D shape.
- Select 3-D objects from a given set of 3-D objects to reproduce a given composite 3-D object.
- Predict and select the 2-D shapes used to produce a composite 2-D shape, and verify by deconstructing the composite shape.
- Predict and select the 3-D objects used to produce a composite 3-D object, and verify by deconstructing the composite object.
- Identify 3-D objects in the environment that have parts similar to a given 2-D shape.
• 1.SS.3
Replicate composite 2-D shapes and 3-D objects.
Achievement Indicators
Students who have achieved this outcome(s) should be able to:
- Sort a given set of familiar 3-D objects or 2-D shapes using a given sorting rule.
- Sort a given set of familiar 3-D objects using a single attribute determined by the student and explain the sorting rule.
- Sort a given set of 2-D shapes using a single attribute determined by the student and explain the sorting rule.
- 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.
- Select 2-D shapes from a given set of 2-D shapes to reproduce a given composite 2-D shape.
- Select 3-D objects from a given set of 3-D objects to reproduce a given composite 3-D object.
- Predict and select the 2-D shapes used to produce a composite 2-D shape, and verify by deconstructing the composite shape.
- Predict and select the 3-D objects used to produce a composite 3-D object, and verify by deconstructing the composite object.
- Identify 3-D objects in the environment that have parts similar to a given 2-D shape.
• 1.SS.4
Compare 2-D shapes to parts of 3-D objects in the environment.
Achievement Indicators
Students who have achieved this outcome(s) should be able to:
- Sort a given set of familiar 3-D objects or 2-D shapes using a given sorting rule.
- Sort a given set of familiar 3-D objects using a single attribute determined by the student and explain the sorting rule.
- Sort a given set of 2-D shapes using a single attribute determined by the student and explain the sorting rule.
- 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.
- Select 2-D shapes from a given set of 2-D shapes to reproduce a given composite 2-D shape.
- Select 3-D objects from a given set of 3-D objects to reproduce a given composite 3-D object.
- Predict and select the 2-D shapes used to produce a composite 2-D shape, and verify by deconstructing the composite shape.
- Predict and select the 3-D objects used to produce a composite 3-D object, and verify by deconstructing the composite object.
- Identify 3-D objects in the environment that have parts similar to a given 2-D shape.
• Patterns and Relations
• 1.PR.1
Demonstrate an understanding of repeating patterns (two to four elements) by:
describing
reproducing
extending
creating
patterns using manipulatives, diagrams, sounds and actions.

Achievement Indicators
Students who have achieved this outcome(s) should be able to:
- Describe a given repeating pattern containing two to four elements in its core.
- Identify and describe errors in a given repeating pattern.
- Identify and describe the missing element(s) in a given repeating pattern.
- Create and describe a repeating pattern, using a variety of manipulatives, diagrams, sounds and actions.
- Reproduce and extend a given repeating pattern, using manipulatives, diagrams, sounds and actions.
- Identify and describe a repeating pattern in the environment, e.g., classroom, outdoors, using everyday language.
- Identify repeating events; e.g., days of the week, birthdays, seasons.
• 1.PR.2
Translate repeating patterns from one representation to another.
Achievement Indicators
Students who have achieved this outcome(s) should be able to:
- Represent a given repeating pattern, using another mode; e.g., actions to sound, colour to shape, ABCABC to bear eagle fish bear eagle fish.
- Describe a given repeating pattern, using a letter code; e.g., ABCABC.
• 1.PR.3
Describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to 20).
Achievement Indicators
Students who have achieved this outcome(s) should be able to:
- Construct two equal sets, using the same objects (same shape and mass), and demonstrate their equality of number, using a balance limited to 20 elements.
- Construct two unequal sets, using the same objects (same shape and mass), and demonstrate their inequality of number, using a balance limited to 20 elements.
- Determine if two given concrete sets are equal or unequal and explain the process used.
• 1.PR.4
Record equalities using the equal symbol.
Achievement Indicators
Students who have achieved this outcome(s) should be able to:
- Represent a given equality, using manipulatives or pictures.
- Represent a given pictorial or concrete equality in symbolic form.
- Provide examples of equalities where the given sum or difference is on either the left or right side of the equal symbol (=).
- Record different representations of the same quantity (0 to 20) as equalities.
• Number