Grade 1 Quarter 3
Below are listed the I Can statements for each unit. These help guide teachers in our planning as we prepare lessons knowing what students need to be doing by the end of the unit. This gives you an idea of things that you can work on at home or talk about.
Quarter 3
Unit 6
What students are expected to do:
I can explain why a two-digit number is greater than or less than another two-digit number, based on place value (i.e. 43 > 28 because the 4 in 43 is worth 40 and the 2 in 28 is worth 20, so 43 is larger than 28 since 40 is larger than 20.)
I can use >, <, = symbols to compare 2 two-digit numbers.
I can mentally add or subtract 10 to any two-digit number.
I can explain how a number changes when adding 10 more and subtracting 10 less.
Unit 7
What students are expected to do:
I can add and subtract to solve real world story problems.
I can use a symbol to represent an unknown number in a problem.
I can explain how properties of addition and subtraction work and apply them when adding and subtracting.
I can explain the relationship of addition and subtraction (inverse operations).
I can solve addition word problems with three addends, for sums up to 20.
I can determine the missing value in an addition or subtraction equation.
I can organize and display data in multiple ways.
I can interpret data representations by asking and answering questions about the data.
Unit 8
What students are expected to do:
I can add a two-digit number to a one-digit number with or without regrouping, using a variety of strategies and explain the strategy used.
I can add a two-digit number to a multiple of 10 and explain the strategy used.
I can recognize when to regroup to compose (make) a ten.
I can subtract multiples of 10 up to 90.
I can choose a strategy to solve subtraction problems with multiples of 10 and relate the strategy to an equation.
Unit 9
What students are expected to do:
I can build and draw shapes with specified attributes.
I can name the defining attributes of two and three dimensional shapes.
I can create composite shapes.
I can compose new shapes from a composite shape.
I can describe shares of a divided figure in terms of halves, fourths, quarters, fourth of, half of and quarter of.
I can justify why dividing (decomposing) a circle or rectangle into more equal shares (parts) creates smaller pieces.