WRDSB Math LRP - G1 Addition & Subtraction

Grade 1 - Tier 1

⭐️ Essential Key Concept ⭐️

B2.1 use the properties of addition and subtraction, and the relationship between addition and subtraction, to solve problems and check calculations
B2.2 recall and demonstrate addition facts for numbers up to 10, and related subtraction facts
B2.3 use mental math strategies, including estimation, to add and subtract whole numbers that add up to no more than 20, and explain the strategies used
B2.4 use objects, diagrams, and equations to represent, describe, and solve situations involving addition and subtraction of whole numbers that add up to no more than 50

⭐ Connections to Other Essential Key Concepts ⭐

B1.1 read and represent whole numbers up to and including 50, and describe various ways they are used in everyday life
B1.2 compose and decompose whole numbers up to and including 50, using a variety of tools and strategies, in various contexts
B1.3 compare and order whole numbers up to and including 50, in various contexts
B1.4 estimate the number of objects in collections of up to 50, and verify their estimates by counting
B1.5 count to 50 by 1s, 2s, 5s, and 10s, using a variety of tools and strategies

C2.1 identify quantities that can change and quantities that always remain the same in real-life contexts
C2.2 determine whether given pairs of addition and subtraction expressions are equivalent or not
C2.3 identify and use equivalent relationships for whole numbers up to 50, in various contexts

F1.1 identify the various Canadian coins up to 50¢ and coins and bills up to $50, and compare their values

⛭ Related Mathematical Processes

Problem Solving, Representing, Selecting Tools and Strategies, Reflecting

Organize your observations of student learning related to the key concepts and skills for this topic:

Explore a menu of possible MathUP lessons, Building Fluency lessons, problems, explorations and games.

During this topic, pay attention to the students' ability to maintain positive motivation and perseverance.

Do students have strategies when they are stuck? (e.g. attempt or test out different approaches, use resources in the room, ask for help from a friend)
Are students open to learning from mistakes?
Do students recognize what is working well for them, and what might need to be changed?

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