Scope and Sequence (Number Outcomes)
Mathematics PrimaryN01 Students will be expected to say the number sequence by:
- 1s, from 1 to 20
- 1s, starting anywhere from
N01 Students will be expected to say the number sequence by:
- 1s, forward and backward
numbers , 0 to 100
- 2s to 20, forward starting at 0
- 5s to 100, forward starting at 0
number line
- 10s to 100, forward starting at
number line / Mathematics 2
N01 Students will be expected tosay the number sequence by:
- 1s, forward and backward,
- 2s, forward and backward,
100
- 5s and 10s, forward and
points that are multiples of 5
and 10 respectively to 100
- 10s, starting from any point
N01 Students will be expected tosay the number sequence forward and backward by
- 1s through transitions to 1000
- 5s, 10s, or 100s using any starting
- 3s using starting points that are
- 4s using starting points that are
- 25s, using starting points that are
Mathematics Primary
N02Students will be expected to recognize, at a glance, and name the quantity represented by familiar arrangements of 1 to 5 objects or dots. / Mathematics 1
N02Students will be expected to recognize, at a glance, and name the quantity represented by familiar arrangements of 1 to 10 objects or dots. / Mathematics 2 / Mathematics 3 / Mathematics 4
Mathematics Primary
N03 Students will be expected to relate a numeral, 1 to 10, to its respective quantity.
N06 Students will be expected to demonstrate an understanding of counting to 10. / Mathematics 1
N03 Students will be expected to demonstrate an understanding of counting to 20 by
- indicating that the last
many”
- showing that any set has only
- using the counting-on strategy
Mathematics Primary
N04 Students will be expected to represent and describe numbers 2 to 10 in two parts, concretely and pictorially. / Mathematics 1
N04 Students will be expected to represent and partition numbers to 20. / Mathematics 2
N04 Students will be expected to represent and partition numbers to 100. / Mathematics 3
N02 Students will be expected torepresent and partition numbers to 1000
N04 Students will be expected toestimate quantities less than 1000 using referents. / Mathematics 4
N01 Students will be expected torepresent and partition whole numbers to 10 000 concretely, pictorially, and symbolically.
Mathematics Primary
N05 Students will be expected to compare quantities, 1 to 10, using one-to-one correspondence. / Mathematics 1
N05Students will be expected to compare sets containing up to 20 objects to solve problems using referents and one-to-one correspondence. / Mathematics 2
N05 Students will be expected to compare and order numbers up to 100. / Mathematics 3
N03 Students will be expected to compare and order numbers to 1000. / Mathematics 4
N02 Students will be expected to compare and order numbers to 10 000.
Mathematics Primary / Mathematics 1
N06Students will be expected to estimate quantities to 20 by using referents. / Mathematics 2
N06Students will be expected to estimate quantities to 100 by using referents. / Mathematics 3
N04 Students will be expected to estimate quantities less than 1000 using referents. / Mathematics 4
Mathematics Primary
N06 Students will be expected to demonstrate an understanding of counting to 10. / Mathematics 1
N07 Students will be expected to demonstrate an understanding of conservation of number for up to 20 objects. / Mathematics 2 / Mathematics 3 / Mathematics 4
Mathematics Primary / Mathematics 1
N08 Students will be expected to identify the number, up to 20, that is one more, two more, one less, and two less than a given number. / Mathematics 2
N08 Students will be expected to demonstrate and explain the effect of adding zero to or subtracting zero from any number.
N10Students will be expected to apply mental mathematics strategies to quickly recall basic addition facts to 18 and determine related subtraction facts. / Mathematics 3
N10 Students will be expected toapply mental mathematics strategies and number properties, to develop quick recall of basic addition facts to 18 and related basic subtraction facts. / Mathematics 4
N03 Students will be expected todemonstrate an understanding of addition of numbers with answers to 10000 and subtraction (limited to 3- and 4-digit numerals) by
- using personal strategies for adding and subtracting
- estimating sums and differences
Mathematics Primary / Mathematics 1
N09 Students will be expected to demonstrate an understanding of the addition of two single-digit numbers and the corresponding subtraction, concretely, pictorially, and symbolically in join, separate, equalize/compare, and part-part-whole situations. / Mathematics 2
N09 Students will be expected to demonstrate anunderstanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by:
- using personal strategies for
and without the support of
manipulatives
- creating and solving
addition and subtraction
- explaining and demonstrating
numbers are added does not
affect the sum
- explaining and demonstrating
numbers are subtracted
matters when finding a
difference / Mathematics 3
N09 Students will be expected todemonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2-, and 3-digit numerals) by:
- using personal strategies for adding and subtracting with and without the support of manipulatives
- creating and solving problems in context that involve addition and subtraction of numbers concretely, pictorially, and symbolically.
N03 Students will be expected todemonstrate an understanding of addition of numbers with answers to 10000 and subtraction (limited to 3- and 4-digit numerals) by:
- using personal strategies for adding and subtracting
- estimating sums and differences
- solving problems involving addition and subtraction
Mathematics Primary / Mathematics 1
N010 Students will be expected to 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
- making ten
- doubles
- near doubles
N010 Students will be expected to apply mental mathematics strategies to quickly recall basic addition facts to 18 and determine related subtraction facts. / Mathematics 3
N06 Students will be expected to describe and apply mental mathematics strategies for adding two 2-digit numerals.
N07 Students will be expected todescribe and apply mental mathematics strategies for subtracting two 2-digit numerals / Mathematics 4
N03 Students will be expected todemonstrate an understanding of addition of numbers with answers to 10000 and subtraction (limited to 3- and 4-digit numerals) by:
- using personal strategies for
- estimating sums and differences
- solving problems involving
Mathematics Primary / Mathematics 1 / Mathematics 2 / Mathematics 3
N08Students will be expected toapply estimation strategies to predict sums and differences of1-, 2-, or 3-digitnumerals in a problem-solving context. / Mathematics 4
N03 Students will be expected todemonstrate an understanding of addition of numbers with answers to 10000 and subtraction (limited to 3- and 4-digit numerals) by:
- using personal strategies for adding and subtracting
- estimating sums and differences
- solving problems involving addition and subtraction
Mathematics Primary / Mathematics 1 / Mathematics 2 / Mathematics 3
N11Students will be expected to demonstrate an understanding of multiplication to 5 × 5 by
- representing and explaining multiplication using equal grouping and arrays
- creating and solving problems in context that involve multiplication
- modelling multiplication using concrete and visual representations, and recording the process symbolically
- relating multiplication to repeated addition
- relating multiplication to division
N05 Students will be expected to describe and apply mental mathematics strategies to recall basic multiplication facts to 9 × 9 and to determine related division facts.
N06 Students will be expected to demonstrate an understanding of multiplication (2- or 3-digit by 1-digit) to solve problems by
- using personal strategies for multiplication with and without concrete materials
- using arrays to represent multiplication
- connecting concrete representations to symbolic representations
- estimating products
- applying the distributive property
Mathematics Primary / Mathematics 1 / Mathematics 2 / Mathematics 3
N12Students will be expected to demonstrate an understanding of division by
- representing and explaining division using equal sharing and equal grouping
- creating and solving problems in context that involves equal sharing and equal grouping
- modelling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically
- relating division to repeated subtraction
- relating division to multiplication
multiplication facts up to 5 × 5.) / Mathematics 4
N07 Students will be expected to demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by
- using personal strategies for dividing with and without concrete materials
- estimating quotients
- relating division to multiplication
Mathematics Primary / Mathematics 1 / Mathematics 2 /
Mathematics 3
N13 Students will be expected to demonstrate an understanding of fractions by- explaining that a fraction represents a part of a whole
- describing situations in which fractions are used
- comparing fractions of the same whole with like denominators.
Mathematics 4
N08 Students will be expected to demonstrate understanding of fractions less than or equal to one by using concrete, pictorial, and symbolic representations to- name and record fractions for the parts of a whole or a set
- compare and order fractions
- model and explain that for different wholes, two identical fractions may not represent the same quantity
- provide examples of where fractions are used.