Download Regina Public Schools - Unwrapped Outcome Summary

N1.1
Regina Public Schools - Unwrapped Outcome Summary
GRADE:1
CURRICULUM:MATH
OUTCOME:
N1.1: Say the number sequence, 0 to 100, by:
 1s forward and backward between any two
given numbers
 2s to 20, forward starting at 0
 5s and 10s to 100, forward starting at 0.
(Notes: this outcome is looking at the rote procedure of
the counting sequence and meaning/quantity is not
attached to counting in this outcome.)
Key Concepts –
What students should know
 Number sequence (0-100)
 1’s fwd & bkwd
 2’s fwd (0-20)
 5’s fwd (0-100)
 10’s fwd (0-100)
 Symbols for numerals (0100)
STRAND: NUMBER
ACHIEVEMENT INDICATORS:
a) Recite forward by 1s the number sequence
between two whole numbers (0 to 100).
b) Recite backward by 1s the number
sequence between two whole numbers.
c) Record a numeral (0 to 100) symbolically
when it is presented orally.
d) Read a numeral (0 to 100) when it is
presented symbolically.
e) Skip count by 2s to 20 starting at 0.
f) Skip count by 5s to 100 starting at 0.
g) Skip count forward by 10s to 100 starting
at 0.
h) Identify and correct errors and omissions in
a number sequence.
Skills –
What students should be able to do
 Recite (fwd or bkwd by 1’s)
 Record/Read (a numeral
symbolically)
 Skip count (by 2’s 0-20) (by 5’s
0-100) (by 10’s 0-100)
 Identify & correct errors and
omissions (in a number
sequence)
Bloom’s Taxonomy
Level
 Remembering
 Remembering
 Understanding
 Analyzing
KEY UNDERSTANDINGS:
1. There are different ways to count including skip counting and counting forward/backward.
STRAND BIG IDEAS:
1. Whole numbers are in a particular order and there are patterns in the way we say them to help
us to remember the order or predict the next number in the sequence by:
 memorizing words for numbers 1 to 13
 learning the 4 to 9 part of the sequence in 14-19 (this follows a pattern except for
15)
 predicting and name the decades by following the 1 to 9 sequence
 repeating the 1 to 9 sequence within each decade
2. Counting can be done different ways and skip counting is more efficient than counting by
ones.
ESSENTIAL QUESTIONS:
1. What are some of the patterns that exist for the number sequence 0-100? How do we use
number patterns to help us predict the next number in the counting sequence?
2. What are different ways to count? Why do we choose one way of counting over another?
(Do we need to assess this outcome on the system assessment?)
ASSESSMENT ITEMS:
1. Count from 1 to 10, 1 to 20, 0 to 100, 100 to 1
2. Skip count by 2s to 20
3. Skip count by 5s to 100
4. Skip count forward by 10s to 100
5. Record numerals 0 to 100
6. Read numerals (symbolically) 0 to 100
7. Tell me what is wrong with this counting sequence:
 34, 35, 36, 27, 38, 39
 46, 47, 49, 51, 52