Grade One Math Long Range Plan

Time Concept/Skills SLOs Resources Lessons and Assessment Cross Modifications

Activities Curricular
January Numbers: GLO #1: Develop - Nelson Math - Adding one and two - Checklists Language Arts: Modifications will be
Introduction number sense Focus 1: by counting on - Interviews - 1.2.2.1: group done as needed
- Adding by joining - Observations ideas and - Scribing
addition and Introducing - part-part-whole - Anecdotal notes information into - Reduction on work
subtraction to SLO #9: Demonstrate addition and addition - Rubrics categories expected
10 an understanding of subtraction - Numbers on a 10- determined by an - Variety of materials
addition of numbers frame adult - Extra time
with answers to 20 - Mathology
- Creating addition - 2.1.1.3: use -Assistive materials
and their number kit
stories knowledge of
corresponding - Math Little - Subtracting one and context, pictures,
subtraction facts, Books two letters, words,
concretely, pictorially - Subtracting by sentences,
- Manipulatives
and symbolically separating predictable
- Representing patterns and
SLO #10: Describe and subtraction rhymes in a
use mental - Action addition and variety of oral,
mathematics subtraction print and other
strategies for basic - Adding and media texts to
addition facts and subtracting in stories construct and
related subtraction - Math games confirm meaning
facts to 18.

February Numbers: GLO #1: Develop - Nelson Math - Numbers on a - Checklists N.A. Modifications will be
Numbers to number sense Focus 1: calendar - Interviews done as needed
- Counting to 100 - Observations - Scribing
100 Numbers to 100 - Counting patterns - Anecdotal notes - Reduction on work
SLO #1: Say the - Mathology - Counting steps - Rubrics expected
number sequence 0 to number kit Counting backwards - Variety of materials
100 by: 1s forward - Develop fluency by - Extra time
between any two - Math Little
counting by 1s, 2s, 5s, -Assistive materials
given numbers, 1s Books
and 10s
backward from 20 to - Manipulatives - Skip counting by 5s
0, 2s forward from 0 and 10s
to 20, and 5s and 10s
forward from 0 to
100.
 SLO #3: Demonstrate
an understanding of
counting

March Space and GLO #5: Describe the - Nelson Math - Sorting 3-D Objects - Checklists Science: Modifications will be
Shape: 3-D characteristics of 3-D Focus 1: 3-D - Pre-Sorted Sets - Interviews - GLE #3: Building done as needed
objects and 2-D - Replicating 3-D - Observations Things - Scribing
Objects and shapes, and analyze Objects and Structures - Anecdotal notes 1–7: Construct - Reduction on work
2-D Shapes the relationships 2-D Shapes - Copying Hidden 3-D - Rubrics objects and expected
among them - Mathology Kit Structures models of objects, - Variety of materials
- Manipulatives - Exploring 2-D Shapes using a variety of - Extra time
SLO #2: Sort 3-D - Sorting 2-D Shapes different -Assistive materials
objects and 2-D - Creating 2-D Shapes materials.
- Making Pictures with 1–8: Identify the
shapes, using one Shapes purpose of
attribute, and - Shape Shadows different
explain the - Comparing 2-D components in a
sorting rule. Shapes with 3-D personally
Objects constructed
SLO #3: Replicate - Making Patterns with object or model,
composite 2-D 3-D Objects and 2-D and identify
shapes and 3-D Shapes corresponding
objects. components in a
SLO #4: Compare related object or
model.
2-D shapes to
parts of 3-D
objects in the
environment.
April Numbers: GLO #1: Develop - Nelson Math - Counting on and Back - Checklists Language Arts: Modifications will be
Addition and number sense Focus 1: on a Number Line - Interviews - 1.2.2.1: group done as needed
- Relating Addition and - Observations ideas and - Scribing
Subtraction Addition and Subtraction - Anecdotal notes information into - Reduction on work
Strategies to SLO #9: Demonstrate Subtraction - Adding More Than - Rubrics categories expected
20 an understanding of strategies Two Numbers determined by an - Variety of materials
addition of numbers - Add by Making 10 adult - Extra time
with answers to 20 - Mathology
- Adding Doubles - 2.1.1.3: use -Assistive materials
and their number kit - Using 10-Frames to knowledge of
corresponding - Math Little Subtract context, pictures,
subtraction facts, Books letters, words,
 concretely, pictorially - Manipulatives - Creating Addition and sentences,
and symbolically Subtraction Stories predictable
- Describing Strategies patterns and
SLO #10: Describe and for Addition and rhymes in a
use mental Subtraction- variety of oral,
mathematics Representing print and other
strategies for basic subtraction media texts to
addition facts and construct and
related subtraction confirm meaning
facts to 18.

Homework: Students will not be assigned homework.

Technology: Students will not personally use any technology, but the SMART board will be used during most lessons.

“Students learn by attaching meaning to what they do, and they need to construct their own meaning of mathematics. This meaning is
best developed when learners encounter mathematical experiences that proceed from the simple to the complex and from the concrete
to the abstract. Through the use of manipulatives and a variety of pedagogical approaches, teachers can address the diverse learning
styles, cultural backgrounds and developmental stages of students, and enhance within them the formation of sound, transferable
mathematical understandings” (Program of studies).

Rationale and Vison

The main goals of mathematics education are to prepare students to:
• use mathematics confidently to solve problems
• communicate and reason mathematically
• appreciate and value mathematics
• make connections between mathematics and its applications
• commit themselves to lifelong learning
• become mathematically literate adults, using mathematics to contribute to society.

Students who have met these goals will:

• gain understanding and appreciation of the contributions of mathematics as a science, philosophy and art
• exhibit a positive attitude toward mathematics
• engage and persevere in mathematical tasks and projects
• contribute to mathematical discussions
• take risks in performing mathematical tasks
• exhibit curiosity.