THE ONTARIO CURRICULUM

GRADES 1–8

Mathematics
2020
This file is an extract and may not reflect or represent the full Ontario Curriculum.

Printed on 2023-09-01
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EXTRACT 1 Printed on 2023-09-01

This curriculum policy replaces The Ontario Curriculum, Grades 1–8: Mathematics, 2005. Beginning in
September 2020, all mathematics programs for Grades 1 to 8 will be based on the expectations outlined
in this curriculum policy.

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Contents
Mathematics, Grade 1 ..................................................................................................................................5
Expectations by strand..............................................................................................................................5
A. Social-Emotional Learning (SEL) Skills in Mathematics and the Mathematical Processes ...................6
B. Number ...............................................................................................................................................23
C. Algebra ................................................................................................................................................25
D. Data ....................................................................................................................................................30
E. Spatial Sense .......................................................................................................................................31
F. Financial Literacy .................................................................................................................................32
Strand overviews ....................................................................................................................................32
Information for parents ..........................................................................................................................33

Une publication équivalente est disponible en français sous le titre suivant : Le curriculum de l’Ontario
de la 1re à la 8e année – Mathématiques (2020)

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Mathematics, Grade 1
Expectations by strand
Note

Strand A
Learning related to Strand A: Social-Emotional Learning (SEL) Skills in Mathematics and the
Mathematical Processes occurs in the context of learning related to the other strands. As educators
develop lessons and plan learning activities, they should consider:
• where there are opportunities to teach and reinforce social-emotional learning skills in
order to help every student develop confidence, cope with challenges, think critically, and
develop a positive identity as a math learner
• how the mathematical processes can be highlighted so that students are actively engaged in
applying these processes throughout the program
• how instruction and the learning environment are designed to be culturally responsive and
relevant

Examples
The examples laid out in the curriculum are intended to guide teachers in thinking about
how the learning for each expectation might be positioned and demonstrated. In planning students’
learning experiences, it is important for teachers to ensure that learning experiences
are culturally reflective of students’ lived realities in the community and in the world around them.
It is also important to acknowledge and affirm the multiple ways of knowing and doing
that students may bring to the classroom.
Sample Tasks
The sample tasks laid out in the curriculum are intended to be illustrations only, and should be
replaced or supplemented with tasks and learning contexts that are affirming of, relevant to, and
reflective of students’ lives and backgrounds, and that provide students with the opportunity to
learn about diverse cultures and communities in a respectful and informed way. Such opportunities
may include the examination of social and economic justice concerns (e.g., racism, classism,
sexism), health issues, environmental aspects, and so on, as appropriate.

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A. Social-Emotional Learning (SEL) Skills in
Mathematics and the Mathematical Processes
Note: Beginning in the 2021–22 school year, schools are asked not to assess, evaluate or report on
the overall expectations related to social-emotional learning skills in The Ontario Curriculum, Grades
1–8, Mathematics (2020) and The Ontario Curriculum, Grades 1–8, Health and Physical Education
(2019). It is the ministry’s expectation that instruction of the social-emotional learning skills will
continue while educators engage in ongoing professional learning.

This strand focuses on students’ development and application of social-emotional

learning skills to support their learning of math concepts and skills, foster their
overall well-being and ability to learn, and help them build resilience and thrive as
math learners. As they develop SEL skills, students demonstrate a greater ability to
understand and apply the mathematical processes, which are critical to
supporting learning in mathematics. In all grades of the mathematics program,
the learning related to this strand takes place in the context of learning related to
all other strands, and it should be assessed and evaluated within these contexts.

Overall expectations
Throughout this grade, in order to promote a positive identity as a math learner, to foster well-being
and the ability to learn, build resilience, and thrive, students will:

A1. Social-Emotional Learning (SEL) Skills and the Mathematical

Processes
apply, to the best of their ability, a variety of social-emotional learning skills to support their use of the
mathematical processes and their learning in connection with the expectations in the other five strands
of the mathematics curriculum

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 To the best of their … as they apply the mathematical
ability, students processes: … so they can:
will learn to:
1. identify and • problem solving: develop, select, 1. express and manage their
manage emotions and apply problem-solving feelings, and show
strategies understanding of the feelings of
• reasoning and proving: develop and others, as they engage positively
apply reasoning skills (e.g., in mathematics activities
classification, recognition of
relationships, use of counter-
examples) to justify thinking, make
and investigate conjectures, and
construct and defend arguments
• reflecting: demonstrate that as they
2. recognize solve problems, they are pausing, 2. work through challenging
sources of stress looking back, and monitoring their math problems, understanding
and cope with thinking to help clarify their that their resourcefulness in
challenges understanding (e.g., by comparing using various strategies to
and adjusting strategies used, by respond to stress is helping
explaining why they think their them build personal resilience
3. maintain positive results are reasonable, by recording 3. recognize that testing out
motivation and their thinking in a math journal) different approaches to
perseverance • connecting: make connections problems and learning from
among mathematical concepts, mistakes is an important part of
procedures, and representations, the learning process, and is
and relate mathematical ideas to aided by a sense of optimism
other contexts (e.g., other and hope
4. build curriculum areas, daily life, sports) 4. work collaboratively on math
relationships and • communicating: express and problems – expressing their
communicate understand mathematical thinking, thinking, listening to the
effectively and engage in mathematical thinking of others, and
arguments using everyday language, practising inclusivity – and in
language resources as necessary, that way foster healthy
appropriate mathematical relationships
5. develop self- terminology, a variety of 5. see themselves as capable
awareness and representations, and mathematical math learners, and strengthen
sense of identity conventions their sense of ownership of their
• representing: select from and learning, as part of their
create a variety of representations emerging sense of identity and
belonging

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 6. think critically of mathematical ideas (e.g., 6. make connections between
and creatively representations involving physical math and everyday contexts to
models, pictures, numbers, help them make informed
variables, graphs), and apply them judgements and decisions
to solve problems
• selecting tools and strategies:
select and use a variety of concrete,
visual, and electronic learning tools
and appropriate strategies to
investigate mathematical ideas and
to solve problems

Examples

The examples illustrate ways to support students in developing social-emotional learning skills
while engaging with the mathematical processes (shown in each example in italics) to deepen
their learning of mathematical knowledge, concepts, and skills. Culturally responsive and
relevant pedagogy is key1. Different social-emotional learning skills may be applied with
learning from a variety of expectations in connection with a range of mathematical processes to
achieve the learning goals. It is important to note that the student responses are provided only
to indicate the content and scope of the intended learning. They are not written in language
that represents the typical parlance or vocabulary of students.

• In order for SEL to be impactful, supportive, anti-racist, and anti-discriminatory, the teaching and
learning approach must take into account and address the lived realities, racial and other disparities,
and educator biases that affect students’ experiences in Ontario schools.
• Approaches to SEL must be mediated through respectful conversations about students’ lived realities,
inequity, bias, discrimination, and harassment.
• Effective approaches to SEL provide students with tools to navigate and challenge oppressive, racist,
and discriminatory spaces, thus building their skills and having a positive impact on their academic
achievement and well-being.
• Human rights principles and the Education Act recognize the importance of creating a climate of
understanding of and mutual respect for the dignity and worth of each person, so that each person can
contribute fully to the development and well-being of their community. Indeed, human rights law
guarantees a person’s right to equal treatment in education. It requires educators and school leaders
to actively prevent discrimination and harassment and respond appropriately when they do occur, to
create an inclusive environment, to remove barriers that limit the ability of students, and to provide
accommodations where necessary.

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Identification and Management of Emotions

Grade 1

As students explore the likelihood of events happening and use terms such as “impossible”,
“possible”, and “certain” to describe this likelihood, they may reflect on and identify various
emotions they are feeling. For example, if, in a real-life scenario, the likelihood of rain is certain,
they may associate that with disappointment at having to alter their plans. On the other hand,
they may feel relief that the plants will receive the water they need to grow. Students may
articulate or discuss various strategies that they could use in different situations to help
identify, validate, and manage their emotions. Strategies could include identifying alternative
plans or approaches, developing and practising a script to express their frustration and efforts
to address things over which they have less control, keeping track of the time, making a list, and
focusing on things over which they have more control rather than on things over which they
have less control. Educators can also seek opportunities to develop their own skills and identify
safe and caring people and culturally relevant resources that can support students as they deal
with emotions that might arise (e.g., parent or other trusted adults, Elders, Métis Senators,
knowledge holders, knowledge keepers, or outreach workers).

Grade 2

As students represent and solve fair-share problems, they may identify emotions that they feel
in various scenarios, including those beyond the classroom, when objects are divided in
different ways. For example: “When my friend broke the cookie to share it, there was a big
piece and a small piece. My friend took the big piece and that made me upset. It was not a fair
share!” When teaching students about fair-share problems, there is also an opportunity for
educators to make connections to diverse perspectives, talk about equity language, and use
culturally relevant resources while raising awareness of emotions connected to bigger-picture
“fair-share” problems – for example, those that may arise in social studies as students learn
about people, the environment, and global communities.

Grade 3

As students create and execute code that represents a mathematical situation, they may reflect
on and identify various emotions they may be feeling about whether the code will work, such
as pride, confusion, annoyance, apprehension, or excitement. Educators can support students
by validating their emotions, making connections between the mathematical concepts students
are coding and relevant experiences in their lives. For example, educators can explain that
coding can involve a form of experimenting that is similar to learning how to throw a basketball
into a net. If at first you miss, you can change the angle of your throw or where you shoot from.
You can try something different, and with each adjustment, you will learn something new about

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what you are doing until you arrive at something that works. Educators should be aware that,
as students go through the process of figuring out what works, they may experience a range of
emotions. Students might also experience emotions connected to events outside the learning
but show their feelings through the learning experience. It is important for educators to be
reflective, patient, empathetic, and thoughtful about why students might be experiencing these
emotions.

Stress Management and Coping

Grade 1

As students work on a problem that requires them to use subtraction, they may use reasoning
and proving skills to cope with any feelings of uncertainty or nervousness. For example: “I don’t
know if my answer to this subtraction question is right because Maude has a different answer.
That makes me feel nervous about getting started on checking my work or sharing it. However,
I can think about addition to help me check my work, and, once I make a start at it, I may feel
better. I can check the anchor chart for other tips on getting started.”

Educators can support students with stress management and coping in a number of ways,
including by:

• learning about and paying attention to students’ contexts and lived realities so that they
feel welcome and empowered in classroom spaces;
• building their skills in anti-discriminatory, anti-biased, and anti-racist instructional
approaches to better understand and address the barriers students face;
• addressing discrimination and harassment when it arises to make school spaces less
difficult for students to navigate;
• using language and exhibiting behaviours that build students’ confidence; and
• identifying strategies that are culturally affirming and contextually relevant and that
may be helpful in a range of situations inside and outside the classroom (e.g., deep
breathing; guided imagery; stretching, pausing, and reflecting; incorporating dancing,
singing, or music into daily routines; spending time outdoors; listening to stories from
Elders, Métis Senators, knowledge holders, or knowledge keepers; paying attention to
words of encouragement from mentors in the school community).

Grade 2

As students work in groups to solve a math problem involving equalities, they may need to
manage any feelings of stress associated with working in a group or figuring out the problem.
For example, to manage any challenges associated with working in the group, educators should
reflect carefully about group dynamics and student relationships before placement. They may

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teach and give students an opportunity to practise protocols, such as taking turns suggesting
ideas, clearly outlining group roles, or taking time to think on their own before the group work
begins. To help with solving the problem itself, students may take deep breaths and then
consider whether they have done a similar problem before, draw a picture of the problem,
think about the various approaches they were taught to solve the problem, see what happens
when they try out different numbers to determine whether expressions are equivalent, or act
out the problem.

Grade 3

As students calculate the change required for simple cash transactions, they may reflect on the
various tools and strategies they can use to help them think on the spot and manage any stress
they may feel. It is important to remember that for many students, conversations about money
and finances can be anxiety-inducing based on their context, their lived realities, and the
systemic barriers they face. Further, thinking on the spot can be challenging for some students,
so it is important to support them in understanding that feelings of stress can interfere with
effective learning and information retrieval. To manage possible feelings of stress in such
situations, educators need to be aware of both community and student relationships with
money and their socio-economic conditions before engaging in the learning. Educators can
support students in building awareness of the tools and strategies they can use to help
themselves. For example, they can discuss financial inequality as a larger issue as well as
teaching students to use manipulatives, the counting-up strategy, or open number lines.
Students should also be encouraged to check their work, including with a calculator, to make
connections to what they are learning about numbers. Students may practise giving themselves
time to think – for example: “I’m going to think out loud and write this down to help me figure
it out.” Educators might have students reflect on their use of currency in terms of purpose (e.g.,
a purchase to buy beads to help a younger sibling decorate their regalia) and awareness (e.g.,
ensuring that they have the right amount of money to make a purchase).

Positive Motivation and Perseverance

Grade 1

As students count forward by 1s, 2s, 5s, and 10s, they may select strategies to help them keep
going, such as using a hundreds chart, reciting counting rhymes and singing songs, and asking
for hints. It may also help if, after scaffolding and teacher modelling, they remind themselves
and their peers that they have done the exercise before, which means they have what they
need to do it again. Educators can encourage students to reframe negative thoughts and
experiences and give them opportunities to practise doing so. They can also provide supportive
messaging for students and then encourage them to think about other supportive messages

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that may come from the world around them through various cultural and/or community-based
teachings.

Grade 2

As students represent and solve problems involving whole numbers, they may learn to
recognize that if one tool or strategy is not working, they should try another. For example, if
they are struggling to represent a subtraction problem with base ten materials using rods and
there are not enough rods, they could try showing the problem using a different tool, such as a
number line or a bead string. To motivate students, educators can encourage them to estimate
and guess when trying out solutions and to use self-talk, such as “I can do this!”, and, in turn,
students can encourage their peers with words such as “I know you can do this!”, “You did this
yesterday, so I know you can do it again!”, or “Take your time.” Students whose first language is
not English can be encouraged to use their first language. Real-life scenarios can also be used to
support students in solving the problem. After students have completed a problem, educators
can guide them to reflect and note what strategies and encouraging words helped them to
persist.

Grade 3

As students create and execute code that represents mathematical situations, they may show
optimism that they can alter their code as necessary to produce the desired outcome by
selecting the appropriate tools and strategies. They may feel confident about trying out
different approaches, including estimating and guessing, to revise the code. This process – and
students’ confidence – can be further strengthened if the coding exercises are reflective of
students’ cultural and linguistic backgrounds.

Healthy Relationship Skills

Grade 1

As students learn about location and movement and give and follow directions for moving from
one location to another, they may practise communicating respectfully and effectively through
talk-aloud examples provided by the teacher and then by taking turns, listening attentively, and
interacting effectively with one another. For example, a student using cut-out pieces to
demonstrate movement might say to a classmate, “The dog is beside the chair. The chair is
underneath the tree and there is a ball behind the chair. Please move the dog so that it is on
the chair and please move the ball so that it is in front of the chair.” Educators may also use this
opportunity to support students in building an understanding that communication can look
different in different cultures.

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Grade 2

As students prepare to collect data in different ways, they may reflect on how to make
connections with other people and consider what strategies they may use when approaching
peers and family members for information, such as always asking permission and respecting
whether a person wishes to participate in their data collection or not. For example: “I’m
collecting and organizing information for my math class, and I am asking people questions
about their favourite physical activities. May I ask you some questions? If you do not want to
answer, that is okay.” Educators can investigate with students the cultural protocols of their
community with respect to sharing personal information and support students as they navigate
potential barriers. For example, in some cultures and communities, people may choose not to
share information about some ceremonies and other cultural practices.

Grade 3

As students show relationships between multiplication and division and make connections
through drawing, they may make broader connections between things in their daily lives.
Educators need to be aware of student contexts and the social realities that they come from.
For example, students may consider the relationship between their actions and the
environment: “My family no longer uses plastic water bottles. A few years ago, we used two
plastic water bottles every day, and then we had fourteen water bottles in the recycle bin at the
end of the week.” Or: “In our community, we can drink water from the tap, so we use refillable
water bottles when we need them and don’t have to recycle any plastic. But not all
communities in Canada have clean drinking water.” In this context, educators may want to
introduce students to a clean-water advocate and/or water protector.

Self-Awareness and Sense of Identity

Grade 1

As students learn about the value of Canadian currency, they may reflect on and make
observations about the people and objects on various bills and coins, and they may make
connections to their own sense of identity. For example: “I learned about Viola Desmond, the
woman on the ten-dollar bill. I learned that she was a successful Black businesswoman and is
the first Canadian woman to appear on a bill that people use regularly. By challenging unfair
rules and standing up for herself, she made a big difference for others.” Or: “I see the eagle
feather on the ten-dollar bill. For many First Nations people, the eagle represents truth, power,
and freedom because it can fly higher and see farther than any other bird.” For educators, this
is an opportunity to name inequality, raise awareness, prompt questions about what symbols
and people are included and not included on Canadian currency, and support students in
making personal connections.

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Grade 2

As students create and interpret simple maps of familiar places, they may make personal
connections to the places, reflecting on their existing knowledge and building awareness of
themselves and others. Students may make or describe maps of their route to school and
highlight spots that might elicit different emotions, such as happiness, safety, or fear. Educators
can consider resources and supports that may be needed to address issues that could arise
related to locations where students may have felt, or currently feel, unsafe or afraid. To build
connections and awareness, they can introduce students to information about the treaty
territory and community histories within these maps.

Grade 3

As students determine the mean and identify the mode(s) of various sets of data about
different populations and groups of people, they may reflect and then make connections
between themselves and the broader community. They can build their understanding of
different populations and groups and respectfully consider ways in which they themselves are
similar or different. For example, students might look at data from the school climate survey
examining student, parent, and staff perceptions about health and safety in their school
community, and reflect on how the data compares with their own perceptions. Educators
should be cognizant of the effect that seeing this data may have on some students (e.g., if the
data presented is about students’ sense of belonging at school, and a student is struggling with
this, it may negatively affect their sense of self) and should be prepared to provide access to
further support if needed, such as addressing the discrimination or harassment that might be
leading to such feelings.

Critical and Creative Thinking

Grade 1

As students identify, create, and make predictions about patterns, including those in real-life
contexts, they may make connections to numbers, shapes, letters, movements, sounds, and
objects in their environment. For example: “In the logo I see on that cup, I see triangles inside
triangles inside triangles. If I turn it on its side, I can see even more shapes. If I continue this
pattern, I wonder how many triangles there would be altogether?”

Grade 2

As students identify different ways to represent the same amount of Canadian money, they can
select different tools and strategies to help them clarify their thinking. For example, they may
draw pictures of the different representations or use concrete and digital play money and then

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trade coins to find different ways to represent the same amount. They may also reflect on how
they know they have all of the combinations – for example, by making an organized list. When
teaching students about money, it is critical for educators to analyse and contextualize the
relationship between the value of currency and students’ cultural values, emphasizing sharing,
community, and respect for others.

Grade 3

As students measure objects using one unit, estimate what the count would be when using a
smaller unit, and explain why larger units produce smaller counts, they may critically reflect on
the reasoning and proving skills they have used.

Identification and Management of Emotions

Grade 1

As students explore the likelihood of events happening and use terms such as “impossible”, “possible”,
and “certain” to describe this likelihood, they may reflect on and identify various emotions they are
feeling. For example, if, in a real-life scenario, the likelihood of rain is certain, they may associate that
with disappointment at having to alter their plans. On the other hand, they may feel relief that the
plants will receive the water they need to grow. Students may articulate or discuss various strategies
that they could use in different situations to help identify, validate, and manage their emotions.
Strategies could include identifying alternative plans or approaches, developing and practising a script to
express their frustration and efforts to address things over which they have less control, keeping track of
the time, making a list, and focusing on things over which they have more control rather than on things
over which they have less control. Educators can also seek opportunities to develop their own skills and
identify safe and caring people and culturally relevant resources that can support students as they deal
with emotions that might arise (e.g., parent or other trusted adults, Elders, Métis Senators, knowledge
holders, knowledge keepers, or outreach workers).

Grade 2

As students represent and solve fair-share problems, they may identify emotions that they feel in various
scenarios, including those beyond the classroom, when objects are divided in different ways. For
example: “When my friend broke the cookie to share it, there was a big piece and a small piece. My
friend took the big piece and that made me upset. It was not a fair share!” When teaching students
about fair-share problems, there is also an opportunity for educators to make connections to diverse
perspectives, talk about equity language, and use culturally relevant resources while raising awareness
of emotions connected to bigger-picture “fair-share” problems – for example, those that may arise in
social studies as students learn about people, the environment, and global communities.

EXTRACT 15 Printed on 2023-09-01

Grade 3

As students create and execute code that represents a mathematical situation, they may reflect on and
identify various emotions they may be feeling about whether the code will work, such as pride,
confusion, annoyance, apprehension, or excitement. Educators can support students by validating their
emotions, making connections between the mathematical concepts students are coding and relevant
experiences in their lives. For example, educators can explain that coding can involve a form of
experimenting that is similar to learning how to throw a basketball into a net. If at first you miss, you can
change the angle of your throw or where you shoot from. You can try something different, and with
each adjustment, you will learn something new about what you are doing until you arrive at something
that works. Educators should be aware that, as students go through the process of figuring out what
works, they may experience a range of emotions. Students might also experience emotions connected
to events outside the learning but show their feelings through the learning experience. It is important
for educators to be reflective, patient, empathetic, and thoughtful about why students might be
experiencing these emotions.

Stress Management and Coping

Grade 1

As students work on a problem that requires them to use subtraction, they may use reasoning and
proving skills to cope with any feelings of uncertainty or nervousness. For example: “I don’t know if my
answer to this subtraction question is right because Maude has a different answer. That makes me feel
nervous about getting started on checking my work or sharing it. However, I can think about addition to
help me check my work, and, once I make a start at it, I may feel better. I can check the anchor chart for
other tips on getting started.”

Educators can support students with stress management and coping in a number of ways, including by:

• learning about and paying attention to students’ contexts and lived realities so that they feel
welcome and empowered in classroom spaces;
• building their skills in anti-discriminatory, anti-biased, and anti-racist instructional approaches to
better understand and address the barriers students face;
• addressing discrimination and harassment when it arises to make school spaces less difficult for
students to navigate;
• using language and exhibiting behaviours that build students’ confidence; and
• identifying strategies that are culturally affirming and contextually relevant and that may be
helpful in a range of situations inside and outside the classroom (e.g., deep breathing; guided
imagery; stretching, pausing, and reflecting; incorporating dancing, singing, or music into daily
routines; spending time outdoors; listening to stories from Elders, Métis Senators, knowledge
holders, or knowledge keepers; paying attention to words of encouragement from mentors in
the school community).

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Grade 2

As students work in groups to solve a math problem involving equalities, they may need to manage any
feelings of stress associated with working in a group or figuring out the problem. For example, to
manage any challenges associated with working in the group, educators should reflect carefully about
group dynamics and student relationships before placement. They may teach and give students an
opportunity to practise protocols, such as taking turns suggesting ideas, clearly outlining group roles, or
taking time to think on their own before the group work begins. To help with solving the problem itself,
students may take deep breaths and then consider whether they have done a similar problem before,
draw a picture of the problem, think about the various approaches they were taught to solve the
problem, see what happens when they try out different numbers to determine whether expressions are
equivalent, or act out the problem.

Grade 3

As students calculate the change required for simple cash transactions, they may reflect on the various
tools and strategies they can use to help them think on the spot and manage any stress they may feel. It
is important to remember that for many students, conversations about money and finances can be
anxiety-inducing based on their context, their lived realities, and the systemic barriers they face.
Further, thinking on the spot can be challenging for some students, so it is important to support them in
understanding that feelings of stress can interfere with effective learning and information retrieval. To
manage possible feelings of stress in such situations, educators need to be aware of both community
and student relationships with money and their socio-economic conditions before engaging in the
learning. Educators can support students in building awareness of the tools and strategies they can use
to help themselves. For example, they can discuss financial inequality as a larger issue as well as
teaching students to use manipulatives, the counting-up strategy, or open number lines. Students
should also be encouraged to check their work, including with a calculator, to make connections to what
they are learning about numbers. Students may practise giving themselves time to think – for example:
“I’m going to think out loud and write this down to help me figure it out.” Educators might have
students reflect on their use of currency in terms of purpose (e.g., a purchase to buy beads to help a
younger sibling decorate their regalia) and awareness (e.g., ensuring that they have the right amount of
money to make a purchase).

Positive Motivation and Perseverance

Grade 1

As students count forward by 1s, 2s, 5s, and 10s, they may select strategies to help them keep going,
such as using a hundreds chart, reciting counting rhymes and singing songs, and asking for hints. It may
also help if, after scaffolding and teacher modelling, they remind themselves and their peers that they
have done the exercise before, which means they have what they need to do it again. Educators can
encourage students to reframe negative thoughts and experiences and give them opportunities to

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practise doing so. They can also provide supportive messaging for students and then encourage them to
think about other supportive messages that may come from the world around them through various
cultural and/or community-based teachings.

Grade 2

As students represent and solve problems involving whole numbers, they may learn to recognize that if
one tool or strategy is not working, they should try another. For example, if they are struggling to
represent a subtraction problem with base ten materials using rods and there are not enough rods, they
could try showing the problem using a different tool, such as a number line or a bead string. To motivate
students, educators can encourage them to estimate and guess when trying out solutions and to use
self-talk, such as “I can do this!”, and, in turn, students can encourage their peers with words such as “I
know you can do this!”, “You did this yesterday, so I know you can do it again!”, or “Take your time.”
Students whose first language is not English can be encouraged to use their first language. Real-life
scenarios can also be used to support students in solving the problem. After students have completed a
problem, educators can guide them to reflect and note what strategies and encouraging words helped
them to persist.

Grade 3

As students create and execute code that represents mathematical situations, they may show optimism
that they can alter their code as necessary to produce the desired outcome by selecting the appropriate
tools and strategies. They may feel confident about trying out different approaches, including estimating
and guessing, to revise the code. This process – and students’ confidence – can be further strengthened
if the coding exercises are reflective of students’ cultural and linguistic backgrounds.

Healthy Relationship Skills

Grade 1

As students learn about location and movement and give and follow directions for moving from one
location to another, they may practise communicating respectfully and effectively through talk-aloud
examples provided by the teacher and then by taking turns, listening attentively, and interacting
effectively with one another. For example, a student using cut-out pieces to demonstrate movement
might say to a classmate, “The dog is beside the chair. The chair is underneath the tree and there is a
ball behind the chair. Please move the dog so that it is on the chair and please move the ball so that it is
in front of the chair.” Educators may also use this opportunity to support students in building an
understanding that communication can look different in different cultures.

Grade 2

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As students prepare to collect data in different ways, they may reflect on how to make connections with
other people and consider what strategies they may use when approaching peers and family members
for information, such as always asking permission and respecting whether a person wishes to participate
in their data collection or not. For example: “I’m collecting and organizing information for my math
class, and I am asking people questions about their favourite physical activities. May I ask you some
questions? If you do not want to answer, that is okay.” Educators can investigate with students the
cultural protocols of their community with respect to sharing personal information and support students
as they navigate potential barriers. For example, in some cultures and communities, people may choose
not to share information about some ceremonies and other cultural practices.

Grade 3

As students show relationships between multiplication and division and make connections through
drawing, they may make broader connections between things in their daily lives. Educators need to be
aware of student contexts and the social realities that they come from. For example, students may
consider the relationship between their actions and the environment: “My family no longer uses plastic
water bottles. A few years ago, we used two plastic water bottles every day, and then we had fourteen
water bottles in the recycle bin at the end of the week.” Or: “In our community, we can drink water
from the tap, so we use refillable water bottles when we need them and don’t have to recycle any
plastic. But not all communities in Canada have clean drinking water.” In this context, educators may
want to introduce students to a clean-water advocate and/or water protector.

Self-Awareness and Sense of Identity

Grade 1

As students learn about the value of Canadian currency, they may reflect on and make observations
about the people and objects on various bills and coins, and they may make connections to their own
sense of identity. For example: “I learned about Viola Desmond, the woman on the ten-dollar bill. I
learned that she was a successful Black businesswoman and is the first Canadian woman to appear on a
bill that people use regularly. By challenging unfair rules and standing up for herself, she made a big
difference for others.” Or: “I see the eagle feather on the ten-dollar bill. For many First Nations people,
the eagle represents truth, power, and freedom because it can fly higher and see farther than any other
bird.” For educators, this is an opportunity to name inequality, raise awareness, prompt questions about
what symbols and people are included and not included on Canadian currency, and support students in
making personal connections.

Grade 2

As students create and interpret simple maps of familiar places, they may make personal connections to
the places, reflecting on their existing knowledge and building awareness of themselves and others.
Students may make or describe maps of their route to school and highlight spots that might elicit

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different emotions, such as happiness, safety, or fear. Educators can consider resources and supports
that may be needed to address issues that could arise related to locations where students may have felt,
or currently feel, unsafe or afraid. To build connections and awareness, they can introduce students to
information about the treaty territory and community histories within these maps.

Grade 3

As students determine the mean and identify the mode(s) of various sets of data about different
populations and groups of people, they may reflect and then make connections between themselves and
the broader community. They can build their understanding of different populations and groups and
respectfully consider ways in which they themselves are similar or different. For example, students
might look at data from the school climate survey examining student, parent, and staff perceptions
about health and safety in their school community, and reflect on how the data compares with their
own perceptions. Educators should be cognizant of the effect that seeing this data may have on some
students (e.g., if the data presented is about students’ sense of belonging at school, and a student is
struggling with this, it may negatively affect their sense of self) and should be prepared to provide
access to further support if needed, such as addressing the discrimination or harassment that might be
leading to such feelings.

Critical and Creative Thinking

Grade 1

As students identify, create, and make predictions about patterns, including those in real-life contexts,
they may make connections to numbers, shapes, letters, movements, sounds, and objects in their
environment. For example: “In the logo I see on that cup, I see triangles inside triangles inside triangles.
If I turn it on its side, I can see even more shapes. If I continue this pattern, I wonder how many triangles
there would be altogether?”

Grade 2

As students identify different ways to represent the same amount of Canadian money, they can select
different tools and strategies to help them clarify their thinking. For example, they may draw pictures of
the different representations or use concrete and digital play money and then trade coins to find
different ways to represent the same amount. They may also reflect on how they know they have all of
the combinations – for example, by making an organized list. When teaching students about money, it is
critical for educators to analyse and contextualize the relationship between the value of currency and
students’ cultural values, emphasizing sharing, community, and respect for others.

Grade 3

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As students measure objects using one unit, estimate what the count would be when using a smaller
unit, and explain why larger units produce smaller counts, they may critically reflect on the reasoning
and proving skills they have used.

B. Number
Overall expectations
By the end of Grade 1, students will:

B1. Number Sense

demonstrate an understanding of numbers and make connections to the way numbers are used in
everyday life

Specific expectations
By the end of Grade 1, students will:

Whole Numbers
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

Fractions
B1.6 use drawings to represent and solve fair-share problems that involve 2 and 4 sharers, respectively,
and have remainders of 1 or 2
B1.7 recognize that one half and two fourths of the same whole are equal, in fair-sharing contexts
B1.8 use drawings to compare and order unit fractions representing the individual portions that result
when a whole is shared by different numbers of sharers, up to a maximum of 10

B2. Operations
use knowledge of numbers and operations to solve mathematical problems encountered in everyday life

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Specific expectations
By the end of Grade 1, students will:

Properties and Relationships

B2.1 use the properties of addition and subtraction, and the relationship between addition and
subtraction, to solve problems and check calculations

Math Facts
B2.2 recall and demonstrate addition facts for numbers up to 10, and related subtraction facts

Mental Math
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

Addition and Subtraction

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

Multiplication and Division

B2.5 represent and solve equal-group problems where the total number of items is no more than 10,
including problems in which each group is a half, using tools and drawings

C. Algebra
Overall expectations
By the end of Grade 1, students will:

C1. Patterns and Relationships

identify, describe, extend, create, and make predictions about a variety of patterns, including those
found in real-life contexts

Specific expectations
By the end of Grade 1, students will:

Patterns
C1.1 identify and describe the regularities in a variety of patterns, including patterns found in real-life
contexts

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C1.2 create and translate patterns using movements, sounds, objects, shapes, letters, and numbers
C1.3 determine pattern rules and use them to extend patterns, make and justify predictions, and
identify missing elements in patterns
C1.4 create and describe patterns to illustrate relationships among whole numbers up to 50

C2. Equations and Inequalities

demonstrate an understanding of variables, expressions, equalities, and inequalities, and apply this
understanding in various contexts

Specific expectations
By the end of Grade 1, students will:

Variables
C2.1 identify quantities that can change and quantities that always remain the same in real-life contexts

Equalities and Inequalities

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

C3. Coding
solve problems and create computational representations of mathematical situations using coding
concepts and skills

Specific expectations
By the end of Grade 1, students will:

Coding Skills
C3.1 solve problems and create computational representations of mathematical situations by writing
and executing code, including code that involves sequential events
C3.2 read and alter existing code, including code that involves sequential events, and describe how
changes to the code affect the outcomes

C4. Mathematical Modelling

apply the process of mathematical modelling to represent, analyse, make predictions, and provide
insight into real-life situations

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This overall expectation has no specific expectations. Mathematical modelling is an iterative and
interconnected process that is applied to various contexts, allowing students to bring in learning from
other strands. Students’ demonstration of the process of mathematical modelling, as they apply concepts
and skills learned in other strands, is assessed and evaluated.

Read more about the mathematical modelling process.

Teacher supports

Examples

• possible real-life situations:

• creating possible seating arrangements for an event to be hosted in the gym
• collaborating with community partners to organize a community event (e.g.,
storytelling festival, community clean-up day)

Key Concepts

• The process of mathematical modelling requires: understanding the problem; analysing

the situation; creating a mathematical model; and analysing and assessing the model.

Note

• A mathematical modelling task is different from a real-life application due to the cyclic
nature of modelling, which involves examining a problem from outside mathematics,
modelling it, and then checking the model against the real-life situation and adjusting as
necessary.
• The process of mathematical modelling should not be confused with using a "model" to
represent or solve a problem that does not require the whole process.
• Mathematical modelling tasks can be utilized in many ways and can support students
with making connections among many mathematical concepts across the math strands
and across other curricula.

Sample Tasks

Provide students with a real-life situation that they can relate to, such as determining the
seating arrangement for guests at a class event to be held in the gym (e.g., ceremony, concert,
assembly).

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Have students brainstorm questions that need to be answered, such as how many chairs will be
needed and how the chairs should be arranged. It is important to honour student voice and
student questions, as well as to encourage students to listen to and consider the questions of
their peers.

Analyse the situation with students by supporting them in making assumptions, such as that all
the students in the class will invite at least one guest.

Have students think about what will remain the same, such as the number of students in the
class, and think about what can vary, such as the number of guests that are invited.

Have students determine and gather the information needed to solve the problem. Students
may say that they need to survey their classmates to figure out how many guests they would
like to invite.

Have students identify possible representations, tools, technologies, or strategies that could be
used to help create a model for the arrangement of the chairs. Some students may create a
diagram or use cubes to show their arrangement. Others may arrange the chairs in rows or
around a table. Some may even create a pattern with their arrangement.

Pose questions to students to support them in analysing their chair arrangement model. Some
possible questions are:

• Are all the exits in the gym accessible?

• Is there space in the arrangement to allow ease of movement for someone who uses a
wheelchair or if someone arrives with a stroller?
• If the answer to any of these questions is no, have students adjust their models
and reassess.

Have students share their models with the class and discuss the benefits of each of the models.

Examples

• possible real-life situations:

• creating possible seating arrangements for an event to be hosted in the gym
• collaborating with community partners to organize a community event (e.g., storytelling
festival, community clean-up day)

Key Concepts

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 • The process of mathematical modelling requires: understanding the problem; analysing the
situation; creating a mathematical model; and analysing and assessing the model.

Note

• A mathematical modelling task is different from a real-life application due to the cyclic nature of
modelling, which involves examining a problem from outside mathematics, modelling it, and
then checking the model against the real-life situation and adjusting as necessary.
• The process of mathematical modelling should not be confused with using a "model" to
represent or solve a problem that does not require the whole process.
• Mathematical modelling tasks can be utilized in many ways and can support students with
making connections among many mathematical concepts across the math strands and across
other curricula.

Sample Tasks

Provide students with a real-life situation that they can relate to, such as determining the seating
arrangement for guests at a class event to be held in the gym (e.g., ceremony, concert, assembly).

Have students brainstorm questions that need to be answered, such as how many chairs will be needed
and how the chairs should be arranged. It is important to honour student voice and student questions,
as well as to encourage students to listen to and consider the questions of their peers.

Analyse the situation with students by supporting them in making assumptions, such as that all the
students in the class will invite at least one guest.

Have students think about what will remain the same, such as the number of students in the class, and
think about what can vary, such as the number of guests that are invited.

Have students determine and gather the information needed to solve the problem. Students may say
that they need to survey their classmates to figure out how many guests they would like to invite.

Have students identify possible representations, tools, technologies, or strategies that could be used to
help create a model for the arrangement of the chairs. Some students may create a diagram or use
cubes to show their arrangement. Others may arrange the chairs in rows or around a table. Some may
even create a pattern with their arrangement.

Pose questions to students to support them in analysing their chair arrangement model. Some possible
questions are:

• Are all the exits in the gym accessible?

• Is there space in the arrangement to allow ease of movement for someone who uses a
wheelchair or if someone arrives with a stroller?

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 • If the answer to any of these questions is no, have students adjust their models and
reassess.

Have students share their models with the class and discuss the benefits of each of the models.

D. Data
Overall expectations
By the end of Grade 1, students will:

D1. Data Literacy

manage, analyse, and use data to make convincing arguments and informed decisions, in various
contexts drawn from real life

Specific expectations
By the end of Grade 1, students will:

Data Collection and Organization

D1.1 sort sets of data about people or things according to one attribute, and describe rules used for
sorting
D1.2 collect data through observations, experiments, and interviews to answer questions of interest
that focus on a single piece of information; record the data using methods of their choice; and organize
the data in tally tables

Data Visualization
D1.3 display sets of data, using one-to-one correspondence, in concrete graphs and pictographs with
proper sources, titles, and labels

Data Analysis
D1.4 order categories of data from greatest to least frequency for various data sets displayed in tally
tables, concrete graphs, and pictographs
D1.5 analyse different sets of data presented in various ways, including in tally tables, concrete graphs,
and pictographs, by asking and answering questions about the data and drawing conclusions, then make
convincing arguments and informed decisions

D2. Probability
describe the likelihood that events will happen, and use that information to make predictions

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Specific expectations
By the end of Grade 1, students will:

Probability
D2.1 use mathematical language, including the terms “impossible”, “possible”, and “certain”, to
describe the likelihood of events happening, and use that likelihood to make predictions and informed
decisions
D2.2 make and test predictions about the likelihood that the categories in a data set from one
population will have the same frequencies in data collected from a different population of the same size

E. Spatial Sense
Overall expectations
By the end of Grade 1, students will:

E1. Geometric and Spatial Reasoning

describe and represent shape, location, and movement by applying geometric properties and spatial
relationships in order to navigate the world around them

Specific expectations
By the end of Grade 1, students will:

Geometric Reasoning
E1.1 sort three-dimensional objects and two-dimensional shapes according to one attribute at a time,
and identify the sorting rule being used
E1.2 construct three-dimensional objects, and identify two-dimensional shapes contained within
structures and objects
E1.3 construct and describe two-dimensional shapes and three-dimensional objects that have matching
halves

Location and Movement

E1.4 describe the relative locations of objects or people, using positional language
E1.5 give and follow directions for moving from one location to another

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E2. Measurement
compare, estimate, and determine measurements in various contexts

Specific expectations
By the end of Grade 1, students will:

Attributes
E2.1 identify measurable attributes of two-dimensional shapes and three-dimensional objects, including
length, area, mass, capacity, and angle
E2.2 compare several everyday objects and order them according to length, area, mass, and capacity

Time
E2.3 read the date on a calendar, and use a calendar to identify days, weeks, months, holidays, and
seasons

F. Financial Literacy
Overall expectations
By the end of Grade 1, students will:

F1. Money and Finances

demonstrate an understanding of the value of Canadian currency

Specific expectations
By the end of Grade 1, students will:

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

Strand overviews
Ontario Mathematics Curriculum Expectations, Grades 1–8, 2020: Strand A – Social-Emotional Learning
(SEL) Skills in Mathematics and The Mathematical Processes

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Ontario Mathematics Curriculum Expectations, Grades 1–8, 2020: Strand B – Number

Ontario Mathematics Curriculum Expectations, Grades 1–8, 2020: Strand C – Algebra

Ontario Mathematics Curriculum Expectations, Grades 1–8, 2020: Strand D – Data

Ontario Mathematics Curriculum Expectations, Grades 1–8, 2020: Strand E – Spatial Sense

Ontario Mathematics Curriculum Expectations, Grades 1–8, 2020: Strand F – Financial Literacy

Information for parents

A parent's guide to Mathematics, Grades 1–8 (2020)For informational purposes only, not part of official
issued curriculum.
For informational purposes only, not part of official issued curriculum.

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