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Grade 1

Mathematics

Curriculum Overview

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 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.  

Students learn about positive motivation, and how to use self talk strategies such as “I’ve done this before so I know I can do it again” as encouragement that they can do it or to encourage peers when counting. 

The mathematics curriculum is divided into six strands:

  • Social-Emotional Learning (SEL) Skills in Mathematics and the Mathematical Processes
  • Number
  • Algebra
  • Data
  • Spatial Sense
  • Financial Literacy

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Vocabulary

Review this list of vocabulary associated with the curriculum. Practice spelling, research definitions, and find these vocabulary words when engaging with the TVO resources or completing learning activities.

Students should understand and be able to apply these words in context.

  • Number
  • Algebra
  • Data
  • Spatial
  • Financial Literacy

50 

equal 

fraction 

number 

sharing 

algebra 

code 

number sentence  

2+2=4 

order 

pattern 

prediction 

sequence 

categories 

certain 

conclusion 

data 

impossible 

pictograph 

possible 

question 

area 

calendar 

capacity 

length 

mass 

shapes 

spatial sense 

three-dimensional 

two-dimensional 

bill 

coin 

dime 

dollar 

financial literacy 

loonie 

nickel 

quarter 

toonie 

value 

Resources for Learning

Chosen by TVO educators, these resources support the curriculum outlined above. Review the below list of options along with the activities. Then, read, watch, listen or play to build understanding and knowledge.

Complete the suggested activities using these resources and other TVO resources.

Suggested Activities

Complete these activities to consolidate learning across all curriculum strands.

 

  • Create your own definitions for 20 of the words in the vocabulary list.

  • Fold a piece of paper to make an animal.

  • Choose an object around your home and compare its length to other objects. For example is the length of a pencil longer than a cereal box?

  • Draw a flower with a repeating pattern.

  • Find three objects that have matching halves.

  • Select 3 containers in your refrigerator. Order the containers according to capacity, from least to greatest.

  • Do you think it takes more steps to reach the mailbox, or the park?

  • Arrange shapes to make a hexagon and build pyramid shapes using household objects.

  • Make a map of your neighbourhood that describes where things are located, for example school, library and park.

  • Count the number of steps from your bed to the front door.

  • Arrange objects in order of least to greatest mass.

  • Walk around your neighbourhood with a family member or guardian, spot up to 50 items that you see in nature. For example, can you find 50 leaves? Can you make these leaves into groups of 2s, 5s and 10s?

  • Do you think it would take more recipe cards to cover the table or the countertop?

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