Mathematics (Elementary Cycle 1)

Begin by choosing either a Progression of Learning Topic or a Competency below. 

Which should I choose? This depends on your learning goals for your child. If you want to completely homeschool for free using this site then you can use the progressions to build a curriculum. If you'd just like to prove your child's learning by showing work from the competencies, use the resources suggested here.

Competencies (click on one)

• To solve a situational problem related to mathematics
• To reason using mathematical concepts and processes
• To communicate by using mathematical language

Learning Topics (Quebec Progression of Learning)

**Includes only required progressions to be mastered by end of cycle)

• Understanding and writing numbers
• Meaning of operations involving numbers
• Operations involving numbers
• Geometry
• Measurement
• Statistics
• Probability

Understanding and Writing Numbers

(A. Natural numbers less than 1000)

1. Counts or recites counting rhymes involving natural numbers

2. Counts collections (using objects or drawings)

3. Reads and writes any natural number (less than 1000)

4. Represents natural numbers in different ways or associates a number with a set of objects or drawings

5. Composes and Decomposes a natural number in a variety of ways (eg 123 = 100 + 23, 123=100 + 20 + 3, 123 = 50 + 50 + 20 + 3, etc)

6. Identifies equivalent expressions (eg 52 = 40 + 12)

7. Compares Natural Numbers

8. Arranges natural numbers in increasing or decreasing order

9. Describes number patterns, using their own words and appropriate mathematical vocabulary (eg even numbers, odd numbers)

10. Locates natural numbers using different visual aids (eg hundreds chart, number line)

11. Identifies properties of natural numbers

12. Classifies natural numbers in various ways, based on their properties (eg even numbers)

13. Approximates a collection using objects or drawings ( eg, estimate, round up/down)

Vocabulary

Fractions

(B Fractions using objects or drawings)

1. Identifies fractions related to everyday items (using objects or drawings)

Vocabulary

 Meaning of operations involving numbers

(A. Natural numbers less than 1000)

1. Determines the operations to perform in a given situation

2. Uses objects, diagrams, or equations to represent a situation and conversely, describes a situation represented by objects, diagrams, equations (use of different meanings of addition and subtraction)   

          -a) transformation (adding, taking away) uniting, comparing

3. Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams, or equations (use of different meanings of multiplication and division)

          -a rectangular arrays, repeated addition, cartesian product, sharing, and number of times x goes into y (using objects or drawings)

4. Establishes equality relations between numerical expressions (eg. 3+2 = 6-1 (they both equal 5))

5. Determine numerical equivalencies using relationships between 

          -a) operations (addition and subtraction) and the commutative property of addition ( % + 1 is the same as 1 + 5)

Vocabulary

Operations Involving Numbers

(A. Natural numbers based on benchmarks for each cycle)

1. Approximates the result of

          -a) an addition or subtraction involving natural numbers

2. Builds a repertoire of memorized addition and subtraction facts and the corresponding subtraction facts, using objects, drawings, charts, or tables 

3. Develops processes for mental computation

          -a) Uses his/her own processes to determine the sum or difference of two natural numbers

4. Develops processes for written computation (addition and subtraction)

          -a) Uses their own processes as well as objects and drawings to determine the sum or difference of two natural numbers less than 1000

5. Determines the missing term in an equation (relationships between operations) (a+b=?, a+?=c, ?+b=c, a-?=c, ?-b=c)

13. Using their own words and mathematical language at an appropriate level for the cycle, describes

          -a) non-numerical patterns (eg series of colours, shapes, sounds, gestures)

          -b) numerical patterns (eg number rhymes, tables, and charts)

15. Uses a calculator and 

          -a) becomes familiar with its basic functions (+, -, =, 0-9 numbers, all clear, clear)

Vocabulary

Geometry

(A. Space)

1. Gets their bearings and locates objects in space (spatial relationships)

3. Locates objects on an axis (based on the types of numbers studied)

(B. Solids)

1. Compares objects or parts of objects in the environment with solids (eg spheres, pyramids, cones, cubes, cylinders, prisms)

2. Compares and constructs solids  (eg spheres, pyramids, cones, cubes, cylinders, prisms)

3. Identifies the main solids  (eg spheres, pyramids, cones, cubes, cylinders, prisms)

Vocaulary

4. Identifies and represents the different faces of a prism or pyramid

(C. Plane figures)

1. Compares and constructs figures made with closed curved lines or closed straight lines

2. Identifies plane figures (square, rectangle, triangle, rhombus)

3. Describes plane figures (square, rectangle, triangle, rhombus)

Vocabulary

(D. Freize patterns and tesselations)

1. Identifies congruent figures

 

Measurement

(A. Lengths)

1. Compares lengths

2. Constructs rulers

3. Estimates and measures the dimensions of an objects using unconventional units

4. Estimates and measures the dimensions of an object using conventional units        

          -a) metre, decimetre, centimetre

Vocabulary

(G. Time)

Vocaulary

(H. temperatures)

vocabulary

Statistics

3. Interprets data using

          -a) a table, a bar graph, and a pictograph

4. Displays data using

          -a) a table, a bar graph, and a pictograph

Vocabulary

Probability

8. Enumerates possible outcomes of

          -a) a simple random experiment

Vocabulary