Question 1

What math skills should a Grade 1 student in New Brunswick master?

Accepted Answer

Grade 1 students should master counting to 100, basic addition and subtraction within 20, recognizing patterns, and identifying simple shapes. They also learn one-to-one correspondence and comparison skills.

Question 2

How can parents support Grade 1 math learning at home?

Accepted Answer

Parents can support learning by practicing counting during daily activities, using household items for addition and subtraction, identifying patterns in nature, and playing shape recognition games.

Question 3

What types of assessments are used in Grade 1 math?

Accepted Answer

Assessments in Grade 1 math typically include ongoing observation, class participation, simple quizzes, and hands-on activities. The focus is on understanding concepts rather than formal testing.

Question 4

How does the Grade 1 math curriculum prepare students for future grades?

Accepted Answer

The Grade 1 curriculum builds foundational skills in number sense, operations, and pattern recognition. These core concepts form the basis for more complex math in future grades.

Question 5

Are there different learning pathways in Grade 1 math?

Accepted Answer

While there aren't formal different pathways, teachers often use differentiated instruction to meet individual student needs, providing extra support or challenges as appropriate.

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Grade 1 Math Courses - New Brunswick Curriculum

Discover Grade 1 math in New Brunswick, covering number sense, patterns, and shapes. Our course align with provincial standards to build a strong foundation for future math learning.

New Brunswick Grade 1 Math CurriculumHelp

SCO_ID

Curriculum Outcome - Elaborations

StudyPug Topic

NB.SCO.1.N1

Say the number sequence, 0 to 100: 1s forward and backward between any two given numbers, 2s to 20, forward starting at 0, 5s and 10s to 100

NB.SCO.1.N2

Recognize, at a glance, and name familiar arrangements of 1 to 10 objects or dots:

NB.SCO.1.N3

Demonstrate an understanding of counting: Indicating last number said identifies how many, showing any set has one count, using counting on strategy

NB.SCO.1.N4

Represent and describe numbers to 20 concretely, pictorially and symbolically:

NB.SCO.1.N5

Compare sets containing up to 20 elements to solve problems: Using referents, one-to-one correspondence

NB.SCO.1.N7

Demonstrate how a given number can be represented by equal groups with and without singles:

NB.SCO.1.N8

Identify the number, up to 20, that is one more, two more, one less and two less than a given number:

NB.SCO.1.N9

Demonstrate understanding of addition of numbers with answers to 20 and corresponding subtraction: Using familiar language, creating and solving problems, modelling addition and subtraction

NB.SCO.1.PR3

Describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to 20):

NB.SCO.1.PR4

Record equalities using the equal symbol: