2014-2019 Grade 1 Maths Outcomes Final

Children Are Capable of Learning
NUMBER
Teachers Are Responsible for Students Learning
Whole Numbers
1NWN
Indicator
By the end of the grade, students will be able to:
read and write numbers 1 to 50 numerically and in words. Represent, compare order and estimate numbers 1
to 100, and count forwards and backwards from a given starting point up to 100. Count in groups, and skip
count in given steps. Identify patterns of up to 10 objects. Identify place value for 2-digit numbers. Manipulate
UAE money coins and notes.
Pedagogical Approach
Throughout this unit, students will spend the majority of their time learning by:
hands-on experiences and opportunities with a variety of age appropriate numeracy and literacy resources.
engaging in active learning experiences.
being immersed in a print rich environment.
participating in a wide range of numeracy activities.
participating in contextualized experiences.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1NWN use the
use the
state the
count in 1s forwards from 1-100 correctly from
1
forwards
forwards
forwards
any starting point.
Term
number
number
number
1
sequence from sequence from sequence from
1-100 to count 1-50 to count
1-20
by 1s from any by 1s from any
starting point
starting point
Explanatory Notes:
The four LOs 1NWN1 1NWN4 all contribute to students developing understanding of the big idea of
counting. The four LOs address different but closely related aspects of counting and should be taught in an
integrated way and incorporated into classroom life throughout the year. The split into four LOs is simply to
allow students development to be described from an assessment perspective. None of the counting LOs is a
2014_ 2019 G1 Mathematics Learning Outcomes _Next Review: 2018-2019
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prerequisite for another; students may grasp parts of one concept, then parts of another concept, then
understand more of the first concept, and so on. Different students will progress differently and it is important
to constantly provide opportunities for students to explore all aspects of counting.
In KG2, students were introduced to the backwards number sequence for the first time. For both the forwards
and backwards number sequence, students only stated from 1-20. In Grade 1, students extend this from 1100.
The teen numbers can be very confusing for students; teachers should help students see the links and
patterns in the number names (e.g. recognizing that fourteen links to the words four and ten etc.). These
connections are not always obvious to children. Also, eleven and twelve in English do not fit the teen
pattern students may mistakenly say oneteen and twoteen.
Another group of numbers that can be confusing for students is the decades e.g. 10, 20, 30, 40, ... Students
need to have the opportunity to see that the decades follow the pattern of the 1s e.g. 1, 2, 3, 4, ...
In KG1 and KG2, number sequencing started from 1. In Grade 1, for Developing and Mastered, students are
using the number sequence from any starting point for the first time e.g. start at 60 and count up; start at 12
and count up; start at 75 and count back; start at 28 and count back
1NWN use the
use the
state the
count in 1s backwards from 1-100 correctly
2
backwards
backwards
backwards
from any starting point.
Term
number
number
number
1
sequence from sequence from sequence from
1-100 to count 1-50 to count
1-20
by 1s from any by 1s from any
starting point
starting point
Explanatory Notes:
counting. The four LOs address different but closely related aspects of counting and should be taught in an
integrated way and incorporated into classroom life throughout the year. The split into four LOs is simply to
allow students development to be described from an assessment perspective. None of the counting LOs is a
prerequisite for another; students may grasp parts of one concept, then parts of another concept, then
understand more of the first concept, and so on. Different students will progress differently and it is important
to constantly provide opportunities for students to explore all aspects of counting.
In KG2, students were introduced to the backwards number sequence for the first time. For both the forwards
and backwards number sequence, students only stated from 1-20. In Grade 1, students extend this from 1100.
The teen numbers can be very confusing for students; teachers should help students see the links and
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patterns in the number names (e.g. recognizing that fourteen links to the words four and ten etc.). These
connections are not always obvious to children. Also, eleven and twelve in English do not fit the teen
pattern students may mistakenly say oneteen and twoteen.
Another group of numbers that can be confusing for students is the decades e.g. 10, 20, 30, 40, ... Students
need to have the opportunity to see that the decades follow the pattern of the 1s e.g. 1, 2, 3, 4, ...
In KG1 and KG2, number sequencing started from 1. In Grade 1, for Developing and Mastered, students are
using the number sequence from any starting point for the first time e.g. start at 60 and count up; start at 12
and count up; start at 75 and count back; start at 28 and count back
1NWN estimate and
represent
represent
give an accurate estimate and
representation of a quantity of
3
represent
quantities from quantities from
items from 1-100.
Term
quantities from 1-50 using
1-20 using
1
1-100 using
concrete
concrete
concrete
materials and
materials and
materials and
visual
visual
visual
representations representations
representations
Explanatory Notes:
counting. They are different but closely related aspects of counting and should be taught in an integrated way
and incorporated into classroom life throughout the year. The split into four LOs is simply to allow students
development to be described from an assessment perspective. None of the counting LOs is a prerequisite for
another; students may grasp parts of one concept, then parts of another concept, then understand more of the
first concept, and so on. Different students will progress differently and it is important to constantly provide
opportunities for students to explore all aspects of counting.
This LO is about making sets of a given quantity using concrete materials and visual representations. It
requires students to apply counting skills to form a set of objects, and also provides opportunities for them to
see what the various quantities can look like.
An important concept for students to begin to develop is that quantities can be represented by different things,
and so can look quite different yet still be the same quantity. This is not intuitive for young children. For
example, four people, four classrooms and four blocks look very different but they are all ways to show four.
We can make four using four like objects (e.g. four toy cars) or four unlike objects (e.g. a pencil, a drink bottle,
a shoe and a table). Four can also be represented by things which are not concrete such as four ideas, four
wishes, four days, etc.
In KG2, students used both concrete materials and pictures to represent quantities. Pictures used were of
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actual real-life objects, cut into individual pieces that students could touch and move one at a time. In Grade 1,
students are also using visual representations of quantities. This includes dots, tens frames, arrays etc.
For example, representing the quantity 23
Tens frames
Hundreds board
Array
For Mastered, students also need to estimate quantities. Students need experience collecting / making sets of
100 objects to see what 100 looks like. This will help them develop benchmarks for 100 vs. 10 and will enable
them to better estimate quantities. Students can estimate very broadly e.g. Is this pile of blocks close to 100?
Close to 10? Students can also do activities like Grab a handful of counters that you think might be about
100. Then count and either add more or remove some to make 100.
1NWN count groups of count groups of count groups of
count a group of objects that range between
4
up to 100
up to 20
up to 20
20-100 correctly.
Term
objects using
objects using
objects using
count using one to one correspondence
1
one to one
one to one
one to one
correctly.
correspondenc
correspondence correspondence
count totals without re-counting correctly.
e and recognize and recognize
that the last
that the last
number said
number said
when counting
when
identifies how
counting
many without identifies
re-counting
how many

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Explanatory Notes:
counting. They are different but closely related aspects of counting and should be taught in an integrated way
and incorporated into classroom life throughout the year. The split into four LOs is simply to allow students
development to be described from an assessment perspective. None of the counting LOs is a prerequisite for
another; students may grasp parts of one concept, then parts of another concept, then understand more of the
first concept, and so on. Different students will progress differently and it is important to constantly provide
opportunities for students to explore all aspects of counting.
One to one correspondence is the understanding that each item being counted must be counted using one, and
only one, number name. Students say one number name for each object, and do not undercount (by missing
objects) or over count (by counting some objects more than once).
Students still learning to count may undercount, over count or use an incorrect number sequence (e.g. 1, 2, 4,
and 5). To reach any of the E, D, M levels in Grade 1 they must be able to reliably and correctly count the sets
of objects.
Young children may mistakenly think that counting faster or slower changes the number of objects. Provide
opportunities for them to count quickly and slowly and see that the count is the same.
In KG2, students worked towards counting sets of up to 20 objects using one to one correspondence. This
range is extended up to 100 objects in Grade 1. Students may have much more difficulty counting larger sets,
as they need to keep track of the count (the spoken sequence of number words) and the quantity (the actual
objects being counted one by one) at the same time.
For Developing and Mastered, students are also being assessed on the concept of cardinality. Cardinality is
knowing that when counting a set of objects, the last number name that was said tells you how many items
there are, that this number does not change if the set itself is not changed (e.g. by objects being added or
removed), and that the purpose of counting is to find out how many. This is not an automatic understanding
for students; some students may be able to correctly say the sequence of number names and match them to
individual items (demonstrating one-to-one correspondence,), but if they are then asked how many objects
were there? they cannot answer without re-counting.
The formal term cardinality should not be used with students.
For the concept of cardinality at the Developing and Mastered level, students understand the purpose of
counting and recognize what the last number counted is telling them. The difference between Developing and
Mastered is that students at the Mastered level know they do not need to re-count to find how many, while
students who are Developing may initially re-count before realizing the count is not changing.
For example:
Developing level:
Teacher:
How many paintbrushes are there?
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Student:
[counts] One, two, three, four.
Teacher:
So how many paintbrushes were there?
Student:
[counts] One, two, three, four oh, yes, its four.
Teacher:
Sorry, I didnt hear. How many?
Student:
[without re-counting] Four.
Mastered level:
Teacher:
How many paintbrushes are there?
Student:
[counts] One, two, three, four.
Teacher:
So how many paintbrushes were there?
Student:
[without re-counting] Four.
Some students may choose to re-count as a checking mechanism (Did I count that correctly? Did I overcount?
Did I undercount?) rather than re-counting because they dont have cardinality. Teachers will need to be aware
of both of these situations and use professional judgment and good questioning to determine which level of
achievement is appropriate for the student.
1NWN identify familiar identify familiar identify
subitize a given number from 1-5 accurately.
identify familiar patterned arrangements from 15
and patterned
and patterned
familiar and
10.
Term
arrangements
arrangements
patterned
1
for 1-10 and
for 1-10 and
arrangements
recognize these
arrangements
by sight for 15
recognize
these
arrangements
by sight for 13
for 1-10
Explanatory Notes:
In previous grades, students explored familiar / patterned arrangements for 1-5 and recognized familiar /
patterned arrangements of 1, 2 or 3 objects by sight. In Grade 1, students are exploring familiar / patterned
arrangements for 1-10 and recognizing familiar / patterned arrangements of 1-5 objects by sight. This instant
recognition of quantities is known as subitizing (but this word should not be used with students).
Important arrangements include:
Holding up 1-5 fingers:

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1
Arrangements of concrete objects (such as counters, erasers or small toys), pictures or dots in common
organized layouts:
2
Five frames:
1
At all levels of achievement, identifying familiar / patterned arrangements for various quantities simply means
being able to create and count the arrangements (Show me 4 on a five frame / Use paint and a sponge or
stamp to show 5 / Hold up 3 fingers / How many buttons are in this five frame? / How many fingers is your
partner holding up?).
For Developing and Mastered, recognizing the quantities 1-3 (D) and 1-5 (M) by sight needs to include the
familiar / patterned arrangements shown above and also scrambled arrangements. For scrambled
arrangements, students need to recognize patterns within ( recognizing a part of the whole)
e.g.
Recognizing the familiar
Scrambled arrangement of
arrangement of 3 within
5
the 5

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1NWN
6
Term
1
skip count
skip count
skip count
skip count accurately forwards and backwards
up to 20 by 2s and 5s.
forwards and
forwards up to
forwards up
skip count accurately forwards and backwards

backwards up 20 by 2s and
to 20 by 2s
up to 50 by 10s.
to 20 by 2s and 5s, and skip
and 5s
5s, and skip
count
count forwards
forwards up
and
to 50 by 10s
backwards up
to 50 by 10s
Explanatory Notes:
This is the first time that skip counting has been introduced. Skip counting is the process of counting in 2s, 5s
or any other number. Skip counting in 2s is 2, 4, 6, 8, ... It is an important concept for students to understand
as it leads to early multiplicative thinking in later grade levels where students will use skip counting to solve
simple problems such as There are 3 baskets with 2 apples in each basket. How many apples are there
altogether? [Answer using skip counting is 2, 4, 6 there are 6 apples altogether.] This is more efficient than
counting each apple.
Students need to have opportunities to develop understanding and familiarity with skip counting through
practical class activities that introduce the patterns before moving to formal recording of patterns on hundreds
boards, number lines etc. In Grade 1, students do not skip count starting at any number. Instead they start at
the first number of the pattern
e.g.
Skip counting forwards by
2, 4, 6, 8, 10, 12, 14, 16, 18,
2s (backwards reverse
20
the list)
5s
5, 10, 15, 20
(backwards reverse the
list)
10s
10, 20, 30, 40, 50
(backwards reverse the
list)
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1NWN
7
Term
1
read and write

numbers from
0-100 in
numerals and
words
read and write

numbers from
0-20 in
numerals and
words

read and write
numbers from
0-10 in
numerals and
words
read numbers from 0-100 in numerals and

words accurately.
write numbers from 0-100 in numerals and
words accurately.
Explanatory Notes:
In KG2, students recognized and wrote numerals from 1-20 e.g. 8, 13, 5 etc. In Grade 1, students progress to
reading and writing numbers from 0-100 in numerals e.g. 23, and words e.g. twenty three. This is the first time
that students have written numbers in words.
When students are reading aloud, they need to say 43 as forty three (not four three); 17 as seventeen (not
one seven) etc.
This is the first time that students have used the number zero. Students often have misconceptions around
zero. It is important that it is not ignored but that over a period of time students are introduced to the concept
of what zero represents and then later (in other sub-strands) learn to calculate with zero and see the effects of
adding, subtracting, multiplying and dividing with zero.
Students may understand the idea of no apples, but the idea of no apples, no camels and no people being
the same because they have the same cardinality is a very abstract concept. Students can often understand
the idea of not having any rather than having zero. It is essential that students develop a clear concept of
zero as this understanding provides them with a foundation to understand zero in the role of place holder when
working with place value at later grade levels.
1NWN identify the
identify the
identify the
identify the place value of numbers in all
combinations of 2 digit numbers correctly.
8
place value of
place value of
place value of
solve place value problems accurately.
Term
numbers with
numbers with
numbers with
2
up to 2 digits,
up to 2 digits
up to 2 digits
use place value and use place
models and
value models
solve place
value
problems
Explanatory Notes:
This is the first time that place value has been introduced. There are a number of important concepts that
need to be introduced as students learn place value. There is a lot more than simply knowing the ones and
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tens place. Important place value concepts include:

- Position: knowing the position of a digit in a number affects its value
- Amount: knowing what the digits represent e.g. in the number 42, the 4 represents 4 tens and not just 4
Students need to develop a strong sense of ten. Ten is the building block of our base 10 number system and
so understanding the importance of ten is essential in developing place value. Tens frames are very useful in
place value work
e.g.
Including digit cards later once students have developed a sense of ten by the tens frame completely full, they
can then relate the 1 in the tens place with the full tens frame, representing 10.
In Grade 1, students only work with 2 digits numbers, this means the tens and ones places. By ADEC
convention, we use the ones place rather than units.
For Emerging, students are only able to say that a particular digit is in a certain place e.g. 62 the 6 is in the
tens place.
For Developing, students are able to go both ways when using manipulatives. They are able to recognize a
given set of manipulatives (place value materials etc.) and state the number they represent
e.g.
A set of manipulatives in no
A set of manipulatives in an
particular order
ordered arrangement
The students at a Developing level is able to say the

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manipulatives represent 37
They also need to be able to create a model using manipulatives to represent a given number
e.g.
Use counters on a tens

frame to represent 15
For Mastered, students also need to solve place value problems

e.g.
Tell me 4 different ways of representing the number 42
4 tens and 2 ones
42 ones
3 tens and 12 ones
2 tens and 22 ones etc.

1NWN compare
compare
compare
compare numbers from 0-100 accurately using
correct comparison terminology (more than /
9
numbers from
numbers from
numbers from
less than, etc).
Term
0-100
0-50
0-20
2
Explanatory Notes:
In KG2, students recognized more, less, the same and not the same in sets of 1-20 objects. They
compared two sets of objects. In Grade 1, students are now comparing two numbers from 0-100. LO 1NWN9 is
about comparing two numbers. The next LO (1NWN10) is about ordering numbers where there are more than
two.
Since students are now using numbers to compare and not just sets of concrete objects, they will need to use
their place value knowledge (LO 1NWN8) to help them to compare.
Students were introduced to zero in a previous LO (1NWN7), and so zero can be used while comparing.
The vocabulary used to make comparisons is slightly changed in Grade 1. Students are now introduced to as
and than
e.g.
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KG1 / 2
Grade 1
more
less
the same
not the same
more than
less than
the same as
not the same as
Students will need to make sentences to compare the sets. This can be done orally. It would be very useful to
give students a sentence structure
e.g.
(number) is [more than / less than / the same as / not the same
as] (number)
Students do not use the less than, greater than symbols to make comparisons.
1NWN order numbers
order numbers
order numbers
position and order consecutive numbers
between 0-100 from smallest to largest
10
from 0-100
from 0-50
from 0-20
correctly.
Term
repeat three times and bridge 10 at least once.

2
Explanatory Notes:
This is the first time that students have ordered numbers. Ordering numbers is similar to comparing but
instead of working with two numbers, there is a list of numbers to put in order. It is recommended that
students do not order more than 3 or 4 numbers at a time.
Students should not be given opportunities to order numbers until they are established with comparing two
numbers (LO 1NWN9).
Students were introduced to zero in a previous LO (1NWN7), and so zero can be used while ordering.
It is important that students develop understanding of ordering through using concrete materials. An
important tool to use is the number line. Students can use concrete number lines e.g. each student holds a
card with a number and they physically move in line to order the numbers. Students will need to use their
place value knowledge (LO 1NWN8) to help them to order numbers. It is important that students understand
that numbers increase as they move up (to the right) on the number line and decrease as they move down (to
the left) on the number line. Once students are confident with the number line in a concrete context, they can
move to the drawn number line. This is the first time that students have used number lines and so concrete
preparatory work is essential.
1NWN use ordinal
use the ordinal
use the ordinal
describe the order of people, objects or events
using ordinal numbers accurately.
11
numbers to
number words
number words
Term
describe the
first to
first to fifth
1
order of
tenth and
and last to
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objects, people
or events
last to
describe the
order of
objects, people
or events

describe the
order of objects,
people or
events
Explanatory Notes:
In KG2, students used the ordinal number words first to tenth and last. In Grade 1, they progress to the
ordinal number words in general. In order to extend the ordinal numbers, students will need to have
opportunities to explore the patterns of how the numbers progress e.g. third, twenty third, fifty third etc.
In particular, students should focus on the ordinal numbers from first to thirty first as these are used
frequently with the calendar.
This outcome should be integrated into daily classroom routines. For example:
- Handing out / returning materials
- Lining up outside the class
- Entering the classroom in the morning or after break
- Discussing the daily schedule (identifying first period / last period in the school day, looking at a chart
showing the timetable with pictures to indicate each subject, and identifying that Mathematics is first and
Art is second, etc)
- Calendar time (noting when it is the first, second or last day of the week / month / trimester)
This outcome can also be incorporated into teaching and learning activities. For example:
- Reading stories (talking about the first, second and last pages, or saying which story they read / will read
first)
- Playing board games
- Competitions / races / finishing class activities
- Describing a process (First I drew the girl and then / second I drew the house)
- Birth order in your family (fourth child / third boy etc)
Students should have opportunities to think about first, second, third, ... and last in terms of an arrangement of
objects and also in terms of a sequence of events / actions.
For small numbers, students can write as words or numbers with the correct suffix e.g. first or 1st; for larger
values students can just write 31st . There is no need to teach students to write the suffix up / underline the
suffix etc, instead the focus is on putting correct suffix letters after the number.
The terminology ordinal number words etc. should not be used with students.

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1NWN
12
Term
3
manipulate
manipulate
manipulate UAE explore and use UAE money to make purchases
using role play.
UAE money,
UAE money,
money,
order UAE coins and notes from the least to the

identify the
identify the
recognize that
greatest value correctly.
value of
value of
there are
different UAE
different UAE
different coins
coins and
coins and
and notes and
notes, order
notes and
simulate
coins and
simulate
making
notes and
making
purchases
simulate
purchases
making
purchases
In KG2, students manipulated UAE money, recognized that there were different coins and notes and simulated
making purchases. They explored coins and notes but did not use the AED notation or identify the specific
value of each denomination. In Grade 1, students are introduced to dirhams and fils as two different concepts.
They do not need to focus on 100 fils = 1 AED, but simply that fils are smaller than or a part of a dirham.
Students should only use the coins that are in common circulation e.g. 1 AED, 50 fils and 25 fils coins.
At all levels of achievement, students should have opportunities to simulate being the buyer and being the
seller. Students may choose to simulate giving change, however there is no expectation that the total given in
play situations or received as change would be correct amounts.
For Emerging, students do not need to know the actual denominations of the notes and coins but simply that
there are several different coins and several different notes. They may describe colors, sizes, pictures, shapes
etc.
For Developing, students can identify which is the 1 AED coin, 50 fils coin, 25 fils coin and the smaller notes
e.g. 5 AED, 10 AED, 20 AED.
For Mastered, students can order single coins and notes by least value to highest value. They do not need to
find or order the value of a collection of notes and coins.

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NUMBER
Addition and Subtraction
1NAS
Indicator
use addition and subtraction strategies to add and subtract numbers.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1NAS use counting on use counting on use counting
count on and count back to add and subtract
1
and counting
and counting
on to add
numbers up to 100 accurately.
Term back to add
back to add
2
and subtract
and subtract
with numbers
up to 100
Explanatory Notes:
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This LO is about students being able to count the joining and separating of two sets by counting on and
counting back, rather than counting the new set from one. Students understand that the end number in a
counting sequence tells you how many items are in the set, so they do not have to count the set from 1 each
time. They must also relate addition and subtraction to the forwards and backwards movement through
number sequences or along number lines.
Students are only counting on or back with one-digit numbers. e.g. 8 teddies plus 5 teddies, 14 teddies minus
3 teddies. Placing counters on or taking them off a number line as they join or separate sets helps students
keep track of their counting.
For Emerging, when adding 8 and 5, students make a set of 8 counters and a set of 5 counters and then rather
than counting all the counters together from 1, they can count on from 8.. 9, 10, 11, 12, 13.
Placing numbers on a number line is helpful for developing the counting on strategy. Students place their 8
counters over the numbers 1 to 8
Teacher: What is the last number covered?
Student: 8
Teacher: Now add the next 5 counters, saying the number you are covering as you go
Student: 9, 10, 11, 12, 13
1
11
2
12
3
13
4
14
5
15
6
16
7
17
8
18
9
19
10
20
For Developing, students can also subtract by counting back from the whole set. e.g. I have 7 sweets and eat
2, how many are left? Students count out 7 counters and as they remove two they say, 7.. 6, 5
Emerging and Developing students are only expected to count on or count back one digit numbers within 20
e.g. 8 + 5, 14 3, 12 + 6
Mastered students are expected to count on or count back one-digit numbers with any numbers up to 100. e.g.
49 plus 3 49..50, 51, 52
For Mastered, students are expected to count on from the larger number. e.g. Mariam has 3 cakes and Noura
has 8 cakes. How many cakes are there altogether? A Mastered student would count on 8.. 9, 10, 11
Students must be exposed to addition and subtraction problems where the unknown is not always the answer
after the equals sign. e.g.
- A class is growing bean seeds. When they leave school on Monday 6 seeds have sprouted. The next
morning they find that 8 seeds have sprouted altogether. How many seeds sprouted overnight?
6 + = 8 Student solves by counting on 6..7, 8 and answers 2
- Alis mum puts 8 cakes in a tin. When she comes back there are only 5 cakes in the tin. How many have

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been eaten?
8 - = 5 Student solves by counting back 8.. 7, 6, 5 and answers 3.
The six LOs 1NAS1 1NAS6 all contribute to students developing understanding of the number operations
addition and subtraction. The six LOs should be taught in an integrated way and incorporated into classroom
life throughout the year. The split into six LOs is simply to allow students development to be described from an
assessment perspective. Different students will progress differently and it is important to constantly provide
opportunities for students to progress. Through counting on and back, students might come to learn their basic
facts and compatible numbers, or they might know a few facts early in the year and all facts to 5 by the end of
the year.
All teaching should begin with concrete materials (real objects such as cups, plates, napkins, chairs;
interlocking cubes, sticks, abacus, fingers, tens frames, number lines, tally marks and hundreds boards).
Students then need to move to imaging objects and counting them in their head.
There are 8 bears in the house and 5 more come to visit. One group of
bears is inside the house (so
not seen), the other 5 bears are visible.
Students put their hands behind their back so they cant see their fingers to count them
Students cover number lines with counters when adding two sets. Then they turn the number line over so
that the numbers are not visible and they must image them in their mind.
Students at Grade 1 are representing adding and subtracting by joining and separating concrete objects.
They may begin to introduce symbols and language for their concrete problems by writing 8 + 5 and saying 8
bears plus 5 bears, but they are not writing and completing lists of addition and subtraction problems.
Students must be encouraged to talk about what they are doing and communicate their thinking. Careful
questioning and listening to others can move students to more efficient strategies.
1NAS recognize
recognize
show
recognize compatible numbers which make
2
compatible
compatible
compatible
10 correctly.
Term numbers
numbers with
numbers using
2
manipulatives
manipulatives
Explanatory Notes:
Compatible
the compatible
to 10; 1 +9, 2 + 8,
For Emerging,
- On a Slavonic
numbers are pairs of numbers which are easy to work with. In Grade 1
numbers are numbers which make 10, sometimes called number bonds
3 + 7, 4 + 6, 5 + 5, 6 + 4, 7 + 3, 8 + 2, 9 + 1
students will make compatible numbers using manipulatives
abacus, they can move the beads to show 5 and 5, 6 and 4, etc.

17 | P a g e
Using a tens
5, 6 and 4, etc.
frame, they can use two different colors of counters to show 5 and
Using multilink cubes of two different colors, they can make 5 and 5, 6 and 4, etc.
For Developing, students are shown the manipulatives as above and they can recognize the 6 and 4 pattern
without having to count.
For Mastered, students can state compatible numbers without viewing manipulatives. e.g. Make ten game If the
teacher says 6, the student says 4, if the teacher says 1 the student says 9, etc.
1NAS recall addition recall basic
recall one
recall addition and subtraction facts to 5
3
and
addition and
more, one less
instantly.
Term subtraction
subtraction
than addition
3
facts to 5
facts to 5
and subtraction
facts to 5
Explanatory Notes:
Recall means that students know the facts instantly without having to think about them or add/subtract on
their fingers or count in their head.
Addition and subtraction facts to 5 are those which have numbers and answers less than or equal to 5. There
are 42 facts altogether. See Sample Teaching and Learning Experiences.
Use the language bonds to 5 for the sets of numbers which add to make exactly 5 and their corresponding
subtractions. 0 + 5, 1+ 4, 2 + 3, 3 +2, 4 + 1,
5 + 0, 5 0, 5 1, 5 2, 5 3, 5 4, 5 5
For Emerging, students can recall the basic facts involving one more and one less; 4 + 1, 3 + 1, 2 + 1, 1 + 1,
5 1, 4 1, 3 1, 2 1, 1 1

18 | P a g e
For Developing, students can recall all the basic facts listed below in the Sample Teaching and Learning
Experiences. Basic facts mean that they are required to give the answer to the addition or subtraction sum;
3 + 2 = ,
5 3 =, 2 + 2 =
For Mastered, students can recall addition and subtraction facts to 5 in all their various formats, not just answer
format as in Developing. For example, a Mastered student would be able to state what plus 3 makes 5 or, 4
minus what makes 1 i.e. + 3 = 5 or 4 - = 1
1NAS recall doubles
recognize
make doubles
recall doubles facts up to double 5 instantly.
4
facts up to
doubles facts
up to double 5
Term double 5
up to double 5
using
3
with
manipulatives
manipulatives
Explanatory Notes:
Knowing doubles is extended in later grades into strategies for addition and subtraction and multiplying and
dividing.
Seeing doubles through use of manipulatives

helps students to later image these doubles
and then recall their doubles facts.
For Emerging, students make doubles up to 5

using any of the manipulatives they have
been using in their counting work. e.g.
Double 3 is 6
For Developing, the students see the manipulatives above and can instantly say 6 without having to count the
objects. They recognize the patterns.
For Mastered, students can recall instantly without counting Double 3 is 6, 3 + 3 = 6,
1NAS use and
use partitioning use partitioning
describe partitioning when adding and
5
describe
to add and
to add across
subtracting accurately.
Term partitioning to
subtract
the 10 boundary

19 | P a g e
add and
across the 10
using
subtract across boundary
manipulatives
the 10
using
boundary
manipulatives
Explanatory Notes:
Partitioning involves splitting numbers into smaller parts. To be able to partition across 10, students must know
part-part-whole patterns for numbers (e.g. 5 as 3 and 2, 4 and 1 ) as well as the compatible pairs which make
10.
All adding and subtracting must be done with manipulatives. When students have a good grasp of the concept
with manipulatives, they can work with number lines.
To add across the 10 boundary, students are adding one digit numbers which give an answer above 10. e.g. 5
plus 8, but not 5 plus 4.
To add across 10, students add to make the first number up to 10 and then add the rest of the second number.
e.g. 6 + 7 splits 7 to become 6 + 4 + 3 then 10 +3
To subtract across the 10 boundary, students are subtracting one digit numbers from two digit numbers to give
an answer less than 10. Students subtract to take the first number down to 10 and then subtract the rest.
e.g. 14 6 splits 6 to become 14 4 2 then 10 2
6+4+3
Students should experience alternative formats

of adding and subtracting across the 10s
boundary. e.g.
- I have 6 cakes and 13 friends. How many
more cakes to I need? 6 + = 13;

20 | P a g e
- My mum bakes 14 cakes. I eat some. Now there are only 8. How many did I eat? 14 - = 8; 14 4 2
For Mastered, students can describe what they have done in their adding or subtracting across 10. They might
use visual representations as part of their describing. e.g.
To add 8 + 5, I added 2 to make 10 and then I added 3 and got 13.
To do 14 6, I took away 4 to make 10, then I took away another 2 to make 8.
1NAS use and
use reversing to use reversing to
use reversing subtraction problems within 20
6
describe
turn subtraction turn subtraction
into addition problems accurately.
Term reversing to
problems
problems
describe reversing subtraction problems
3
turn subtraction within 20 into
within 10 into
within 20 into addition problems accurately.
problems within addition
addition
20 into addition problems
problems
problems
Explanatory Notes:
Reversing means turning a subtraction problem into an addition problem. Many students find it easier to count
on, rather than count back.
All problems should be done using manipulatives; counters on tens frames or number lines, abacus, sticks or
fingers.
Two lines of counters on number lines is one way of showing the relationship between addition and subtraction.
e.g. 8 3 can been seen as:
1
1
2
2
3
3
4
4
5
5
6
6
7
7
8
8
For Emerging, students will see 8 3 as what + 3 makes 8. All numbers will be within 10
For Developing, students will work with numbers up to 20.
For Mastered, students will describe that 15 9 is the same as 9 plus how much more to make 15. 9 + 6 makes
15. Or To get from 9 to 15, you count on 6, so 15 9 is 6.

21 | P a g e
PATTERNS AND
ALGEBRA
1PA
Indicator
recognize, read, describe, copy and continue a range of patterns in familiar environments.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1PA1 recognize, read recognize and
recognize
recognize patterns in everyday objects in the
Term and describe
read patterns
patterns in a
school or classroom environment accurately.
1
patterns in a
in a range of
familiar
read patterns in everyday objects in the school
range of
familiar
environment
or classroom environment accurately.
familiar
environments
describe patterns in everyday objects in the
environments
school or classroom environment accurately.
Explanatory Notes:
In KG2, students recognized patterns independently rather than having the process being teacher led.
Students need opportunities to recognize patterns in everyday objects, songs, stories, poems, geometric
patterns in fabrics and paint, in the calendar etc.
Familiar environments include the classroom, playground and other areas of the school where students spend
time.
In Grade 1, students read and describe patterns for the first time.
For Developing, students must read the pattern. This is the process that precedes describing patterns. To read
22 | P a g e
a pattern students point at each element in order from left to right and name it
e.g. bear, block, bear, block, ...
For Mastered, students must read the pattern and then describe it.
e.g.
circle, square, circle, square, ...
the pattern has circles and squares and it goes over again
1PA2 copy, continue
copy and
copy simple
copy and create repeating patterns using
Term and create
continue
repeating
pictures and diagrams correctly.
1
simple
simple
patterns
continue repeating patterns using pictures and
repeating
repeating
diagrams correctly.
patterns
patterns
Explanatory Notes:
Students learnt to copy a pattern in KG2. In Grade 1 they are continuing and creating patterns for the first
time. The pattern can involve:
- manipulatives e.g. pattern blocks, cubes etc
- sounds e.g. snaps, claps etc
- actions e.g. jumps, hops etc
- pictures / diagrams on paper
In KG2 the students only worked with practical / concrete patterns. In Grade 1 this progresses to also using
patterns with pictures / diagrams. There should still be a strong emphasis on practical patterning.
A simple pattern is one where there is a change to only one attribute
e.g.
The color and size have not changed, only the shape has changed.
In Grade 1, the students are only working with repeating patterns. It is not required for students to copy
increasing or decreasing patterns.
For Emerging, students are able to copy a variety of patterns.
For Developing, students need to copy a pattern and then continue it by adding the next few terms.
For Mastered, students are able to create their own patterns e.g. making their own sequence of claps and snap
that repeat.
23 | P a g e
MEASUREMENT AND
DATA
Length, Area, Volume, Capacity and

Mass
1MDM
Indicator
measure length, volume and capacity of given objects using non-standard units. Compare and describe mass,
temperature and temperature change in everyday contexts.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1MDM1 measure the
compare and
identify and
measure the length of everyday objects
Term
length of given describe the
create long
accurately using familiar objects.
2
objects using
length of two
and short
non-standard objects
objects
units
Explanatory Notes:
For Developing, students should explore comparing two objects simply by looking at them, e.g. students look at
2 pencils and say which is longer / shorter. They are not measuring in order to make the comparison.
For Mastered, Using non-standard units means students use familiar objects and count how many of their
unit fit along the length of the object they are measuring. They could use parts of their body as units (e.g.
hand spans, length of foot, arm spans) and other objects (e.g. paper clips, post-it notes, multilink cubes).
For example: (using multilink cubes to measure the length of a toy fish)
24 | P a g e
Students should be told what measuring unit to use, and not expected to select their own unit. E.g. the teacher
could say, How many of your hand spans fit along the table?
Students need to develop an understanding that the unit they use to measure one item must remain the same.
For example, if they are measuring the length of a pencil using paper clips, they must use all the same size
paper clips.
1MDM2 compare the
use a pan
identify and
use a pan balance to compare the mass of
Term
mass of given
balance
create heavy
objects.
2
objects using a
and light
pan balance
objects
Explanatory Notes:
Students need hands-on experience of placing objects or groups of objects on a pan balance and seeing which
is heavier. They need to recognize that the heavier object makes the pan go down lower.
For Emerging, students are able to look at and/or feel everyday objects (e.g. bags of teddy bear manipulatives,
toy train set pieces etc) and say generally whether they are heavy or light. This does not involve using a pan
balance.
For Developing, students simply need to explore and experience placing objects on a pan balance. Being able
to recognize how the pan balance shows whether the masses of the objects are equal or which is heavier /
25 | P a g e
lighter is the Mastered focus, not the Developing focus.

In Grade 1, students do not need to know the word mass. The focus is which object is heavier / lighter?
1MDM3 describe how
identify times
identify and
describe how temperature affects peoples
everyday life.
Term
temperature
of the day and
create warm
1
and
year that are
and cold objects
temperature
hotter and
change relate
colder
to aspects of
everyday life
Explanatory Notes:
In KG, students learned about the 4 seasons. In Grade 1 this concept needs to be linked to weather and
specifically temperature.
For Developing, students need to be able to recognize that it is hot in summer and cold in winter, and hotter in
the middle of the day and colder early in the morning / at night etc.
For Mastered, students need to go one step further and say what this means for their everyday life. Examples
of how temperature and temperature change relates to everyday life could include:
- Many people think the winter in the UAE has the nicest weather because it is comfortable to be outside a lot
- In winter, the cold temperature means we need to wear extra clothes like hats, scarves, jackets ...
- If we leave a hot cup of coffee on the table for a long time, it will cool down
- The best time to go for a run in the UAE is first thing in the morning or in the evening, because it is cooler
than the middle of the day
In the summer we have to have the AC running in our car and house all the time because it is so hot outside
1MDM4 measure the
compare and
identify and
measure the volume and capacity of everyday
objects accurately using familiar objects.
Term
volume and
describe the
create full and
3
capacity of
volume and
empty, big and
given objects
capacity of two small objects
using nonobjects
standard
units
Explanatory Notes:
For Developing, students should explore comparing two objects simply by looking at them, e.g. students look at
2 cardboard boxes and say which is bigger / smaller, or look at 2 partly-consumed cups of juice and say which
is fuller / emptier. They are not measuring in order to make the comparison.
26 | P a g e
For Mastered, Using non-standard units means students use familiar objects and count how many of their
unit fit into the object they are measuring. Possible units could be scoops / spoons / cups of sand or water,
Lego blocks, small books etc. Students should be told what measuring unit to use, and not expected to select
their own unit. E.g. the teacher could say, Here are some picture books. See how many of them fit into the
box.
Students need to develop an understanding that the unit they use to measure one item must remain the same.
For example, if they are measuring the volume / capacity of a bucket by filling it with scoops of sand or water
at the sand / water table, the scoops must all be the same size.
In Grade 1, students do not need to know the words volume and capacity. The focus is how much fits inside
this container?
MEASUREMENT AND
DATA
Time
1MDT
Indicator
identify the phases of a day and the parts within a date. Tell and represent time with whole hours using an
27 | P a g e
analogue clock. Order a sequence of events using everyday language. State today, yesterday and tomorrow.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1MDT
order and
identify the
identify the
order and describe a familiar sequence of
1
describe a
events which
event which
events correctly using correct language.
Term
familiar
come before
comes after a
1
sequence of
and after a
given event
events using
given event
within a familiar
everyday
within a
sequence
language
familiar
(before, after,
sequence
then, next,
last ...)
Explanatory Notes:
In KG, students represented, ordered and described routines and sequences within daily life (i.e. within one
day). In Grade 1, they extend this to working with sequences that span up to a week.
Students should sequence events by arranging picture cards.
Sequences should be from students life, e.g. which days of the week they have art / music classes etc

28 | P a g e

1MDT
2
Term
2
state what day

and date
today is, what
day yesterday
was and what
day tomorrow
will be
state what day

today is, what
day yesterday
was and what
day tomorrow
will be

state what day
today is
state correctly the day and date of today,

yesterday and tomorrow using a calendar.
Explanatory Notes:
For Emerging, students need to be able to say, Today is Wednesday.
For Developing, students need to be able to say, Today is Wednesday, yesterday was Tuesday and tomorrow
will be Thursday.
For Mastered, students need to be able to say Today is Wednesday, March 8, yesterday was Tuesday, March 7
and tomorrow will be Thursday, March 9. Students can use ordinal numbers e.g. March 7 th; or without ordinal
numbers e.g. March 7. They are not required to be able to link to yesterdays or tomorrows date across a
change of month (e.g. if today is 1 March).
A calendar is an important tool to guide students thinking in this outcome. Students at all levels of
achievement should have access to a calendar they can manipulate themselves (e.g. having a label for today
which they move each morning) and use to solve problems. There should also be a large classroom calendar
on display.
Looking at days / dates (including linking to yesterday and tomorrow) should be a regular part of daily
classroom routine. Teachers should also use songs to help students learn the days of the week.
1MDT
identify the
classify given
name two or
identify the parts within a given date correctly.
3
parts within a terms as days,
more days of
Term
date
months or
the week,
3
seasons
months of the
year and
seasons
Explanatory Notes:
Students are not expected to know all the days, months or seasons or be able to put them in order. The focus
is simply for them to become familiar with the concepts and names, and understand the difference between a
day, a month and a season. Teachers should use songs to help students become familiar with the months of
the year.
29 | P a g e
A calendar should be used as a regular part of classroom life. Highlight the name of the day, month and
season and help students see where these labels appear on the calendar page.
For Developing, the teacher will name a day, month or season and the student needs to say whether that is the
name of a day, a month or a season. This should be done orally.
For Mastered, students should be given a date (e.g. Monday, 12 April) and asked Which part is the month?
Which part is the day?
1MDT
recognize
recognize
recognize
recognize the main parts of the day correctly,
4
morning,
morning,
morning,
e.g., morning, afternoon and night.
Term
afternoon and
afternoon and
afternoon and
tell and represent times involving whole hours
2
night and tell
night and tell
night
using an analogue clock accurately.
and represent times
times involving involving
whole hours
whole hours
using an
using an
analogue clock analogue
clock
Explanatory Notes:
Recognizing morning, afternoon and night does not need to be linked to specific times or clock displays. The
focus is simply for students to be able to identify whether it is currently morning, afternoon or night, and to
associate events with each category (e.g. When do we sleep? When does school start?)
This is the first time that telling time is introduced. Students need to be taught about the two hands of the
clock and which one to focus on (the hour hand).
Digital clocks and 4:15 format for writing times are not introduced until Grade 4.
For Developing (and the telling time part of Mastered), students are given a clock manipulative set to an hour
time (not 4:15 etc) and asked to say the time. This should be done orally; students are not required to write 4
oclock.
For Mastered, to represent the time students should be given a clock face manipulative with the numbers
visible and the minute hand already set to the 12 position as shown below. They need to move the hour hand
to show a particular time (e.g. Show me 4 oclock).

30 | P a g e
MEASUREMENT AND
DATA
Data
1MDD
Indicator
construct and describe parts of a graph, and state conclusions within the statistical inquiry cycle.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1MDD
contribute
contribute
contribute to
construct a graph accurately as part of a
1
correctly to
correctly to
construction of
team.
Term
constructing a
constructing a
graph within the
describe parts of a graph correctly within the
3
31 | P a g e
graph using
graph using
statistical
statistical inquiry cycle.
concrete
concrete
inquiry cycle
materials and
materials
describe
within the
parts of the
statistical
graph within
inquiry cycle
the statistical
inquiry cycle
Explanatory Notes:
In this LO the teacher leads the class in the process of constructing a graph. The graph should be on a topic
relevant to the students, such as What is your favorite sport? or related to work done in other subjects, such
as What food do you like for breakfast? (linked to the Big Cat story What do you like?). There should be 2-4
choices.
Graphs should be made by arranging concrete materials on a given template (with prepared axes, labels and
numbering). Students may arrange post-it notes, sponges, cards with pictures of themselves, multi-link cubes,
blocks, books, cards in a pocket chart, their shoes, their lunchboxes, crayons etc to create the graph. These
objects may represent responses to a question (e.g. using colored objects to represent answers to What color
is your school bag?) or students may sort objects and arrange them as a graph (e.g. making a graph to show
the different colors of M&Ms in a packet or how many copies we have of each reading book).
Students should contribute to graphs where the rows go both horizontally and vertically. For example:
Surveying or collecting data from smaller groups of people is not included in Grade 1. If a question is being
asked (e.g. What is your favorite TV show?), the whole class should contribute to a central class graph.
For Emerging, students attempt to contribute to the graph but may not be able to position themselves or their
object/s entirely correctly.

32 | P a g e
For Developing, they contribute correctly to the graph, including positioning themselves / the object/s correctly
to form a graph i.e. in single columns, starting against the axis and working up (or across).
For Mastered, they can describe the parts of the graph what each bar represents (using the labels), what the
graph is about, what the numbers mean.
1MDD
2
Term
3
state a
conclusion
within the
statistical
inquiry cycle
identify the
greatest or
least value
shown from a
graph within
the statistical
inquiry cycle
identify values
shown on a
graph within the
statistical
inquiry cycle
state a conclusion orally within the statistical

enquiry cycle correctly.
Explanatory Notes:
This outcome should be assessed orally. Students are not expected to write their responses at this grade level.
For Emerging and Developing, students are responding to a question asked by the teacher. For example, for
Emerging, the teacher may ask How many people liked vanilla? and the student identifies three. For
Developing, the teacher may ask What flavor of ice cream did the fewest people like? and the student
identifies Lemon.
For Mastered, students make a full sentence statement about what their graph shows. For example, a student
at the Mastered level might say Chocolate is the favorite ice cream.
SPACE AND
GEOMETRY
2D and 3D
1SGD
Indicator
identify and describe simple 2D shapes and 3D solids. Sort and compare simple 2D shapes by basic attributes.

33 | P a g e
Learning Outcomes
Students learn to:
Mastered
(Learning
Outcome)
1SGD identify and
1
describe
Term simple 2D
1
shapes
Developing
identify simple
2D shapes
Emerging
identify
squares and
circles
Assessment Criteria
identify and describe squares, rectangles,

circles and triangles correctly.
Explanatory Notes:
Students learn to recognize 2D shapes as they view, handle and manipulate concrete shapes and relate them
to real-life situations. It is important that they manipulate concrete materials and do not simply view pictures
and diagrams of 2D shapes. Shapes should include shapes in the everyday environment (windows, doors, toys,
furniture) as well as looking at isolated 'mathematical' shapes.
Simple 2D shapes are squares, rectangles, circles and triangles.
At KG2, informal identification was acceptable, for example, saying "this is round for a circle. At Grade 1,
identify now means being able to say the correct names for squares, rectangles, circles and triangles. It does
not necessarily mean being able to read and write the name.
At Emerging level, it is acceptable for the 4-sided shapes to be called squares, but at Developing the squares
and rectangles should be identified as being different.
Teachers can help students acquire mathematical language by using correct mathematical vocabulary
themselves. It is important for the teacher to model the correct names. e.g.Yes, this rectangle does look like a
box.
Young students identify 2D and 3D shapes by their appearance as a whole, rather than describing properties
which define the shape. It is a square because it looks like a square.
34 | P a g e
For Mastered, students must describe informal geometric properties which identify the shape. It is a square
because it has 4 sides. It is weird-looking, but it is a triangle because it has 3 sides. It is round so it is a
circle. Descriptions which do not identify the shape are: It is blue. or It is big.
Students learn to think about the geometric properties of simple 2D shapes through activities which require
them to manipulate and combine the shapes.
- Making pictures using shapes (pattern blocks, paper cut-out or stickers)
The door is a rectangle because it is longer than the windows. The side of the roof is a triangle because it
slopes.
1SGD
2
Term
1
Providing puzzles in which students cover an outline with shapes. The students must think about
which shape matches the outline.
sort and
sort simple 2D
compare
shapes by
simple 2D
color, size,
shapes by
texture or
color, size,
number of
texture or
sides using
number of
concrete
sides using
materials
concrete
materials
Explanatory Notes:
Sorting is about recognizing that shapes
sort simple 2D
shapes by
color or size
using concrete
materials
sort and compare squares, rectangles, circles

and triangles by colour, size, texture or
number of sides correctly using concrete
materials.
have different properties. In Grade 1, students will only sort by one

35 | P a g e
attribute at a time. e.g. sorting the shapes into different colors. Once sorted, the students can be given the
opportunity to sort the same collection of objects in a different way. For example, Can you sort the blue
shapes into big and small?
Students can play games where one student sorts some objects according to a secret rule, and other students
have to guess the rule that was used.
Students must sort concrete materials such as mathematical shapes of different colors, sizes and materials,
as well everyday shapes such as buttons, books or shapes cut out of different materials. Students could sort all
the circle buttons into large or small or they could sort all the different mathematical shapes into colors
Emerging students can only sort by color and size, whereas Developing students can sort by texture( rough,
smooth; wooden, plastic)and number of sides.
For Mastered, students compare groups by stating what is the same or what is different about their groups of
shapes. Teachers can encourage this by asking questions such as; What is your sorting rule?, How are all the
shapes in this group the same?, Why didnt you put this shape in this group?
1SGD identify and
identify simple identify cubes
identify and describe cubes, rectangular
3
describe
3D solids
and cylinders
prisms, spheres and cylinders correctly.
Term simple 3D
2
solids
Explanatory Notes:
Students learn to recognize 3D solids as they view, handle and manipulate concrete solids and relate them to
real-life situations. It is important that they manipulate concrete materials and do not simply view pictures and
diagrams of 3D solids. Students should recognize and consider solids in the everyday environment, such as,
boxes, rubbish bins, cans, bottles and food packaging, as well as looking at isolated 'mathematical' solids.
Simple 3D solids are cubes, rectangular prisms, spheres and cylinders.
At Grade 1, informal identification is still acceptable for 3D solids. For example, saying "this is a box for a
rectangular prism. Cubes and rectangular prisms may be classed as the same at emerging level.
Teachers can help students acquire mathematical language by using correct mathematical vocabulary
themselves. It is important for the teacher to model the correct names. e.g.Yes, this cube does look like a
box.
For Mastered, students must describe informal geometric properties which identify the 3D solid. e.g. A prism
has flat sides and it stacks., A cylinder rolls. A cube is like a square.
Students learn about the geometric properties of 3D solids by being given opportunities to build objects /
structures and by combining solids.
36 | P a g e
SPACE AND
GEOMETRY
Position and Direction
1SGP
Indicator
describe and show positions and movements of people and objects. Describe and show positions and
movements of people and objects.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1SGP describe and
show positions
show
describe and show multiple positions and
1
show positions
and
positions of
movements of people and objects correctly.
Term and
movements of people and
Use preposition of place correctly when
2
movements of
people and
objects
describing the position and movement of
people and
objects
people and objects.
objects
Explanatory Notes:
This LO is about students using language accurately to describe basic spatial relationships.
37 | P a g e
Students need a variety of concrete and physical experiences that provide opportunities for them to acquire
language of position and movement.
In Grade 1, students should be familiar with a wider range of language than in KG. Language of position
includes in, on, under, next to, beside, between, in front of, behind, at the front, at the back, inside,
outside, above, below, up, down, over, under, near
Language of movement includes forwards, backwards, sideways, over, towards, back and forth, across,
away from
Show positions means students put themselves or an object in a particular position e.g. Put your bag beside
your chair. Put the blocks in the box
For Emerging, students can use most of the language of position
Show movements means that students move themselves or an object to another location e.g. Drive the truck
back and forth across the sand. Walk away from the window
In KG, students only followed simple (single) directions. In Grade 1, they can be challenged to listen to more
than one instruction. Put the book on the shelf near the door. Crawl under the tables, hop around the chair
and walk sideways to the mat.
Describe means that students can say where an object is or how an object has moved. e.g. I am jumping over
the puddle My car is driving backwards up the ramp. Students could make a design using blocks and
describe it for another student to copy. e.g. Place a red block beside a blue block and a yellow block behind
the red block. Place a green block on top of the yellow block. etc. For Developing, the teacher would give the
instructions for students to follow.
Opportunities to develop language of position and movement can occur during normal classroom routines
(tidying up, lining up, going for walks around the school) as well as in specific games. Board games such as
Snakes and Ladders give students opportunities to move a specified number of places. See Sample Teaching
and Learning Experiences

38 | P a g e

2014-2019 Grade 1 Maths Outcomes Final

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Children Are Capable of Learning

Teachers Are Responsible for Students Learning

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

2014_ 2019 G1 Mathematics Learning Outcomes _Next Review: 2018-2019

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

2014_ 2019 G1 Mathematics Learning Outcomes _Next Review: 2018-2019

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

2014_ 2019 G1 Mathematics Learning Outcomes _Next Review: 2018-2019

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

skip count accurately forwards and backwards

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read and write

read and write

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read numbers from 0-100 in numerals and

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Teachers Are Responsible for Students Learning

tens place. Important place value concepts include:

The students at a Developing level is able to say the

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

Use counters on a tens

For Mastered, students also need to solve place value problems

2 tens and 22 ones etc.

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repeat three times and bridge 10 at least once.

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

2014_ 2019 G1 Mathematics Learning Outcomes _Next Review: 2018-2019

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

order UAE coins and notes from the least to the

2014_ 2019 G1 Mathematics Learning Outcomes _Next Review: 2018-2019

Children Are Capable of Learning

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Addition and Subtraction

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2014_ 2019 G1 Mathematics Learning Outcomes _Next Review: 2018-2019

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

2014_ 2019 G1 Mathematics Learning Outcomes _Next Review: 2018-2019

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

2014_ 2019 G1 Mathematics Learning Outcomes _Next Review: 2018-2019

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

Seeing doubles through use of manipulatives

For Emerging, students make doubles up to 5

2014_ 2019 G1 Mathematics Learning Outcomes _Next Review: 2018-2019

Children Are Capable of Learning