Grade 1 Math Rubrics

Subject: Grade 1 Math, Number Strand
Outcome: N1.1 – I can say the number sequence starting anywhere from 0 to 100, by 2s to 20, by
5s and 10s to 100.
Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4

With assistance I can say the I can say the number sequence I can independently say the I can independently identify and
number sequence forward and forwards or backwards by 1s number sequence between two correct mistakes in a number
backward by 1s. between two whole numbers whole numbers forward and sequence.
With assistance I can skip count with minimal teacher prompting. backward from any given I can skip count by 2, 5 and 10
by 2s, 5s and 10s. I can skip count by 2s with number. starting from a given multiple of
minimal teacher prompting. I can independently and 2, 5 or 10.
I can begin to skip count by 5s accurately skip count by 2s from
and10s with minimal teacher 0 to 20.
prompting. I can independently and
accurately skip count by 5s and
10s from 0 to 100.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
 Recite forward by 1s the number sequence between two whole numbers, 0 to 100.
 Recite backward by 1s the number sequence between two whole numbers.
 Skip count by 2s to 20 starting at 0.
 Skip count by 5s to 100 starting at 0.
 Skip count forward by 10s to 100 starting at 0.
 Record a numeral symbolically when it is presented orally.
 Read a numeral when it is presented symbolically.
 Identify and correct errors and omissions in a number sequence.
Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.
Outcome: N1.2 – I can recognize, at a glance, and name familiar arrangements of 1 to 10 objects,
dots, and pictures.

I need help. I have a basic understanding. My work consistently meets I have a deeper understanding.
expectations.
I count familiar arrangements of I can recognize, at a glance, and I can independently look briefly I can independently identify the
1 to 10 objects, dots and pictures. name familiar arrangements of 1 at a familiar arrangement and number represented by an
to 6 objects, dots or pictures. I identify how many objects there unfamiliar arrangement of
count larger quantities (7-10). are without counting. objects or dots.
I can answer quickly and
confidently explain how I group
unfamiliar arrangements.
 Look briefly at a familiar arrangement of objects or dots and identify the number represented without counting.
 Look briefly at a familiar arrangement and identify how many objects there are without counting.
 Identify the number represented by an arrangement of objects or dots on a ten frame.

Outcome: N1.3 – I can demonstrate understanding of counting.

expectations.
With assistance I can count a set I can accurately count a small set I can accurately count sets I can accurately count sets
of objects accurately. of objects following some following counting principles following counting principles
counting principles. including counting on or including counting on and
counting in groups. counting in groups.
 Answer the question, “How many are in the set?” using the last number counted in a set.
 Show that the count of the number of objects in a set does not change regardless of the order in which the objects are counted.
 Count the number of objects in a set, rearrange the objects, predict the new count, and recount to verify the prediction.
 Determine the total number of objects in a given set, starting from a known quantity and counting on.
 Determine the total number of objects in a set using groups of 2s, 5s or 10s and counting on.
 Identify and correct counting errors in a counting sequence.

Outcome: N1.4 – I can represent and describe whole numbers to 20 concretely, pictorially, and
symbolically.

expectations.
With assistance I can represent I can represent a number from 0- I can independently represent a I can model a given whole
and describe whole numbers to 9 concretely, pictorially or given whole number from 0-20 number in at least two different
20. symbolically. concretely, pictorially and ways.
symbolically. I can partition any quantity into 2
parts and identify the number of
objects in each part.
 Represent a whole number using a variety of manipulatives including ten frames and base ten materials.
 Read whole number words to 20.
 Partition any quantity into 2 parts and identify the number of objects in each part.
 Model a whole number using two different objects.
 Place whole numbers on a number line using benchmarks 0, 5, 10 and 20.

Outcome: N1.5 – I can compare sets of up to 20 elements to solve problems.

expectations.
With assistance I can compare I can build a set equal to a given I can independently build a set I can independently build and
sets of up to 20 elements to solve set. that has more, fewer or as many compare several sets using
problems. elements as a given set. different objects.
I can independently solve a story I can describe the comparison of
problem that involves the sets using words like more, fewer
comparison of two quantities. or as many.
 Compare a set to a referent using comparative language.
 Compare two sets using one-to-one correspondence and describe them using comparative words.
 Build a set equal to a given set that contains up to 20 elements.
 Build a set that has more, fewer, or as many elements as a given set.
 Build several sets of different objects that have the same number of elements in the set.
 Solve a story problem that involves the comparison of two quantities.

Outcome: N1.6 – I can estimate quantities to 20 by using referents.

expectations.
With assistance I can estimate I can estimate a basic quantity (0- I can independently choose a I can choose a referent, make an
quantites to 20 using referents. 10) by comparing it to a given referent and make an appropriate estimate by
referent. appropriate estimate by comparing to the referent and
comparing it to the chosen explain my choice.
referent. I can verify my estimate.
 Estimate a quantity by comparing it to a referent.
 Select an estimate for a given quantity by choosing between at least two possible options and explain the choice.

Outcome: N1.7 – I can demonstrate representations of equal groupings with and without
singles.

expectations.
With assistance I can show how I can show how a whole number I can independently represent a I can independently group a set
whole numbers can be can be represented in equal whole number in a variety of of counters into equal groups
represented in equal groupings. groupings. equal groupings with and with and without singles in more
without singles. than one way.
 Represent a whole number in a variety of equal groupings with and without singles.
 Recognize that for a number of counters, no matter how they are grouped, the total number of counters does not change.
 Group a set of counters into equal groups in more than one way.

Outcome: N1.8 – I can identify one more, two more, one less and two less than a given
number, up to 20.

expectations.
With assistance I can identify the I can represent a number up to I can independently name the I can name the number up to 20
number that is one more, two 10 that is one more, two more, number up to 20 that is one that is one more, two more, one
more, one less and two less than one less or two less than a given more, two more, one less and two less and two less than a given
any given number. number. less than a given number. number and explain how I know.
 Name the whole number that is one more, two more, one less or two less than a given whole number.
 Represent the number on a ten frame that is one more, two more, one less, or two less than a whole number.

Outcome: N1.9 – I can demonstrate addition facts with answers to 20 and the corresponding
subtraction facts.

expectations.
With assistance I can add I can add simple numbers to 10 I can independently add numbers I can explain how I can add
numbers and subtract with the and subtract the corresponding to 20 and subtract corresponding numbers to 20 and subtract
corresponding facts. facts using manipulatives, facts by using manipulatives, corresponding facts by using
pictures, acting it out or writing pictures, acting it out and writing manipulatives, pictures, acting it
with symbols. with symbols. out and writing with symbols.
 Create a story problem involving addition that connects to personal experience and simulate the action with counters.
 Create a story problem involving subtraction that connects to personal experience and simulate the action with counters.
 Act out a story problem presented orally or through shared reading.
 Indicate if the scenario in story problem represents additive or subtractive action.
 Create a word problem for a whole number addition or subtraction sentence.
 Represent the numbers and actions presented in a story problem by using manipulatives, and record them using sketches and/or
number sentences.
 Represent a story problem pictorially or symbolically to show the additive or subtractive action and solve the problem.

Outcome: N1.10 – I can describe and use mental math strategies to determine basic addition
and subtraction facts.

expectations.
With assistance I can use mental I can use some basic mental math I can independently describe and I can develop, use and describe
math strategies. strategies. use mental math strategies. my own mental math strategies.
 Use and describe a personal strategy for determining a sum.
 Use and describe a personal strategy for determining a difference.
 Write the related subtraction fact for a given addition fact.
 Write the related addition fact for a given subtraction fact.

Subject: Grade 1 Math, Patterns and Relations Strand
Outcome: P1.1 – I can demonstrate understanding of repeating patterns of two-four elements.

With assistance I can describe I can describe simple two- I can independently describe I can identify errors and correct
simple patterns. With assistance element patterns. I can patterns with two to four missing elements in repeating
I can reproduce simple patterns. reproduce simple patterns. I can elements. I can independently patterns. I can create and
identify repeating patterns in my reproduce and extend and create describe patterns using a variety
environment. patterns. of manipulatives, diagrams,
instruments and actions.
 Describe a repeating pattern containing two to four elements in its core.
 Identify errors made in a repeating pattern.
 Identify the missing element(s) in a repeating pattern.
 Create and describe a repeating pattern using a variety of manipulatives, diagrams, musical instruments, and actions.
 Reproduce and extend a repeating pattern using manipulatives, diagrams, sounds, and actions.
 Identify and describe a repeating pattern found in the environment using everyday language.
 Identify repeating events.

Outcome: P1.2 – I can translate repeating patterns from one form to another.

expectations.
With assistance I can represent I can represent simple parts of a I can independently represent a I can describe a complex
parts of a pattern using another pattern using another mode. repeating pattern using another repeating pattern using multiple
mode. mode. modes.
 Represent a repeating pattern using another mode (e.g., action to sound, colour to shape).
 Describe a repeating pattern using a letter code.

Outcome: P1.3 – I can describe equality as a balance and inequality as an imbalance.

expectations.
With assistance I can determine if I can determine if two given sets I can independently create two I can create equal and unequal
two given sets are equal or are equal or unequal. sets of the same objects and sets with concrete materials or
unequal. describe as equal or inequal pictures and explain why they
using manipulatives, pictures or are equal or unequal.
orally.
 Construct two equal sets using the same objects and demonstrate their equality of number using a balance scale.
 Construct two unequal sets using the same objects and demonstrate their inequality of number using a balance scale.
 Create two groups of students and explain if the groups are equal or not in quantity.
 Draw pictures to demonstrate inequality or equality and explain.
 Determine if two given concrete sets are equal or unequal, and explain the process used.

Outcome: P1.4 – I can record equalities using the equal symbol.

expectations.
With assistance I can represent a I can represent a simple equality I can independently represent I can record different
given equality using using manipulatives or pictures. equality of pictures or concrete representations of the same
manipulatives or pictures. materials in symbolic form. quantity as equalities.
 Represent a given equality using manipulatives or pictures.

 Represent a given pictorial or concrete equality in symbolic form.
 Provide examples of equalities where the given sum or difference is on either the left or right side of the equal symbol.
 Record different representations of the same quantity (0 to 20 as equalities.

Subject: Grade 1 Math, Shape and Space Strand
Outcome: SS1.1 – I can demonstrate understanding of measurement as a comparison.

expectations.
With assistance I can show my I can identify common attributes I can independently compare two I can compare two objects using
understanding of measurement that could be used to compare objects by finding which of two one of a variety of attributes and
by comparing two or more two objects. or more objects is longest or explain the reasoning.
objects. shortest, heaviest or lightest,
holds the most or least or which
has the greatest or least area.
 Identify common attributes, including length, height, mass, volume, capacity, and area that could be used to compare two objects.
 Compare two objects and identify the attribute(s) used to compare.
 Determine which of two or more objects is longest or shortest by matching and explain the reasoning.
 Determine which of two or more objects is heaviest or lightest by comparing and explain the reasoning.
 Determine which of two or more given objects holds the most or least by filling and explain the reasoning.
 Determine which of two or more given objects has the greatest/least area by covering and explain the reasoning.

Outcome: SS1.2 – I can sort 3-D objects and 2-D shapes using one attribute and explain the
sorting rule.

expectations.
With assistance I can sort 3-D I can sort a set of familiar 3-D I can independently find the I can independently sort a set of 3-D
objects and 2-D shapes using one objects or 2-D shapes using a given difference between two sets of 3-D objects or 2-D shapes using an
attribute. sorting rule. objects or 2-D shapes and explain a attribute I choose and explain how I
possible sorting rule used to sort sorted the objects.
them.
 Sort a set of familiar 3-D objects or 2-D shapes using a given sorting rule.
 Sort a set of familiar 3-D objects using a single attribute determined by the student and explain how the objects were sorted.
 Sort a set of 2-D shapes using a single attribute determined by the student and explain how the shapes were sorted.
 Determine the difference between two given pre-sorted sets of familiar 3-D objects or 2-D shapes and explain a possible
sorting rule used to sort them.

Outcome: SS1.3 – I can reproduce 2-D shapes and 3-D objects.

expectations.
With assistance I can make I can choose the 2-D shapes needed I can independently make a I can select the 2-D shapes used to
composite 2-D shapes and 3-D to make a simple composite 2-D composite 2-D shape from a set of 2- make a composite 2-D shape and
objects. shape. I can choose the 3-D objects D shapes. I can independenly make verify by deconstructing the
needed to make a simple composite a composite 3-D object from a set of composite shape.
3-D object. 3-D objects. I can select the 3-D objects used to
make a composite 3-D object and
verify by deconstructing the
composite object.
 Select 2-D shapes from a set of 2-D shapes to reproduce a composite 2-D shape.
 Select 3-D objects from a set of 3-D objects to reproduce a composite 3-D object.
 Predict and select the 2-D shapes used to produce a composite 2-D shape, and verify by deconstructing the composite shape.
 Predict and select the 3-D objects used to produce a composite 3-D object, and verify by deconstructing the composite object.

Outcome: SS1.4 – I can compare 2-D shapes to parts of 3-D objects in the environment.

expectations.
With assistance I can compare 2-D I can identify basic 3-D objects in the I can independently and consistently I can use my understanding of 2-D
shapes to parts of 3-D objects in my environment that have obvious identify 3-D objects in the shapes and 3-D objects to justify the
environment. parts similar to a given 2-D shape. environment that have parts similar 3-D objects in my environment that
to a given 2-D shape. have parts similar to 2-D shapes.
 Identify 3-D objects in the environment that have parts similar to a given 2-D shape.

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Grade 1 Math Rubrics

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Subject: Grade 1 Math, Number Strand

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4

Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.

Outcome: N1.3 – I can demonstrate understanding of counting.

Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4

Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.

Outcome: N1.5 – I can compare sets of up to 20 elements to solve problems.

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4

Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.

Outcome: N1.6 – I can estimate quantities to 20 by using referents.

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4

Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4

Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4

Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4

Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4

Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.

Outcome: P1.1 – I can demonstrate understanding of repeating patterns of two-four elements.

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4

Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4

Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.

Outcome: P1.3 – I can describe equality as a balance and inequality as an imbalance.

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4

Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.

Outcome: P1.4 – I can record equalities using the equal symbol.

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4

 Represent a given equality using manipulatives or pictures.

Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.

Outcome: SS1.1 – I can demonstrate understanding of measurement as a comparison.

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4

Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4

Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.

Outcome: SS1.3 – I can reproduce 2-D shapes and 3-D objects.

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4

Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4

Refer to the Saskatchewan Curriculum Guide Grade 1 Mathematics.

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