Students will be expected to say the number sequence forward and backward by: 1s through transitions to 1000; 2s, 5s, 10s, or 100s, using any starting point to 1000; 3s, using starting points that are multiples of 3 up to 100; 4s, using starting points that are multiples of 4 up to 100; 25s, using starting points that are multiples of 25 up to 200.

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Students will be expected to represent and partition numbers to 1000.

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Students will be expected to compare and order numbers up to 1000.

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Students will be expected to estimate quantities less than 1000 using referents.

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Students will be expected to illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.

Students will be expected to describe and apply mental mathematics strategies for adding two 2-digit numerals.

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Students will be expected to describe and apply mental mathematics strategies for subtracting two 2-digit numerals.

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Students will be expected to apply estimation strategies to predict sums and differences of 1-, 2-, and 3-digit numerals in a problem-solving context.

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Students will be expected to demonstrate an understanding of addition and subtraction of numbers (limited to 1-, 2-, and 3-digit numerals) with answers to 1000 by: using personal strategies for adding and subtracting with and without the support of manipulatives; creating and solving problems in context that involve addition and subtraction of numbers concretely, pictorially, and symbolically

Students will be expected to apply mental mathematics strategies and number properties to develop quick recall of basic addition facts to 18 and related basic subtraction facts.

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Students will be expected to demonstrate an understanding of multiplication to 5 × 5 by representing and explaining multiplication using equal grouping and arrays; creating and solving problems in context that involves multiplication; modelling multiplication using concrete and visual representations and recording the process symbolically; relating multiplication to repeated addition; relating multiplication to division

Students will be expected to demonstrate an understanding of division by representing and explaining division using equal sharing and equal grouping; creating and solving problems in context that involve equal sharing and equal grouping; modelling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically; relating division to repeated subtraction; relating division to multiplication (Limited to division related to multiplication facts up to 5 × 5.)

Students will be expected to demonstrate an understanding of fractions by: explaining that a fraction represents a part of a whole; describing situations in which fractions are used; comparing fractions of the same whole with like denominators

Students will be expected to demonstrate an understanding of increasing patterns by describing, extending, comparing, and creating numerical (numbers to 1000) patterns and non-numerical patterns using manipulatives, diagrams, sounds, and actions.

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Students will be expected to demonstrate an understanding of decreasing patterns by describing, extending, comparing, and creating numerical (numbers to 1000) patterns and non-numerical patterns using manipulatives, diagrams, sounds, and actions.

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Students will be expected to solve one-step addition and subtraction equations involving symbols representing an unknown number.

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Students will be expected to relate the passage of time to common activities using standard units (minutes, hours, days, weeks, months, years).

Students will be expected to relate the number of seconds to a minute, the numbers of minutes to an hour, the numbers of hours to a day, and the number of days to a month in a problem-solving context.

Students will be expected to demonstrate an understanding of measuring length (cm, m) by selecting and justifying referents for the units centimetre or metre (cm, m); modelling and describing the relationship between the units centimetre or metre (cm, m); estimating length using referents; measuring and recording length, width, and height

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Students will be expected to demonstrate an understanding of measuring mass (g, kg) by selecting and justifying referents for the units gram and kilogram (g, kg); modelling and describing the relationship between the units gram and kilogram (g, kg); estimating mass using referents; measuring and recording mass

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Students will be expected to demonstrate an understanding of perimeter of regular, irregular, and composite shapes by estimating perimeter using referents for centimetre or metre (cm, m); measuring and recording perimeter (cm, m); create different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter

Students will be expected to describe 3-D objects according to the shape of the faces.

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Students will be expected to name, describe, compare, create, and sort regular and irregular polygons, including triangles, quadrilaterals, pentagons, hexagons, and octagons according to the number of sides.

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Students will be expected to collect first-hand data and organize it using tally marks, line plots, charts, and lists to answer questions.

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Students will be expected to construct, label, and interpret bar graphs to solve problems.