Grade 1

Los Monos Learning Outcomes

Core concepts and outcomes are listed below by subject. For more detailed information on indicators, please contact the school.


  • Count numbers up to 100 in numerals.
  • Read numbers to 100 in numerals.
  • Write numbers up to 100 in numerals.
  • Write numbers up to 100 in numerals.
  • Recognize place value of digits in 3 digit number
  • Compare and order numbers from 0 up to 100; using greater than, less than, and = sign
  • Identify and represent numbers using objects and pictorial representation.
  • Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) sign.
  • Identify one more or and one less than a number
  • Represent and use number bonds (addition and subtraction)
  • Add subtract one-digit and two-digit numbers.
  • Subtract numbers
  • Identify more or less than a number.
  • Demonstrate an understanding of repeating patterns (two to four elements) by:
  • Solve problems with addition and subtraction, using pictorial and abstract representations including missing number problems.
  • Calculate multiplication and division problems in the times table.
  • Solve multiplication and division problems.
  • Recognize, find, and name equal parts of an object, shape or
  • Compare, describe and solve practical problems for: Length/height, Weight/Mass, Capacity/volume and time
  • Measure and record Length/height, Weight/Mass, Capacity/volume and time
  • Recognize and know the different value or different denominations of coins and bills.
  • Sequence events in chronological order using language related to dates
  • Tell time
  • Recognize and name shapes
  • Identify and describe the properties of shapes (rectangle, square, circle, triangle)
  • Describe position, direction and movement.



  • Add s or es to words to make them plurals eg dog, dogs; wish, wishes
  • Add -ing and -er to the end of a word to make a new word eg helping, helper
  • Demonstrate how “un” added to the beginning of a word can change its meaning
  • Put words together to make sentences
  • Use joining words like ‘and’
  • Write a short story using sentences
  • Use spaces between words
  • Use capital letters, full stops, question marks and exclamation marks at the end of sentences
  • Use capital letters for names, places, the days of the week and the word ‘I’
  • Write a minimum of 5 sentences
  • Know the difference between conventional and invented spelling
  • Spell name and high frequency words correctly



Life Systems: Needs and Characteristics of Living Things (LT)

  • Differentiate between living things according to observable characteristics, including appearance and behaviour.
  • Analyse different ways in which plants, animals, and humans interact with various natural and constructed environments to meet their basic needs.

Earth Systems: Daily and Seasonal Changes (DS)

  • Compare and represent daily and seasonal changes of natural phenomena through observing, measuring, sequencing, and recording.

Earth Systems: Water in the Environment (AW)

  • Investigate properties water (in all three states of matter) within their environment.

Physical Science :Material, Objects and everyday Structures (OM)

  • Investigate observable characteristics and uses of natural and constructed objects and materials in their environment.
  • Examine methods of altering and combining materials to create objects that meet student- and/or teacher-specified criteria.

Physical Science : Energy in our Lives (EL)

  • Assess uses of energy at home, at school, and in the community, and suggest ways to use less energy.
  • Demonstrate an understanding that energy is something that is needed to make things happen, and that the sun is the principal source of energy for the earth. 



Interactions and Interdependence of Nations (IN)

  • Describe the diversity of traditions, celebrations, or stories of individuals in the classroom and school.
  • Discuss cultural diversity in the family and classroom, including exploration of similarities and differences.
  • Assess ways in which relationships help to meet human needs.

Dynamic Relationships (DR)

  • Relate family events and stories of the recent or distant past to the student’s place in present day family life.
  • Describe kinship patterns of the past and present and describe according to traditional teachings (e.g., Medicine Wheel teachings).
  • Demonstrate awareness of humans’ reliance on the natural environment to meet needs, and how location affects families in meeting needs and wants.
  • Recognize globes and maps as representations of the surface of the Earth, and distinguish land and water masses on globes and maps.
  • Identify and represent the orientation in space (where) and time (when) of significant places and events in the lives of students.

Power and Authority

  • Analyze actions and practices in the family, classroom, and on the playground that support peace and harmony, including rules and decision-making processes.
  • Analyze the causes of disharmony and ways of returning to harmony.

Resources and Wealth (RW)

  • Describe the influence of physical, spiritual, emotional, and intellectual needs and wants on personal well-being.
  • Discuss ways in which work may be managed and distributed in families, schools, and groups. 


Grade 1

Personal and Family Health

  • Recognizing feelings of belonging
  • Understanding that families are special and different in their own ways
  • Understanding how friends help you be healthy
  • Understanding different feelings
  • Listening to others
  • Washing hands to be healthy
  • Choosing clothing to protect yourself from weather
  • Getting plenty of sleep

Safety and Injury Prevention

  • Identifying feeling safe
  • Accessing people who can help you stay safe
  • Walking safely
  • Crossing the street safely
  • Planning a safe route
  • Understanding passenger safety
  • Advocating for passenger safety
  • Thinking ahead to prevent fires
  • Demonstrating proper school fire drill procedures
  • Demonstrating safe actions during a fire
  • Calling for emergency help

Nutrition and Physical Activity

  • Pledging to drink more water
  • Understanding the importance of breakfast
  • Identifying healthy breakfast foods
  • Choosing healthy breakfast foods
  • Pledging to eat a healthy breakfast daily
  • Knowing and liking your body
  • Moving your body to be healthy
  • Pledging to move more

Tobacco and Alcohol Prevention

  • Understanding the negative outcomes of smoking
  • Understanding dangers of secondhand smoke
  • Identifying why people start smoking tobacco
  • Choosing to be tobacco free
  • Identifying personal reasons for being tobacco free
  • Advocating to be tobacco free
  • Exploring family desires about being tobacco free


The following six units of inquiry are the foundation of the project time program:

Who we are, Where we are in place and time, How we express ourselves, How the world works, How we organize ourselves, and Sharing the planet.

Who we are

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

-Grade 1 Central idea: People work together to establish rules and meet their needs.

Where we are in place and time

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

-Grade 1 Central idea: Kinship patterns


How we express ourselves

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic

-Grade 1 Central idea: Traditions, Celebrations build relationships and make us unique.


How the world works

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment

-Grade 1 Central idea: Environment changes including properties.


How We Organize Ourselves

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment

-Grade 1 Central idea: The needs and wants of people are satisfied by resources.


Sharing the planet

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

-Grade 1 Central idea: Survival depends on meeting the needs of living things.