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OVERALL EXPECTATION E2. Compare, estimate, and determine measurements in various contexts.
OVERALL EXPECTATION C1. identify, describe, extend, create, and make predictions about a variety of patterns, including those found in real-life contexts

SPECIFIC EXPECTATION E2.3
Read the date on a calendar, and use a calendar to identify days, weeks, months, holidays, and seasons
SPECIFIC EXPECTATION C1.1 Identify and describe the regularities in a variety of patterns, including patterns found in real-life contexts

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Name of Activity: Identifying the Date, Day, Month and Year on the Calendar

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Name of Activity: Identifying the Date, Day, Month and Year on the Calendar

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Students gather on the carpet in the morning. Teacher asks the students what day it is. Example: What day is it today? A laminated calendar poster is displayed on the whiteboard. Students will be asked to volunteer to come up and point the day on the calendar. Prompt questions to follow: What day was it yesterday? What day will it be tomorrow? How many weeks are there in each month? Which week is it – the first, second, third or fourth week of the month we’re in? Which month are we in? Which year are we in? What season is it right now? How many seasons are there in a year in Canada?

By the end of this lesson, students will learn to become familiar with the days of the week, number of days and weeks in a month and the number of months in a year and the year we are in. They will also identify the pattern of 4 weeks in each calendar month.

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OVERALL EXPECTATION E2. Compare, estimate, and determine measurements in various contexts.
OVERALL EXPECTATION B1. Demonstrate an understanding of numbers and make connections to the way numbers are used in everyday life

SPECIFIC EXPECTATION E2.3
Read the date on a calendar, and use a calendar to identify days, weeks, months, holidays, and seasons.
SPECIFIC EXPECTATION B1.5 Count to 50 by 1s, 2s, 5s, and 10s, using a variety of tools and strategies

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Name of Activity: Counting using the Calendar

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Name of Activity: Counting using the Calendar

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Teacher will ask students to tell their birthdays and will ask them to write their birth dates (eg. March 3) on little brightly-coloured post-it notes.
Teacher will ask students to bring their post-it notes and stick them on the calendar poster.
Teacher will facilitate counting activity by asking students specific questions such as: Anthea's birthday is in March. Sara's birthday is 2 months later. In which month does Sara's birthday fall?
To help students answer the question, the teacher will ask students to locate March on the poster and then count forward by twos.
Answer:
March is the 3rd month. April is the 4th month and May is the 5th month.

May is 2 months later than March.

Sara's birthday is in May.

By the end of the lesson, students will learn the different months of the year and also learn to count forward using the calendar.
Extension: If students are able to count forward quickly, the teacher will challenge them by asking them to count backwards on the calendar.

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Laminated Calendar month poster, velcro/magnet number stickers for students to come over and stick the correct number on the calendar poster

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Laminated Calendar year poster, post-it notes, markers/colour pencils

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Note: This task combines Social Studies and Math.

Social Studies
OVERALL EXPECTATION A3. Understanding Context: Demonstrate an understanding that they and other people have different roles, relationships, and responsibilities, and that all people should be treated with respect, regardless of their roles, relationships, and responsibilities
Math
OVERALL EXPECTATION E2. Compare, estimate, and determine measurements in various contexts.
OVERALL EXPECTATION B1. Demonstrate an understanding of numbers and make connections to the way numbers are used in everyday life
Social Studies
SPECIFIC EXPECTATION A3.3 Demonstrate an understanding of simple chronology by identifying and organizing chronologically some significant events related to their personal experience
Math
SPECIFIC EXPECTATION E2.3
Read the date on a calendar, and use a calendar to identify days, weeks, months, holidays, and seasons.
SPECIFIC EXPECTATION B1.5 Count to 50 by 1s, 2s, 5s, and 10s, using a variety of tools and strategies

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Name of Activity: Identifying Important Dates on their Personal Yearly Calendar

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Name of Activity: Identifying Important Dates on their Personal Yearly Calendar

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Teacher will ask students to identify important dates in the year so far on their own personal yearly calendar. For example: their birthday, their parents, grandparents and best friends' birthdays, the day they started Grade 1, important religious/traditional/festival/statutory holiday dates, and any other memorable dates in their lives.
Teacher will circulate the classroom, and ask prompt questions such as:  “Where on our timelines do we place our first day in Grade 1? Is that date the same for everyone in the class? Where will you place your first time riding a bike? Do you think that event happened at the same time for everyone in the class? When do you think summer/winter/spring/fall begin in the year? When is summer vacation? When is Winter and March break? If you count by 2s/3s starting with January, then what are the months you land on?”

Extension: If there is time, students who are done fast, will be encouraged to colour-code their calendar for the 4 seasons.

By the end of the lesson, students will have an idea of what a timeline looks like on a yearly basis, how Canada's four seasons are spread out in the year and count the months by 2s/3s on the yearly calendar.

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Personal calendar year posters, post-it notes for the dates to be stuck on the poster, markers/colour pencils

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Strand B: Number, Big Idea: Whole Numbers
Strand C: Algebra, Big Idea: Patterns
Strand E: Spatial Sense, Big Idea: Time

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Strand A: Heritage and Identity, Big Idea: Simple Chronology