Turkey Primary School Grade 1 Mathematics Curriculum

This curriculum outlines the critical learning areas and outcomes for Grade 1 Mathematics, based on the Ministry of National Education (MEB) official document (2019-2020).

The curriculum is structured around several key learning areas, with specific learning outcomes defined for each. The critical learning outcomes are emphasized in this document.

Unit 5:

• Fractions:
• Students will represent whole and half using appropriate models and explain the relationship between whole and half. This involves using concrete objects and dividing suitable shapes or objects into two equal parts.
• Time Measurement:
• Students will read whole and half hours on analog clocks. They will also identify the time of specific daily activities.
• Students will identify the day, week, and month on a calendar.
• Students will chronologically order specific events and situations using terms like before-after, first-last, today-yesterday-tomorrow, morning-noon-afternoon, and night-day.
• Geometric Shapes and Objects:
• Students will classify and name geometric shapes according to the number of corners and edges. This focuses on triangles, squares, and rectangles, teaching their edges and corners. Students will also create models of these shapes, potentially using geoboards, string, wire, or geometric sticks.
• Students will classify and relate everyday objects to geometric shapes based on their properties. This involves classifying objects like boxes, unit cubes, bottles, and balls based on properties like roundness or corners. Students will also create different structures using these everyday objects.
• Geometric Patterns:
• Students will identify the rule in a pattern made of objects or geometric shapes and complete the pattern by filling in missing elements.
• Data Collection and Evaluation:
• Students will read simple tables with a maximum of two data groups. Examples include daily meal tables or calendars.

Unit 6:

• Length Measurement:
• Students will compare and order objects according to their lengths without actual measurement, using terms like "longer" and "shorter." The ordering activities should not exceed five objects.
• Students will choose an appropriate non-standard measuring tool and measure a length. When using repeated units, students should establish a starting point, ensure no gaps or overlaps between units, and maintain the same direction.
• Liquid Measurement:
• Students will measure liquids using non-standard units.
• Students will compare and order at least three containers with different amounts of liquid, using terms like "full-empty," "more-less," and "half full."