Chapter 37: Coding: Sequences of Steps
Learn Grade 1 mathematics from very beginner explanations through worked examples, practice, reasoning, and review.
Chapter Overview
This chapter teaches Coding: Sequences of Steps with simple language, step-by-step reasoning, and original worked examples. Math words are explained in simple Grade 1 language.
Key Technical Terms
- A sequence means an order (a Grade 1 idea used in this chapter)
- First next last (a Grade 1 idea used in this chapter)
- Following step-by-step instructions (a Grade 1 idea used in this chapter)
- Putting steps in the correct order (a Grade 1 idea used in this chapter)
- Using arrows as instructions (a Grade 1 idea used in this chapter)
- Moving on a simple grid (a Grade 1 idea used in this chapter)
- Repeating a simple move (a Grade 1 idea used in this chapter)
- Writing a short sequence (a Grade 1 idea used in this chapter)
- Testing a sequence (a Grade 1 idea used in this chapter)
- Sequence review (a Grade 1 idea used in this chapter)
How to Learn This Chapter
Read or listen to the explanation, use objects or pictures when helpful, follow one step at a time, and try the example again before checking the answer.
37.1 A sequence means an order
A sequence means an order helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does A sequence means an order mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: A sequence means an order helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A sequence means an order helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of A sequence means an order.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: A sequence means an order helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of A sequence means an order.
Worked Example 3
Problem: Which tool could help with A sequence means an order?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: A sequence means an order helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in A sequence means an order?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: A sequence means an order helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use A sequence means an order in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: A sequence means an order helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A sequence means an order can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Put [8, 6, 3] in order from least to greatest.
- Find the smallest number.
- Then place the next larger number.
- Finish with the largest.
Very beginner explanation: Ordering means arranging numbers by size.
Answer: 3, 6, 8
Worked Example 7
Problem: Put [14, 12, 9] in order from least to greatest.
- Find the smallest number.
- Then place the next larger number.
- Finish with the largest.
Very beginner explanation: Ordering means arranging numbers by size.
Answer: 9, 12, 14
Worked Example 8
Problem: Put [21, 19, 16] in order from least to greatest.
- Find the smallest number.
- Then place the next larger number.
- Finish with the largest.
Very beginner explanation: Ordering means arranging numbers by size.
Answer: 16, 19, 21
Worked Example 9
Problem: Put [29, 27, 24] in order from least to greatest.
- Find the smallest number.
- Then place the next larger number.
- Finish with the largest.
Very beginner explanation: Ordering means arranging numbers by size.
Answer: 24, 27, 29
Worked Example 10
Problem: Put [46, 44, 41] in order from least to greatest.
- Find the smallest number.
- Then place the next larger number.
- Finish with the largest.
Very beginner explanation: Ordering means arranging numbers by size.
Answer: 41, 44, 46
Practice Exercise
Create one small question about A sequence means an order. Show it with objects, a picture, or numbers, then check by counting or comparing again.
37.2 First next last
First next last is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does First next last mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: First next last is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: First next last is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Worked Example 2
Problem: Show one small example of First next last.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: First next last is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: A correct small model or drawing can show the meaning of First next last.
Worked Example 3
Problem: Which tool could help with First next last?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: First next last is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in First next last?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: First next last is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use First next last in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: First next last is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: First next last can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Show First next last with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand First next last best through concrete examples and clear words.
Answer: A correct simple example of First next last.
Worked Example 7
Problem: Show First next last with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand First next last best through concrete examples and clear words.
Answer: A correct simple example of First next last.
Worked Example 8
Problem: Show First next last with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand First next last best through concrete examples and clear words.
Answer: A correct simple example of First next last.
Worked Example 9
Problem: Show First next last with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand First next last best through concrete examples and clear words.
Answer: A correct simple example of First next last.
Worked Example 10
Problem: Show First next last with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand First next last best through concrete examples and clear words.
Answer: A correct simple example of First next last.
Practice Exercise
Create one small question about First next last. Show it with objects, a picture, or numbers, then check by counting or comparing again.
37.3 Following step-by-step instructions
Following step-by-step instructions is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Following step-by-step instructions mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Following step-by-step instructions is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Following step-by-step instructions is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Worked Example 2
Problem: Show one small example of Following step-by-step instructions.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Following step-by-step instructions is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: A correct small model or drawing can show the meaning of Following step-by-step instructions.
Worked Example 3
Problem: Which tool could help with Following step-by-step instructions?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Following step-by-step instructions is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Following step-by-step instructions?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Following step-by-step instructions is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Following step-by-step instructions in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Following step-by-step instructions is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Following step-by-step instructions can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Show Following step-by-step instructions with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Following step-by-step instructions best through concrete examples and clear words.
Answer: A correct simple example of Following step-by-step instructions.
Worked Example 7
Problem: Show Following step-by-step instructions with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Following step-by-step instructions best through concrete examples and clear words.
Answer: A correct simple example of Following step-by-step instructions.
Worked Example 8
Problem: Show Following step-by-step instructions with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Following step-by-step instructions best through concrete examples and clear words.
Answer: A correct simple example of Following step-by-step instructions.
Worked Example 9
Problem: Show Following step-by-step instructions with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Following step-by-step instructions best through concrete examples and clear words.
Answer: A correct simple example of Following step-by-step instructions.
Worked Example 10
Problem: Show Following step-by-step instructions with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Following step-by-step instructions best through concrete examples and clear words.
Answer: A correct simple example of Following step-by-step instructions.
Practice Exercise
Create one small question about Following step-by-step instructions. Show it with objects, a picture, or numbers, then check by counting or comparing again.
37.4 Putting steps in the correct order
Putting steps in the correct order helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Putting steps in the correct order mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Putting steps in the correct order helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Putting steps in the correct order helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of Putting steps in the correct order.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Putting steps in the correct order helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of Putting steps in the correct order.
Worked Example 3
Problem: Which tool could help with Putting steps in the correct order?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Putting steps in the correct order helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Putting steps in the correct order?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Putting steps in the correct order helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Putting steps in the correct order in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Putting steps in the correct order helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Putting steps in the correct order can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Put [8, 6, 3] in order from least to greatest.
- Find the smallest number.
- Then place the next larger number.
- Finish with the largest.
Very beginner explanation: Ordering means arranging numbers by size.
Answer: 3, 6, 8
Worked Example 7
Problem: Put [14, 12, 9] in order from least to greatest.
- Find the smallest number.
- Then place the next larger number.
- Finish with the largest.
Very beginner explanation: Ordering means arranging numbers by size.
Answer: 9, 12, 14
Worked Example 8
Problem: Put [21, 19, 16] in order from least to greatest.
- Find the smallest number.
- Then place the next larger number.
- Finish with the largest.
Very beginner explanation: Ordering means arranging numbers by size.
Answer: 16, 19, 21
Worked Example 9
Problem: Put [29, 27, 24] in order from least to greatest.
- Find the smallest number.
- Then place the next larger number.
- Finish with the largest.
Very beginner explanation: Ordering means arranging numbers by size.
Answer: 24, 27, 29
Worked Example 10
Problem: Put [46, 44, 41] in order from least to greatest.
- Find the smallest number.
- Then place the next larger number.
- Finish with the largest.
Very beginner explanation: Ordering means arranging numbers by size.
Answer: 41, 44, 46
Practice Exercise
Create one small question about Putting steps in the correct order. Show it with objects, a picture, or numbers, then check by counting or comparing again.
37.5 Using arrows as instructions
Using arrows as instructions is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Using arrows as instructions mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Using arrows as instructions is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Using arrows as instructions is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Worked Example 2
Problem: Show one small example of Using arrows as instructions.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Using arrows as instructions is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: A correct small model or drawing can show the meaning of Using arrows as instructions.
Worked Example 3
Problem: Which tool could help with Using arrows as instructions?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Using arrows as instructions is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Using arrows as instructions?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Using arrows as instructions is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Using arrows as instructions in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Using arrows as instructions is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Using arrows as instructions can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Show Using arrows as instructions with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Using arrows as instructions best through concrete examples and clear words.
Answer: A correct simple example of Using arrows as instructions.
Worked Example 7
Problem: Show Using arrows as instructions with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Using arrows as instructions best through concrete examples and clear words.
Answer: A correct simple example of Using arrows as instructions.
Worked Example 8
Problem: Show Using arrows as instructions with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Using arrows as instructions best through concrete examples and clear words.
Answer: A correct simple example of Using arrows as instructions.
Worked Example 9
Problem: Show Using arrows as instructions with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Using arrows as instructions best through concrete examples and clear words.
Answer: A correct simple example of Using arrows as instructions.
Worked Example 10
Problem: Show Using arrows as instructions with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Using arrows as instructions best through concrete examples and clear words.
Answer: A correct simple example of Using arrows as instructions.
Practice Exercise
Create one small question about Using arrows as instructions. Show it with objects, a picture, or numbers, then check by counting or comparing again.
37.6 Moving on a simple grid
Moving on a simple grid is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Moving on a simple grid mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Moving on a simple grid is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Moving on a simple grid is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Worked Example 2
Problem: Show one small example of Moving on a simple grid.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Moving on a simple grid is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: A correct small model or drawing can show the meaning of Moving on a simple grid.
Worked Example 3
Problem: Which tool could help with Moving on a simple grid?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Moving on a simple grid is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Moving on a simple grid?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Moving on a simple grid is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Moving on a simple grid in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Moving on a simple grid is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Moving on a simple grid can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Show Moving on a simple grid with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Moving on a simple grid best through concrete examples and clear words.
Answer: A correct simple example of Moving on a simple grid.
Worked Example 7
Problem: Show Moving on a simple grid with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Moving on a simple grid best through concrete examples and clear words.
Answer: A correct simple example of Moving on a simple grid.
Worked Example 8
Problem: Show Moving on a simple grid with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Moving on a simple grid best through concrete examples and clear words.
Answer: A correct simple example of Moving on a simple grid.
Worked Example 9
Problem: Show Moving on a simple grid with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Moving on a simple grid best through concrete examples and clear words.
Answer: A correct simple example of Moving on a simple grid.
Worked Example 10
Problem: Show Moving on a simple grid with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Moving on a simple grid best through concrete examples and clear words.
Answer: A correct simple example of Moving on a simple grid.
Practice Exercise
Create one small question about Moving on a simple grid. Show it with objects, a picture, or numbers, then check by counting or comparing again.
37.7 Repeating a simple move
Repeating a simple move is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Repeating a simple move mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Repeating a simple move is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Repeating a simple move is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Worked Example 2
Problem: Show one small example of Repeating a simple move.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Repeating a simple move is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: A correct small model or drawing can show the meaning of Repeating a simple move.
Worked Example 3
Problem: Which tool could help with Repeating a simple move?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Repeating a simple move is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Repeating a simple move?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Repeating a simple move is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Repeating a simple move in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Repeating a simple move is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Repeating a simple move can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Show Repeating a simple move with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Repeating a simple move best through concrete examples and clear words.
Answer: A correct simple example of Repeating a simple move.
Worked Example 7
Problem: Show Repeating a simple move with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Repeating a simple move best through concrete examples and clear words.
Answer: A correct simple example of Repeating a simple move.
Worked Example 8
Problem: Show Repeating a simple move with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Repeating a simple move best through concrete examples and clear words.
Answer: A correct simple example of Repeating a simple move.
Worked Example 9
Problem: Show Repeating a simple move with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Repeating a simple move best through concrete examples and clear words.
Answer: A correct simple example of Repeating a simple move.
Worked Example 10
Problem: Show Repeating a simple move with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Repeating a simple move best through concrete examples and clear words.
Answer: A correct simple example of Repeating a simple move.
Practice Exercise
Create one small question about Repeating a simple move. Show it with objects, a picture, or numbers, then check by counting or comparing again.
37.8 Writing a short sequence
Writing a short sequence uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Writing a short sequence mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Writing a short sequence uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Answer: Writing a short sequence uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Worked Example 2
Problem: Show one small example of Writing a short sequence.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Writing a short sequence uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Answer: A correct small model or drawing can show the meaning of Writing a short sequence.
Worked Example 3
Problem: Which tool could help with Writing a short sequence?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Writing a short sequence uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Writing a short sequence?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Writing a short sequence uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Writing a short sequence in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Writing a short sequence uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Answer: Writing a short sequence can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Put these directions in order and follow them: forward, forward, right.
- Read the first direction.
- Do the next direction.
- Finish the last direction and check where you end.
Very beginner explanation: Code is a sequence of instructions followed in order.
Answer: forward → forward → right
Worked Example 7
Problem: Put these directions in order and follow them: up, up, left.
- Read the first direction.
- Do the next direction.
- Finish the last direction and check where you end.
Very beginner explanation: Code is a sequence of instructions followed in order.
Answer: up → up → left
Worked Example 8
Problem: Put these directions in order and follow them: right, right, down.
- Read the first direction.
- Do the next direction.
- Finish the last direction and check where you end.
Very beginner explanation: Code is a sequence of instructions followed in order.
Answer: right → right → down
Worked Example 9
Problem: Put these directions in order and follow them: forward, left, forward.
- Read the first direction.
- Do the next direction.
- Finish the last direction and check where you end.
Very beginner explanation: Code is a sequence of instructions followed in order.
Answer: forward → left → forward
Worked Example 10
Problem: Put these directions in order and follow them: up, right, right.
- Read the first direction.
- Do the next direction.
- Finish the last direction and check where you end.
Very beginner explanation: Code is a sequence of instructions followed in order.
Answer: up → right → right
Practice Exercise
Create one small question about Writing a short sequence. Show it with objects, a picture, or numbers, then check by counting or comparing again.
37.9 Testing a sequence
Testing a sequence uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Testing a sequence mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Testing a sequence uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Answer: Testing a sequence uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Worked Example 2
Problem: Show one small example of Testing a sequence.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Testing a sequence uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Answer: A correct small model or drawing can show the meaning of Testing a sequence.
Worked Example 3
Problem: Which tool could help with Testing a sequence?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Testing a sequence uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Testing a sequence?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Testing a sequence uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Testing a sequence in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Testing a sequence uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Answer: Testing a sequence can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Put these directions in order and follow them: forward, forward, right.
- Read the first direction.
- Do the next direction.
- Finish the last direction and check where you end.
Very beginner explanation: Code is a sequence of instructions followed in order.
Answer: forward → forward → right
Worked Example 7
Problem: Put these directions in order and follow them: up, up, left.
- Read the first direction.
- Do the next direction.
- Finish the last direction and check where you end.
Very beginner explanation: Code is a sequence of instructions followed in order.
Answer: up → up → left
Worked Example 8
Problem: Put these directions in order and follow them: right, right, down.
- Read the first direction.
- Do the next direction.
- Finish the last direction and check where you end.
Very beginner explanation: Code is a sequence of instructions followed in order.
Answer: right → right → down
Worked Example 9
Problem: Put these directions in order and follow them: forward, left, forward.
- Read the first direction.
- Do the next direction.
- Finish the last direction and check where you end.
Very beginner explanation: Code is a sequence of instructions followed in order.
Answer: forward → left → forward
Worked Example 10
Problem: Put these directions in order and follow them: up, right, right.
- Read the first direction.
- Do the next direction.
- Finish the last direction and check where you end.
Very beginner explanation: Code is a sequence of instructions followed in order.
Answer: up → right → right
Practice Exercise
Create one small question about Testing a sequence. Show it with objects, a picture, or numbers, then check by counting or comparing again.
37.10 Sequence review
Sequence review uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Sequence review mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Sequence review uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Answer: Sequence review uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Worked Example 2
Problem: Show one small example of Sequence review.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Sequence review uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Answer: A correct small model or drawing can show the meaning of Sequence review.
Worked Example 3
Problem: Which tool could help with Sequence review?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Sequence review uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Sequence review?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Sequence review uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Sequence review in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Sequence review uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Answer: Sequence review can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Put these directions in order and follow them: forward, forward, right.
- Read the first direction.
- Do the next direction.
- Finish the last direction and check where you end.
Very beginner explanation: Code is a sequence of instructions followed in order.
Answer: forward → forward → right
Worked Example 7
Problem: Put these directions in order and follow them: up, up, left.
- Read the first direction.
- Do the next direction.
- Finish the last direction and check where you end.
Very beginner explanation: Code is a sequence of instructions followed in order.
Answer: up → up → left
Worked Example 8
Problem: Put these directions in order and follow them: right, right, down.
- Read the first direction.
- Do the next direction.
- Finish the last direction and check where you end.
Very beginner explanation: Code is a sequence of instructions followed in order.
Answer: right → right → down
Worked Example 9
Problem: Put these directions in order and follow them: forward, left, forward.
- Read the first direction.
- Do the next direction.
- Finish the last direction and check where you end.
Very beginner explanation: Code is a sequence of instructions followed in order.
Answer: forward → left → forward
Worked Example 10
Problem: Put these directions in order and follow them: up, right, right.
- Read the first direction.
- Do the next direction.
- Finish the last direction and check where you end.
Very beginner explanation: Code is a sequence of instructions followed in order.
Answer: up → right → right
Practice Exercise
Create one small question about Sequence review. Show it with objects, a picture, or numbers, then check by counting or comparing again.
Chapter Notes, Practice, and Common Mistakes
Chapter Notes
- Read or listen to the question before solving.
- Use objects, a drawing, ten frame, number line, table, graph, or simple number sentence when useful.
- Explain your thinking and check by counting, comparing, or using another simple model.
Extra Practice
- Create and solve one original problem about A sequence means an order.
- Create and solve one original problem about First next last.
- Create and solve one original problem about Following step-by-step instructions.
- Create and solve one original problem about Putting steps in the correct order.
- Create and solve one original problem about Using arrows as instructions.
- Create and solve one original problem about Moving on a simple grid.
Common Mistakes
- Skipping the meaning and trying to memorize a rule only.
- Using the wrong operation because the question was not read completely.
- Ignoring units, labels, place values, or the context of the problem.
- Not estimating or checking whether the final answer is reasonable.
30 Review Questions and Answers
Q1. What is the main idea in A sequence means an order?
Answer: A sequence means an order helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q2. What is the main idea in First next last?
Answer: First next last is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Q3. What is the main idea in Following step-by-step instructions?
Answer: Following step-by-step instructions is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Q4. What is the main idea in Putting steps in the correct order?
Answer: Putting steps in the correct order helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q5. What is the main idea in Using arrows as instructions?
Answer: Using arrows as instructions is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Q6. What is the main idea in Moving on a simple grid?
Answer: Moving on a simple grid is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Q7. What is the main idea in Repeating a simple move?
Answer: Repeating a simple move is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Q8. What is the main idea in Writing a short sequence?
Answer: Writing a short sequence uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Q9. What is the main idea in Testing a sequence?
Answer: Testing a sequence uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Q10. What is the main idea in Sequence review?
Answer: Sequence review uses simple ordered instructions. Learners follow, test, and fix steps to reach a goal.
Q11. Why is it useful to use counters or drawings?
Answer: They make the quantities visible and help you understand before using only numbers.
Q12. Why should you count carefully?
Answer: Careful counting means each object is counted once and no object is missed.
Q13. What can you do if a problem feels hard?
Answer: Use smaller numbers, draw a picture, use objects, and solve one small step at a time.
Q14. Why should both sides of an equals sign match?
Answer: The equals sign means the two sides have the same value.
Q15. How can a number line help?
Answer: It shows number order and can help you count forward or backward.
Q16. How can a ten frame help?
Answer: It organizes objects into groups that make numbers and addition easier to see.
Q17. Why are equal shares important?
Answer: Equal shares make fair groups or equal parts.
Q18. How do patterns help us predict?
Answer: A pattern rule tells us what should come next.
Q19. Why do we label a graph or table?
Answer: Labels tell us what the information represents.
Q20. How can you describe a shape?
Answer: Talk about its sides, corners, flat or curved surfaces, and other visible attributes.
Q21. How can you compare two objects?
Answer: Choose one attribute, such as length, mass, or capacity, and compare that same attribute.
Q22. Why is a calendar useful?
Answer: It organizes days, weeks, months, dates, and events.
Q23. Why does money have different values?
Answer: Different coins and bills represent different amounts of money.
Q24. Why should you explain your answer?
Answer: Explaining shows how you thought about the problem and helps you check your reasoning.
Q25. What should you do after a mistake?
Answer: Look at the step again, fix it, and try a similar example.
Q26. How can you be a confident math learner?
Answer: Use positive self-talk, try a strategy, ask questions, and remember that mistakes help you learn.
Q27. When should you use a picture?
Answer: Use a picture when it helps you see quantities, shapes, positions, or a story problem.
Q28. When should you use objects?
Answer: Use objects when you want to count, join, take away, share, sort, or compare in a hands-on way.
Q29. How can you check addition?
Answer: Recount the combined objects or use another model.
Q30. How can you check subtraction?
Answer: Put the taken-away part and the part left back together to see if they make the starting amount.