Number Sense Expectation |
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1. Reads and writes numerals to 1000 or more.
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2. Reads and writes number words to “twenty” or higher.
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Make a Number Book
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3. Understands and uses ordinal numbers 1st - 100th or higher.
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4. Compares and orders whole numbers to 1000 or more using concrete materials, drawings, number lines, symbols (<, =, >), and vocabulary such as more than, equal to, or less than.
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5. Represents real-world applications of whole numbers, to 1000 or more, using concrete materials, drawings, and symbols.
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6. Represents, compares, and explains halves, thirds, quarters, and eighths as part of a whole and part of a set, using concrete materials, drawings, and real-life situations.
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7. Knows that the total of equivalent fractional parts makes a whole (for example, eight eighths equal one whole).
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8. Represents equivalent forms of the same number through the use of concrete materials (including coins), diagrams and number expressions.
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9. Counts to 1000 or more by 2s, 3s, 5s, 10s, 25s, 50s and 100s using a variety of ways, such as mental mathematics, paper and pencil, hundred chart, calculator, and coins in various increments.
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10. Demonstrates the place value groupings of numbers to 1000 or more using concrete materials, pictures, and symbols.
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11. Counts by tens from any given number less than 1000.
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12. Counts forward or backward by one beginning with any number less than 1000.
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13. Counts coins using “mixed” counting (using coin values of 50, 25, 10, 5, and 1).
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Play Store
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14. Counts and groups objects into hundreds, tens, and ones, and relates the groupings to the corresponding written numeral (for example, 4 groups of 100, 2 groups of ten, and 6 ones is 426).
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15. Knows place value patterns using zero as a place holder (for example, trading 10 tens for 100).
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16. Knows the place value of a designated digit in whole numbers to 1000.
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17. Recalls (from memory) the addition facts and corresponding subtraction facts.
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18. Knows the related facts that represent the inverse relationships between addition and subtraction.
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19. Predicts the relative size of solutions in addition and subtraction (for example, adding two whole numbers results in a number that is larger than either of the two original numbers).
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20. Adds and subtracts two-digit numbers with or without regrouping using models, concrete materials, and algorithms.
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21. Demonstrates knowledge of multiplication (for the repeated addition and array models) using manipulatives, drawings, and story problems.
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22. Demonstrates knowledge of division (for the repeated subtraction and partitive models) using manipulatives, drawings, and story problems.
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23. Solves problems involving addition and subtraction using a variety of strategies (such as drawings, role playing, and working backward) and explains the solution strategy.
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24. Writes and solves number problems with one operation involving addition or subtraction.
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25. Writes number sentences associated with addition and subtraction situations.
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26. Knows appropriate methods (for example, concrete materials, mental mathematics, paper and pencil, calculator) to solve real-world problems involving addition and subtraction.
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27. Chooses and explains the computing method that is more appropriate (that is faster, more accurate, easier) for varied real-world tasks (for example, recall of basic facts is faster than using a calculator whereas recording data from survey results may be easier with a calculator).
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28. Makes predictions of quantities of objects (to 50 or more) and explains the reasoning supporting that prediction (for example, the number of pieces of candy in a large jar may be estimated by finding the number of pieces in a small jar and estimating how many small jars would fill the larger one).
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29. Estimates reasonable solutions for addition and subtraction problems (sums to 100) and explains the procedure used (for example, the sum of 34 and 57 is more than 80 since 30 + 50 is 80).
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30. Knows reasonable and unreasonable estimates.
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31. Demonstrates and explains the difference between odd and even numbers using concrete objects or drawings.
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