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Clarifications: Each clarification provides an explanation of the indicator/objective to help teachers better understand the concept. Classroom examples are often included to further illustrate the concept. While classroom examples could be shared with the students, the intended audience for the explanation/clarification is the classroom teacher-not the student. In addition, classroom examples may or may not reflect the assessment limits.

Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic

Topic A. Knowledge of Number and Place Value

Indicator 1. Apply knowledge of whole numbers and place value

Objective b. Construct relationships between and among quantities using language such as: more than, less than, fewer than, as many as, one more, one less

Clarification

Traditionally, mathematics instruction moves from early counting activities and the beginning ideas of cardinality, directly to formal addition and subtraction. This progression is a giant leap. Before children are ready for addition and subtraction, they must have many opportunities in kindergarten and first grade with experiences that develop strong relationships among numbers.

One important relationship about number is the idea of more than and less than. Young students' use of vocabulary, such as more than and less than in a variety of activities is important because it prepares them for thinking about one more or two more and one less or two less.


 

Resource:
National Council of Teachers of Mathematics. Mathematics for the Young Child. Reston, VA: National Council of Teachers of Mathematics, 2000.
/instruction/clarification/mathematics/gradeK/xml/6A1b.xml
Resources for Objective 6.A.1.b:
CLARIFICATIONS | Prerequisites | Thinking Skills | Sample Assessments |