|
Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology.
|
Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology.
|
Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology.
|
Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology.
|
|
A. Knowledge of Number
|
A. Knowledge of Number and Place Value
|
A. Knowledge of Number and Place Value
|
A. Knowledge of Number and Place Value
|
1. Apply knowledge of whole numbers
|
1. Apply knowledge of whole numbers and place value
|
1. Apply knowledge of whole numbers and place value
|
1. Apply knowledge of whole numbers and place value
|
a. Build concept of number
|
a. Extend concept of number
|
a. Use concrete materials to compose and decompose quantities up to 20
|
a. Use concrete materials to compose and decompose quantities up to 100
|
b. Show an understanding of quantity
|
b. Construct relationships between and among quantities using language such as: more than, less than, fewer than, as many as, one more, one less
|
b. Identify multiple representations for a number, such as: 12, 6 + 6, dozen
|
b. List multiple representations for a number
|
c. Construct relationships based on quantity
|
c. Demonstrate cardinality by answer of how many
|
c. Demonstrate instant recognition of quantities in patterned sets
|
c. Develop a sense of the size of a number in relation to other numbers
|
d. Use classroom experiences to indicate same, more, or less
|
d. Build meaningful relationships by using 5 and 10 frames
|
d. Use the numbers of 5 and 10 as anchors in relationship to other numbers
|
d. Use the numbers of 10, 50, and 100 as anchors in relationship to other numbers
|
e. Count and discuss quantity
|
e. Use concrete materials to build sets 0 to 10
|
e. Read, write, and represent whole numbers up to 100 and beyond using models, symbols, and words
|
e. Read, write, and represent whole numbers using models, symbols, and words through 1000
|
f. Use concrete materials to build sets 0 to 5
|
f. Use concrete materials to compose and decompose quantities up to 10
|
f. Express whole numbers up to 99 using expanded form
|
f. Express whole numbers up to 999 using expanded form
|
g. Match a numeral to a set 0 to 5
|
g. Match a numeral to a set
|
g. Identify the place value of a digit in a whole number up to 99
|
g. Identify the place value of a digit in whole numbers up to 999
|
h. Count to 10
|
h. Count to 31
|
h. Compare and order whole numbers up to 99 using terms such as: greater than, less than, equal to
|
h. Compare and order whole numbers up to 999 using words and relational symbols ( >, <, =)
|
i. Use ordinal words to indicate position such as: first, next, last
|
i. Count backward from 10
|
i. Estimate quantities up to 50 and use the term "about"
|
i. Estimate quantities up to 100 using a reference point such as 10 and the terminology "about"
|
|
|
j. Use ordinal numbers to indicate position such as: first, second, third, fourth, fifth
|
j. Count to 100
|
j. Count forward by 2s, 5s, and 10s starting with numbers other than one
|
|
|
|
k. Count forward and backward starting with numbers other than one
|
k. Count backward by 2s, 5s, and 10s from a multiple of that number
|
|
|
|
l. Use ordinal numbers to indicate position: first through tenth
|
l. Use ordinal numbers to indicate position up to thirty-first
|
|
|
2. Recognize fractions
|
2. Apply knowledge of fractions
|
2. Apply knowledge of fractions
|
|
|
a. Show initial awareness of fractional parts (halves) using concrete materials
|
a. Read, write, and represent fractions as parts of a single region using symbols and models with denominators of 2 or 4
|
a. Read, write, and represent fractions as parts of a single region using symbols or models with denominators of 2, 3, or 4
|
|
|
|
b. Read, write, and represent halves as parts of a set using pictures and models
|
b. Read, write, and represent halves or fourths as parts of a set using symbols, words, and models
|
|
|
3. Recognize and use money
|
3. Apply knowledge of money
|
3. Apply knowledge of money
|
|
|
a. Identify and name the value of pennies, nickels, and dimes
|
a. Determine the value of a given set of mixed currency up to $1
|
a. Determine the value of a given set of mixed currency up to $10
|
|
|
b. Choose the coin named from a given set of mixed coins
|
b. Demonstrate monetary value using real or play coins
|
b. Represent money amounts up to $10
|
|
|
c. Use money in real-world situations such as a classroom store
|
c. Compare the value of 2 sets of same currency up to $1.00
|
c. Compare the value of 2 sets of mixed currency up to $10
|
|
B. Number Theory
|
B. Number Theory
|
B. Number Theory
|
B. Number Theory
|
|
|
|
|
1. Apply number relationships
|
|
|
|
|
a. Build and describe models of even and odd numbers using concrete materials, and discuss the models
|
|
C. Number Computation
|
C. Number Computation
|
C. Number Computation
|
C. Number Computation
|
|
|
1. Analyze number relations and compute
|
1. Analyze number relations and compute
|
1. Analyze number relations and compute
|
|
|
a. Model addition by combining sets of concrete objects and describe the results using words and pictures
|
a. Develop strategies for addition and subtraction basic facts such as: counting on, counting back, making ten, doubles, and doubles plus one
|
a. Demonstrate proficiency with addition and subtraction basic facts using a variety of strategies
|
|
|
b. Model subtraction by separating sets of concrete objects and describe the results using words and pictures
|
b. Solve a given word problem based on addition or subtraction situation
|
b. Add no more than 3 whole number addends with no more than 2 digits in each addend and a sum of no more than 100
|
|
|
c. Solve a given story problem cooperatively that is based on the combining and separating of models
|
c. Identify the concept of inverse operation to addition and subtraction
|
c. Subtract whole numbers with no more than 2 digits in the minuend or the subtrahend
|
|
|
|
|
d. Solve word problems based on addition or subtraction situations
|
|
|
|
|
e. Write word problems for addition and subtraction situations
|
|
|
|
|
f. Add and subtract money amounts up to $1
|
|
|
|
|
g. Apply the concept of inverse operations to addition and subtraction
|
|
|
|
|
h. Build equal groups to model multiplication
|
|
|
|
|
i. Build groups that share equally for division
|
|
|
|
|
2. Estimation
|
|
|
|
|
a. Determine the reasonableness of sums and differences
|