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Concept 1:
Number Sense |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO 1. Make a model to represent a given whole
number 0 through 20. |
PO 1. Make a model to represent a given whole
number 0 through 100. |
PO 1. Make a model to represent a given whole
number 0 through 999. |
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PO 2. Identify orally a whole number represented by
a model with a word name and symbol 0 through 20. |
PO 2. Identify a whole number represented by a
model with a word name and symbol 0 through 100. |
PO 2. Identify a whole number represented by a
model with a word name and symbol 0 through 999. |
PO 1. Read
whole numbers in contextual situations (through six-digit numbers). |
PO 1 Read whole numbers in contextual situations. |
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PO 3. Count
aloud, forward or backward, in consecutive order (0 through 20). |
PO
3. Count aloud, forward or backward,
in consecutive order (0 through 100). |
PO
3. Count aloud, forward or backward,
in consecutive order (0 through 999). |
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PO
4. Identify whole numbers through 20 in or out of
order. |
PO
4. Identify
whole numbers through 100 in or out of order |
PO
4. Identify whole numbers through 999 in or out of
order. |
PO
2. Identify
six-digit whole numbers in or out of order. |
PO
2. Identify
whole numbers in or out of order. |
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PO
5. Write whole numbers through 20 in or out of order. |
PO
5. Write
whole numbers through 100 in or out of order. |
PO
5. Write
whole numbers through 999 in or out of order. |
PO
3. Write
whole numbers through six-digits in or out of order. |
PO
3. Write
whole numbers in or out of order. |
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Concept 1:
Number Sense |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO 6. Construct equivalent forms of whole numbers,
using manipulatives, through 20. (e.g., □□+□□
=□□□+□) |
PO 6. Construct equivalent forms of whole numbers,
using manipulatives or symbols, through 99.
(e.g., 9 + 3 = 6 + 6) |
PO 6. State equivalent forms of whole numbers
through 999. (e.g., 15 + 5 = 10 + 10) |
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PO
7 State verbally whole numbers, through 20, using correct place value. (e.g.,
a student will read 15 as one ten and five ones). |
PO
7. State verbally whole numbers,
through 100, using correct place value. (e.g., a student will read 84 as
eight tens and four ones) |
PO
7. State verbally whole numbers,
through 999, using correct place value. (e.g., a student will read 528 as
five hundreds, two tens and eight ones) |
PO 4. State
whole numbers, through six-digits, with correct place value, by using models,
illustrations, symbols, or expanded notation. (53,941 = 50,000 + 3,000 + 900
+ 40 +1) |
PO
4. State
place values for whole numbers using symbols. (203,495 = 200,000 + 3,000 +
400 + 90 + 5) |
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PO
8. Use manipulatives to construct models that represent place value concepts. |
PO
8. Construct models to represent place value concepts
for the one’s and ten’s places. |
PO
8. Construct
models to represent place value concepts for the one’s, ten’s, and hundred’s
places. |
PO
5. Construct
models to represent place value concepts for the one’s, ten’s, and hundred’s
places |
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Concept 1:
Number Sense |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO 9. Demonstrate expanded notation using
manipulatives. (e.g., model 17 units = one group of ten and seven units: see
teacher resource guide) |
PO
9. Apply
expanded notation to model place value. (37 = 3 groups of ten + 7 units: see teacher
resource guide) |
PO
9. Apply
expanded notation to model place value. (378 = 3
hundreds + 7 tens + 8 ones: see teacher resource guide) |
PO 6.
Apply expanded notation to model place value, through six digits.
(5,378 = 5(1,000) + 3 (100) + 7(10) + 8(1): see teacher resource guide) |
PO
5. Apply expanded notation to model place
value. |
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PO
10. Identify odd and even whole numbers through 20. |
PO
10. Identify odd and even whole numbers through 100. |
PO 10. Identify odd and even (including 0) whole
numbers through 999. |
PO 7. Sort whole numbers into sets containing
only odd numbers or only even numbers. |
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PO
11. Compare
two whole numbers through 20. |
PO 11. Compare
two whole numbers through 100. |
PO
11. Compare
two whole numbers through 999. |
PO 8. Compare two whole
numbers, through six-digits. |
PO 6. Compare two whole numbers. |
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PO
12. Recognize the ordinal numbers
through fifth. (i.e., first, second, third, etc.) |
PO 12. Use
ordinal number through tenth. |
PO
12. Use ordinal numbers. |
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Concept 1:
Number Sense |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO
13. Order
three or more whole numbers through 20 (least to greatest or greatest to
least). |
PO 13. Order
three or more whole numbers through 100 (least to greatest or greatest to
least). |
PO
13. Order
three or more whole numbers through 999 (least to greatest or greatest to
least). |
PO 9. Order three or more
whole numbers through six-digit numbers (least to greatest, or greatest to
least). |
PO 7. Order three or more whole numbers. |
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PO 14. Make models that represent given fractions
to show that wholes are made up of parts. |
PO 14. Make models that represent given fractions.
(halves) |
PO 14. Make models that represent given fractions
(fourths and eighths). |
PO 10. Make
models that represent proper fractions. |
PO
8. Make models that represent improper fractions. |
PO
1. Make models that represent mixed numbers. |
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PO
15. Identify the fraction represented by a model with a word name. |
PO
15. Identify in symbols and in words a model that is divided into equal
fractional parts. (Halves) |
PO
15. Identify in symbols and words a model that is divided into equal
fractional parts. (Fourths and eights). |
PO
11. Identify symbols, words, or models that represent proper fractions. |
PO 9.
Identify symbols, words, or models that represent improper fractions. |
PO 2.
Identify symbols, words, or models that represent mixed numbers. |
PO
1. Express fractions as ratios, comparing two whole numbers. (e.g., ¾ is
equivalent to 3:4 and 3 to 4) |
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Concept 1:
Number Sense |
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|
Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO 12. Use
proper fractions in contextual situations. |
PO 10. Use
improper fractions in contextual situations. |
PO 3. Use
mixed numbers in contextual situations. |
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PO
13. Compare
two unit fractions or proper fractions with like denominators. |
PO 11. Compare
two unit fractions or proper or improper fractions with like denominators. |
PO
4. Compare two unit fractions, proper fractions with like denominators or
mixed numbers with like denominators. |
PO 2. Compare
two proper fractions, improper fractions or mixed numbers. |
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PO 14. Order three or more unit
fractions or proper fractions with like denominators. |
PO
12. Order
three or more unit fractions or proper or improper fractions with like
denominators. |
PO 5. Order
three or more unit fractions, proper or improper fractions with like
denominators or mixed numbers with like denominators. |
PO
3. Order three or more proper fractions, improper fractions or mixed numbers. |
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Concept 1:
Number Sense |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
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