                  Lesson Plans, Interactive Activities, Worksheets, and Links for Grades K - 12 Numbers and Operations

Key:  I = Introduced, D = Developing, A = State Assessed, M = Mastered

### Key

I/D

Count by 2s, 5s, and 10s to 100.

D

Count how many objects are in a set by 1s to 100.

I

Count how many objects are in a set by 2s, 5s, and 10s up to 30.

D

Count forward or backward by one beginning with any number less than 100.

I

Identify the place value of a digit in numbers to 99.

D

Read and write numerals up to 100.

I

Count by 10s from any number using a hundreds chart.

I/D

Use concrete objects to model whole numbers to 99 (e.g., base-ten blocks, sticks, and straws).

I

Identify odd and even whole numbers to 50.

I/D

Match halves and fourths to shaded regions of a single object or figure.

I

Show 1/2 and 1/4 of a set of objects.

I

Match the spoken, written, concrete, and pictorial representations of 1/2 and 1/4.

I/D

Recognize one whole as two halves or four fourths.

I/D

Count the value of a set of coins up to 50 cents.

D

Sequence and order whole numbers less than 100.

I

Represent numbers in flexible ways using a variety of materials (e.g., 23 as 23 ones, 1 ten and 13 ones, and/or 2 tens and 3 ones).

D

Identify and use ordinal numbers up to twelfth.

I

Compare whole numbers through 100 using the appropriate symbol (e.g., <, >, and =).

I

Use a number line or hundreds grid to find one more or one less than any number to 50.

D

Explain whether the solution to a word problem is reasonable.

D

Solve simple story problems involving addition and subtraction with numbers less than 20.

I

Develop story problems that illustrate basic addition and subtraction facts.

D

Use words, actions, pictures, and concrete objects to solve problems.

D

Use pictures or objects to show one more or one less than any number to 99.

I

Estimate the number of objects in a group and explain the reasoning for the estimate.

I

Explain and justify solutions and strategies in problem solving.

I

Add and subtract up to two-digit whole numbers using various strategies (e.g., counting up or back, taking away, doubles plus one, comparison, number relationships, and modeling).

I

Use calculators in problem-solving situations.

 Key D Count a set of objects to 100 by 2s, 3s, 5s, or 10s. D Count forward and backward by one from any number less than 999. D Read and write numerals to 999. D Identify the place value of a digit in numbers to 999. D Identify odd and even numbers to 100. I Use concrete models or pictures to show whether a fraction is less than 1/2, more than 1/2, or equal to 1/2. D Match the spoken or written word names and concrete or pictorial representations (parts of regions or parts of sets of objects) of halves, thirds, and fourths. I Compare the unit fractions 1/2, 1/3, and 1/4. D Determine the value of a collection of coins up to \$1.00. D Order and sequence whole numbers less than 1000. D Compare two numbers using the appropriate symbol (i.e., <, >, and =). D Represent numbers to 999 in flexible ways using a variety of materials (e.g., 23 as 23 ones, 1 ten and 13 ones, and/or 2 tens and 3 ones). D Use and match numerals to ordinal numbers through twentieth. D Develop a story problem that illustrates a given addition or subtraction number sentence. I Use the number line to demonstrate addition and subtraction. I Write and identify number sentences that describe situations involving addition and subtraction. I Write and explain related addition and subtraction sentences. D Solve story problems involving numbers to 100. D Check for the reasonableness of solutions. D Use calculators in problem-solving situations. D Add and subtract efficiently and accurately with single-digit numbers up to sums of 18. D Add and subtract two-digit whole numbers using a variety of strategies and representations. D Explain and justify solution strategies used in problem solving. D Use estimation to justify whether the answer to a computation is reasonable.

 Key A Count by 10s, 100s, or 1,000s. D Skip count by 10s from any whole number less than 1,000. D Read and write whole numbers to 9,999. A Represent whole numbers to 9,999 with models. A Identify whole numbers as odd or even. A Identify the place value of a given digit up to thousands. A Represent whole numbers up to 10,000 in expanded form (e.g., 1,000s + 100s + 10s + 1s). D Connect the spoken or written word names and concrete or pictorial representations (regions or sets) of fractions with denominators up to ten. A Connect written and pictorial representations of fractions with denominators up to ten. A Compare fractions with numerators of 1 and denominators up to 10. I Compare and order decimal amounts written as money. A Recognize the value of combinations of coins and bills up to \$5. A Determine the correct change from a transaction that is less than \$1.00. D Order and sequence whole numbers up to 4 digits. A Compare and order whole numbers up to 9999 using the appropriate symbol (i.e., <, >, and =). I Relate skip counting to multiplication. I Connect division to sharing situations. I/D Demonstrate multiplication using repeated addition (e.g., arrays). D Write and identify number sentences that describe situations involving addition, subtraction, and multiplication. D Write and explain related addition and subtraction sentences. A Solve real-world problems using addition or subtraction of whole numbers. A Add and subtract efficiently and accurately with single-digit whole numbers. A Add efficiently and accurately with two- and/or three-digit whole numbers. A Subtract efficiently and accurately with two- and/or three-digit whole numbers. D Use a variety of thinking strategies to add and subtract whole numbers (e.g., sums of ten, doubles plus one). D Explain the reasonableness of a solution to a computation or to a word problem. A Use estimation to select a reasonable solution in problem solving (addition and subtraction only). I Relate adding doubles to multiplying by two. I Use known multiplication facts to determine a related product (e.g., 9 x 7 is 7 less than 10 x 7). A Use the multiplication facts 0, 1, 2, 5, and 10 efficiently and accurately. D Explain and justify solution strategies used in problem solving. D Select and use an appropriate strategy to solve word problems (e.g., organized list, guess and check, diagram, and table). I Mentally calculate the sum or difference of any two numbers up to 100. D Use strategies, including rounding, to estimate in story problems.

 Key A Read and write numbers from hundred-thousands to hundredths. A Represent whole numbers to 9999. A Identify the place value of a given digit from hundred-thousands to hundredths. A Compare and order whole numbers to 9999 using the appropriate symbols (>, <, and =). http://www.aaaknow.com/cmpk1cx2.htm  comparing A Identify fractions as parts of whole units, as parts of sets, as locations on number lines, and as divisions of whole numbers. A Generate equivalent forms of whole numbers, commonly used fractions, and decimals. A Represent numbers as both improper fractions and mixed numbers. http://visualfractions.com/MixtoFrac.html (mixed numbers on number line) D Use concrete or pictorial representations to compare and order commonly used fractions. D Use concrete and pictorial representations to compare decimals. D Use various models and equivalent forms to represent, order, and compare whole numbers and commonly used fractions and mixed numbers (e.g., number lines, base ten blocks, expanded notation, Venn diagrams, and hundreds boards). A Represent whole numbers up to 10,000 in expanded form (1,000s + 100s +10s +1s). http://www.quia.com/cc/279741.html (concentration game) D Demonstrate knowledge and understanding of grade level mathematical terms. D Explain the relationship between addition and subtraction. I Explain the relationship between multiplication and division. I Explain how addition, subtraction, multiplication, and division affect the size and order of numbers. D Estimate the results of whole-number computations. A Use estimation to select a reasonable solution to a whole number computation involving addition, subtraction, or multiplication. A Add and subtract fractions with like denominators. A Multiply efficiently and accurately with single-digit whole numbers. http://www.dositey.com/muldiv/mul1ss5.htm (how to multiply step by step) D Divide efficiently and accurately with single-digit whole numbers. A Add and subtract decimals (includes monetary units). I Multiply decimals (includes monetary units). I Select appropriate methods and tools for computing with whole numbers (e.g., mental computation, estimation, calculators, paper and pencil, guess and check). A Solve one-step real-world problems involving addition or subtraction of whole numbers and/or decimals. A Solve one-step real-world problems involving multiplication of whole numbers and/or decimals. I Identify missing information and/or too much information in word problems. I Apply logical reasoning to solve real-world problems. D Select the appropriate computational and operational method to solve word problems. D Solve story problems using whole numbers, fractions, and decimals (includes money).

 Key A Read and write numbers from millions to thousandths. A Identify the place value of a given digit from millions to thousandths. A Represent whole numbers and two-place decimals in expanded form. A Represent, compare, and order whole numbers and decimals to thousandths. D Order and compare (<, >, or =) whole numbers, fractions, mixed numbers, and decimals using models (e.g., number lines, base ten blocks, Venn diagrams, and hundreds boards). A Compare and order fractions using the appropriate symbol (<, >, and =). D Demonstrate knowledge and understanding of grade level mathematical terms. D Represent proper fractions, improper fractions, and mixed numbers using concrete objects, pictures, and the number line. A Connect symbolic representations of proper and improper fractions to models of proper and improper fractions. A Represent numbers as both improper fractions and mixed numbers. D Identify and change improper fractions to mixed numbers and vice versa. A Generate equivalent forms of commonly used fractions, decimals, and percents (e.g., 1/10, 1/4, 1/2, .75, 50%). D Recognize relationships among commonly used fractions and decimals. A Multiply a fraction by a multiple of its denominator (denominator less than or equal to 10). M Use commutative, associative, and identity properties. D Explain and demonstrate the inverse nature of addition and subtraction. D Explain and demonstrate the inverse nature of multiplication and division. D Explain how addition, subtraction, multiplication, and division affect the size and order of numbers. D Select appropriate methods and tools for computations (e.g., mental computation, estimation, calculators, and paper and pencil). I Explain why one form of a number might be more useful for computation than another form. A Use estimation to determine a reasonable solution to a whole number computation. A Add, subtract, multiply, and divide whole numbers (multipliers and divisors no more than two-digits). A Add, subtract, and multiply decimals. A Add and subtract commonly used fractions. D Identify missing information and/or too much information in real-world problems. A Solve one- or two-step real-world problems involving addition, subtraction, and/or multiplication of whole numbers and decimals. D Solve real-world problems using decimals (including money), fractions, and percents. Amie Lambert Jefferson County Schools