184.108.40.206 counts a like combination of currency ($1, $5, $10, $20) to $100.
2.1.2 The student demonstrates an understanding of whole numbers with a special emphasis on place value and recognizes, uses, and explains the concepts of properties as they relate to whole numbers in a variety of situations.
220.127.116.11 reads and writes:
18.104.22.168.a whole numbers from 0 through 1,000 in numerical form, e.g., 942 is read as nine hundred forty-two and is written in numerical form as 942;
22.214.171.124.b whole numbers from 0 through 100 in words, e.g., 76 is read as seventy-six and is written in words as seventy-six.
126.96.36.199 represents whole numbers from 0 through 1,000 using various groupings and place value models emphasizing 1s, 10s, and 100s; explains the groups; and states the value of the digit in ones place, tens place, and hundreds place, e.g., in 385, the 3 represents 3 hundreds, 30 tens, or 300 ones; the 8 represents 8 tens or 80 ones; and the 5 represents 5 ones.
188.8.131.52.d symmetric property of equality applied to basic addition and subtraction facts, e.g., 10 = 2 + 8 is the same as 2 + 8 = 10 or 7 = 10 - 3 is the same as 10 - 3 = 7.
2.1.3 The student uses computational estimation with whole numbers and money in a variety of situations.
184.108.40.206 estimates whole number quantities from 0 through 1,000 and monetary amounts through $50 using various computational methods including mental math, paper and pencil, concrete objects, and appropriate technology.
220.127.116.11 uses repeated addition (multiplication) with whole numbers to find the sum when given the number of groups (ten or less) and given the same number of concrete objects in each group (twenty or less), e.g., five classes of 15 students visit the zoo; 15 + 15 + 15 + 15 + 15 = 75.
18.104.22.168 uses repeated subtraction (division) with whole numbers when given the total number of concrete objects in each group to find the number of groups, e.g., There are 25 cookies. If each student gets 3 cookies, how many students get cookies? 25 - 3 - 3 - 3 - 3 - 3 - 3 - 3 - 3 or 25 minus 3 eight times means eight students get 3 cookies each and there is 1 cookie left over.
22.214.171.124 fair shares/measures out (divides) a total amount through 100 concrete objects into equal groups, e.g., fair sharing 48 eggs into four groups resulting in four groups of 12 eggs or measuring out 48 eggs with 12 eggs in each group resulting in four groups of 12 eggs.
126.96.36.199 performs and explains these computational procedures:
188.8.131.52.a adds and subtracts three-digit whole numbers with and without regrouping including the use of concrete objects,
184.108.40.206.h things related to size, shape, color, texture, or movement, e.g., snapping fingers, clapping hands, or stomping feet or over, under, or behind using a bean bag toss (kinesthetic patterns).
220.127.116.11 identifies and continues a pattern presented in various formats including numeric (list or table), visual (picture, table, or graph), verbal (oral description), kinesthetic (action), and written.
2.2.3 The student recognizes and describes whole number relationships using concrete objects in a variety of situations.
18.104.22.168 states mathematical relationships between whole numbers from 0 through 100 using various methods including mental math, paper and pencil, and concrete objects, e.g., every time a dog is added to the pack, 2 more ears are added to the total.
22.214.171.124 generalizes numerical patterns using whole numbers from 0 through 100 with one operation (addition, subtraction) by stating the rule using words, e.g., if a set of numbers is 2, 4, 6, 8,10, ...; the rule is add two.
2.2.4 The student uses mathematical models including concrete objects to represent, show, and communicate mathematical relationships in a variety of situations.
126.96.36.199 knows, explains, and uses mathematical models to represent mathematical concepts, procedures, and relationships. Mathematical models include:
188.8.131.52.a process models (concrete objects, pictures, diagrams, number lines, unifix cubes, hundred charts, or measurement tools) to model computational procedures and mathematical relationships, to compare and order numerical quantities, and to represent fractional parts;
184.108.40.206.f two-dimensional geometric models (geoboards, dot paper, pattern blocks, tangrams, or attribute blocks) to model perimeter and properties of geometric shapes and three-dimensional geometric models (solids) and real-world objects to compare size and to model attributes of geometric shapes;
220.127.116.11.g two-dimensional geometric models (spinners), three-dimensional geometric models (number cubes), and process models (concrete objects) to model probability;
18.104.22.168.h graphs using concrete objects, representational objects, or abstract representations, pictographs, frequency tables, horizontal and vertical bar graphs, Venn diagrams or other pictorial displays, and line plots to organize and display data;
22.214.171.124 creates a mathematical model to show the relationship between two or more things e.g., using pattern blocks, a whole (1) can be represented using a (1/1) or two (2/2) or three (3/3) or six (6/6).
2.3.1 The student recognizes geometric shapes and describes their properties using concrete objects in a variety of situations.
126.96.36.199 recognizes and investigates properties of circles, squares, rectangles, triangles, and ellipses (ovals) (plane figures/two-dimensional shapes) using concrete objects, drawings, and appropriate technology.
2.3.2 The student estimates and measures using standard and nonstandard units of measure with concrete objects in a variety of situations.
188.8.131.52 uses whole number approximations (estimations) for length, weight, and volume using standard and nonstandard units of measure, e.g., the height of the classroom door is 14 chalkboard erasers laid end to end or 7 feet high or an apple weighs about 42 unifix cubes.
184.108.40.206 reads and tells time by five-minute intervals using analog and digital clocks.
220.127.116.11 lists some of the possible outcomes of a simple event in an experiment or simulation including the use of concrete objects.
2.4.2 The student collects, organizes, displays, and explains numerical (whole numbers) and non-numerical data sets including the use of concrete objects in a variety of situations.
18.104.22.168 organizes, displays, and reads numerical (quantitative) and non-numerical (qualitative) data in a clear, organized, and accurate manner including a title, labels, categories, and whole number intervals using these data displays:
22.214.171.124.a graphs using concrete objects;
126.96.36.199.b pictographs with a whole symbol or picture representing one, two, or ten (no partial symbols or pictures);