B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
2 The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value.
A use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones;
B explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part;
C use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole; and
D identify examples and non-examples of halves, fourths, and eighths.
4 The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy.
A recall basic facts to add and subtract within 20 with automaticity;
8 The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties.
A create two-dimensional shapes based on given attributes, including number of sides and vertices;
B classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language;
D compose two-dimensional shapes and three-dimensional solids with given properties or attributes; and
E decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts.
9 The student applies mathematical process standards to select and use units to describe length, area, and time.
A find the length of objects using concrete models for standard units of length;
F use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit; and