Students extend their work with numbers to partition numbers, i.e., identifying parts of a whole. Students count the pockets on their clothing and arrange pennies into pockets to set the context for composing and decomposing numbers. They also model these partitions using ten frames, connecting cubes, tallies, number lines, and number sentences. These models help students visualize numbers using the benchmarks five and ten. Students also invent strategies to solve and represent addition problems.
| EXPECTATIONS | |
|---|---|
| Use this list of expectations to assess students on the key concepts and skills in this unit. | |
| E1* | Represent and identify quantities from 1–20 using ten frames, counters, tallies, number lines, and symbols. |
| E2* | Connect representations of quantities (e.g., ten frames, tallies, counters, number lines, and symbols). |
| E3 | Compose and decompose numbers from 1–20 using counters, ten frames, number lines, diagrams, and number sentences. |
| E4 | Recognize quantities by comparing them to the benchmarks five and ten using tallies, ten frames, number lines, and counters. |
| E5 | Solve addition problems using the counting-on strategy. |
| E6 | Represent addition situations using drawings, diagrams, ten frames, counters, number lines, and number sentences. |
| E7 | Solve addition word problems (e.g., adding to, putting together, and comparing) involving two or three whole numbers whose sum is less than or equal to 20 using counters and ten frames. |
| E8 | Collect and organize information in a data table. |
| E9 | Read a data table or bar graph to find information about a data set. |
| * Denotes Benchmark Expectation | |