Students focus on the number 100 and multiples of 5 and 10 as they explore number relationships in a variety of contexts. They use different tools such as coins, links, connecting cubes, and the 100 Chart to "see" the number 100 and to solve addition and subtraction problems.
| EXPECTATIONS | |
|---|---|
| Use this list of expectations to assess students on the key concepts and skills in this unit. | |
| E1* | Partition 100 into groups of ten. |
| E2* | Represent partitions of numbers using links, coins, 100 Chart, and number sentences. |
| E3* | Represent addition and subtraction using number sentences. |
| E4 | Read and write numbers to 100. |
| E5 | Identify numbers that are 10 more, 10 less, one more, and one less than a number using the 100 Chart and the number line. |
| E6 | Use skip counting to find the value of a collection of pennies, nickels, dimes, and quarters. |
| E7 | Solve addition and subtraction problems involving multiples of ten using links, coins, ten frames, and the 100 Chart. |
| E8 | Recognize the relationship between larger and smaller units of measure (e.g., 1 hour is 60 minutes; 1 dime is 2 nickels). |
| E9 | Recognize that the measure of a length is dependent on the size of the unit of measure (e.g., a pencil is 4 large paper clips or 6 small paper clips). |
| E10 | Read and write time to the nearest hour and half hour using an analog clock. |
| E11 | Estimate lengths using non-standard and standard units (e.g., links, inches). |
| E12 | Demonstrate fluency with the addition facts with sums to ten in Group D. |
| E13 | Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts with sums to ten in Group D. |
| * Denotes Benchmark Expectation | |