Students continue their work with place value of three-digit numbers by using base-ten pieces and base-ten hoppers. Students revisit partitioning numbers into groups of tens and ones to further develop number sense. Students also further explore how to tell time on an analog clock to the nearest five minutes.
| EXPECTATIONS | |
|---|---|
| Use this list of Expectations to assess students on the key concepts and skills in this unit. | |
| E1* | Represent two-digit and three-digit numbers using base-ten pieces, number lines, and symbols. |
| E2* | Compose and decompose numbers using ones, tens, and hundreds. |
| E3* | Show and recognize different partitions of numbers using different representations (base-ten pieces, number lines, number sentences). |
| E4 | Make connections between place value concepts and representations of numbers (e.g., base-ten pieces, number lines, number sentences, symbols). |
| E5* | Recognize that different partitions of a number have the same total (e.g., 50 + 4 = 40 + 14). |
| E6 | Estimate a quantity using 10 and 100 as benchmarks. |
| E7 | Use words and symbols (e.g., <, >, =) to show comparisons of quantities. |
| E8 | Compare and order three-digit numbers using base-ten pieces and a number line. |
| E9 | Tell and write time from an analog clock to the nearest five minutes. |
| E10* | Demonstrate fluency with the addition facts in Groups C (1 + 9, 2 + 7, 2 + 8, 2 + 9, 3 + 6, 3 + 7, 3 + 8, 4 + 6, 4 + 7, 5 + 5, 5 + 6) and Group D (3 + 3, 3 + 4, 4 + 4, 4 + 5, 6 + 6, 6 + 7, 7 + 7, 7 + 8, 8 + 8, 10 + 4, 10 + 10). |
| E11* | Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts in Groups C and D |
| * Denotes Benchmark Expectation | |