Math

Unit 2 Numbers to 1,200

Students will independently use their learning to …

• Use their number sense to be fluent in their understanding of numbers, their magnitude, relationships, and how they are used in everyday life.

Students will understand that…

• Our number system is based on patterns of ten.

• There are many ways to represent a quantity, but the best way is based on the problem in front of you.

• Equations and inequalities are true statements

Students will keep considering …

• What patterns do I see in number systems?

• What is the best way to represent this number?

Students will know …

• the names of the place values.

• our number system is based on groups of 10.

• place value can be used to compare and order numbers.

• the location (place) of a digit in a number determines its value.

• a number line represents the distance of a number from zero

Students will be skilled at …

• representing the value of a digit in whole numbers in standard, word, and expanded form.

• describing place value relationships.

• comparing and ordering a set of whole numbers.

• locating and naming whole numbers as points on a number line.

• decomposing and composing numbers up to 1,200 in more than one way.

• applying the mathematical process standards.

• generating numbers greater or less than a given number

Standards

2.1 The student uses mathematical processes to acquire and demonstrate mathematical understanding.

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

(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;

(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; (E) create and use representations to organize, record, and communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

2.2 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) use standard, word, and expanded forms to represent numbers up to 1,200

(C) generate a number that is greater than or less than a given whole number up to 1,200

(D) use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =)

(E) locate the position of a given whole number on an open number line

(F) name the whole number that corresponds to a specific point on a number line