Students will independently use their learning to …
Use their number sense to be fluent in their understanding of numbers, relationships, and how they are used in everyday life.
Students will understand that…
Our number system is based on patterns of ten.
Algebraic representations are used to communicate and generalize patterns and relationships.
Patterns and relationships can be represented physically, graphically, numerically, symbolically or verbally.
The relationship among the operations and their properties increases flexibility as mathematicians.
There are many ways to represent a quantity, but the best way is based on the problem in front of you.
Students will keep considering …
What patterns do I see in numbers?
How can I write a number sentence to represent a problem?
What pattern or relationship do I see? How can I describe it? How does that help me solve this problem?
How do mathematical operations relate to each other?
What is the best way to represent this number?
Students will know …
our number system is based on groups of 10.
the names of the place values.
the location (place) of a digit in a number determines its value.
even numbers can be represented as pairs or two equal groups.
addition and subtraction can be shown using models and representations. addition and subtraction are related operations.
coins represent numbers of a set quantity.
Students will be skilled at …
describing place value relationships.
adding and subtracting 10 or 100 without counting.
using objects to classify numbers as even or odd through pairings .
representing addition and subtraction situations with pictures, models, and number sentences.
determining the value of a collection of coins up to one dollar.
writing an amount of money using a cent sign or a dollar sign (4 dimes and 6 pennies can be written as 46
¢ or $0.46.
applying the mathematical process standards.
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.
2.5 The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions.
(A) determine the value of a collection of coins up to one dollar
(B) use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins
2.7 The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships.
(A) determine whether a number up to 40 is even or odd using pairings of objects to represent the number
(B) use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200
(C) represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem
Texas Focal Point 1: Developing proficiency in the use of place value within the base-10 numeration system
Texas Focal Point 2 :Using place value and properties of operations to solve problems involving addition and subtraction of whole numbers within 1,000