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Number, Number Sense and Operations |
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3-4 Benchmark A |
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Use place value structure of the base-ten number system to read, write,
represent and compare whole numbers and decimals |
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STEMS |
MC # |
SA # |
ER # |
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Grade 3 Indicator 2 - Use place value concepts to represent whole numbers an
decimals using numerals, words, expanded notation and physical models. For
example: |
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a. Recognize 100 means "10 tens" as well as a single entity (1
hundred) through physical models and trading games. |
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b. Describe the multiplicative nature of the number system; e.g., the
structure of 3205 as 3 x 1000 plus 2 x 100 plus 5 x 1. |
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c. Model the size of 1000 in multiple ways; e.g., package 1000 objects
into 10 boxes of 100, modeling a meter with centimeter and decimeter strips,
or gathering 1000 pop-can tabs. |
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d. Explain the concept of tenth and hundredths using physical such
models, as metric pieces, base ten blocks, decimal squares or money. |
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Grade 3 Indicator 3 - Use mathematical language and symbols to compare and
order; e.g., less than, greater than, at most, at least, <, >, =, ≥, ≤ . |
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Grade 4 Indicator 2 - Use place value structure of the base-ten number
system to read, write, represent and compare whole numbers through millions
and decimals through thousandths. |
*Which number is shown by (ten blocks) |
1 |
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Grade 4 Indicator 3 - Round whole numbers to a given place value. |
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3-4 Benchmark B |
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Recognize and generate equivalent representations for whole numbers,
fractions and decimals. |
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STEMS |
MC # |
SA # |
ER # |
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Grade 3 Indicator 1 - Identify and generate equivalent forms of whole
numbers; e.g., 36, 30 + 6, 9 x 4, 46 - 10, number of inches in a yard. |
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Grade 3 Indicator 7 - Recognize and use decimal and fraction concept and
notations as related ways of representing parts of a whole or a set; e.g., 3
of 10 marbles are red can also be described as 3/10 and 3 tenths are red. |
*What fraction is shaded? |
1 |
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Grade 4 Indicator 1 - Identify and generate equivalent forms of fractions,
decimals. For example: |
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a. Connect physical, verbal and symbolic representations of fractions
, decimals and whole numbers; e.g., 1/2, 5/10, "five tenths," 0.5, shaded
rectangles with half, and five tenths. |
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b. Understand and explain that ten tenths is the same as one whole in
both fraction and decimal form. |
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3-4 Benchmark C |
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Represent commonly used fractions and mixed numbers using words and physical
models. |
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STEMS |
MC # |
SA # |
ER # |
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Grade 3 Indicator 5 - Represent fractions and mixed numbers using words,
numerals and physical models. |
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3-4 Benchmark D |
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Use models, points of reference and equivalent forms of commonly used
fractions to judge the size of fractions and to compare, describe and order
them. |
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STEMS |
MC # |
SA # |
ER # |
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Grade 3 Indicator 3 - Use mathematical language and symbols to compare and
order; e.g., less than, greater than, at most, at least, <, >, =, ≤, ≥ . |
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Grade 3 Indicator 6 - Compare and order commonly used fractions and mixed
numbers using number lines, models (such as fraction
circles or bars),
points of reference (such as more or less than 1/2), and equivalent forms
found using physical or visual models. |
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Grade 4 Indicator 5 - Use models and points of reference to compare
commonly used fractions. |
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