Download Grade P: Comparing, ordering, equivalent representations

Grade P: Comparing, ordering, equivalent representations
Principles:
1. You group in tens for convenience so that you need only ten digits (0-9) to represent all
numbers.
2. Patterns are inherent in our numeration system because each place value is ten times the
value of the place to the right.
3. A number has many different forms. Foe example, 123 is 1 hundred, 2 tens, 3 ones and also 12
tens, 3 ones.
4. A place value system requires a symbol for a place holder. For example, the 0 in 304 is a place
holder; it pushes the digit 3 over to show that it represents 300 instead of 30.
5. Numbers can be compared when written in standard, or symbolic, form.
Outcomes:
PRIMARY
Grade 1
Grade 2
Sort and compare sets to 10
(PA1, PA9,PB3)
Compare and order sets to 50
(1A1, 1A4 ,1A12)
Compare and order sets to
100 (2A8)
Create equivalent sets and
sets that differ by small
amounts. (1A2)
Performance Indicators:
(Processes, Concepts, Skills)
Sort sets based on number using concrete materials and pictorial representations
(animals by the number of legs)
Compare sets to decide which one has more, which has less/fewer or whether sets are
equivalent.
Match or count up from one group but move toward counting each group and
comparing the numbers in order to further their number sense development
Communicate verbally explaining how to compare sets.
Grade 1: Comparing, ordering, equivalent representations
Principles:
1. You group in tens for convenience so that you need only ten digits (0-9) to represent all
numbers.
2. Patterns are inherent in our numeration system because each place value is ten times the
value of the place to the right.
3. A number has many different forms. Foe example, 123 is 1 hundred, 2 tens, 3 ones and also 12
tens, 3 ones.
4. A place value system requires a symbol for a place holder. For example, the 0 in 304 is a place
holder; it pushes the digit 3 over to show that it represents 300 instead of 30.
5. Numbers can be compared when written in standard, or symbolic, form.
Outcomes:
PRIMARY
Grade 1
Grade 2
Sort and compare sets to 10
(PA1, PA9,PB3)
Compare and order sets to 50
(1A1, 1A4 ,1A12)
Compare and order sets to
100 (2A8)
Create equivalent sets and
sets that differ by small
amounts. (1A2)
Performance Indicators:
(Processes, Concept, Skills)
I,D,M
Distinguish between sets that have a given number of items from those sets that do not.
I,D,M
Compare sets from 0-20 using more, less, same/equivalent and identify how many
more or less (use benchmarks like 0 or 1 , 5 or 10 ).
I,D
Compare sets from 20-50 using more, less, same/equivalent and identify how many
more or less.
I,D,M
Create a set from 0-20 that has more, fewer, or as many elements as a given set.
I,D
Create a set from 0-50 that has more, fewer, or as many elements as a given set.
I,D,M
Place three numerals from 0-20 in order from least to greatest or greatest to least.
(graphing or calendar activities).
I,D
Place three numerals from 0-50 in order from least to greatest or greatest to least.
(graphing or calendar activities).
Create sets which are :
I,D,M

One more than a given set

One less than a given set

About five

A little less than 10

Close to 0
Grade 2: Comparing, ordering, equivalent representations
Principles:
1. You group in tens for convenience so that you need only ten digits (0-9) to represent all
numbers.
2. Patterns are inherent in our numeration system because each place value is ten times the
value of the place to the right.
3. A number has many different forms. Foe example, 123 is 1 hundred, 2 tens, 3 ones and also 12
tens, 3 ones.
4. A place value system requires a symbol for a place holder. For example, the 0 in 304 is a place
holder; it pushes the digit 3 over to show that it represents 300 instead of 30.
5. Numbers can be compared when written in standard, or symbolic, form.
Outcomes:
Grade 1
Grade 2
Grade 3
Compare and order sets to 50
(1A1, 1A4 ,1A12)
Compare and order sets to
100 (2A8)
Compare and order sets to
1000 (3A1)
Create equivalent sets and
sets that differ by small
amounts. (1A2)
Performance Indicators:
(Processes, Concepts, Skills)
I,D,M
Compare sets from 0-100 using base ten materials, hundreds charts, and number lines.
I,D,M
Compare sets from 0-100 (use benchmarks like multiples of 10 and 25).
I,D,M
Compare sets 0-100 using appropriate symbols <, >, =.
I,D,M
Compare two sets and communicate their reasoning (verbally, pictorially).
D,M
Place a given set of numbers in ascending and descending order ( e.g . 32, 46,52 )
Grade 3: Comparing, ordering, equivalent representations
Principles:
1. You group in tens for convenience so that you need only ten digits (0-9) to represent all
numbers.
2. Patterns are inherent in our numeration system because each place value is ten times the
value of the place to the right.
3. A number has many different forms. Foe example, 123 is 1 hundred, 2 tens, 3 ones and also 12
tens, 3 ones.
4. A place value system requires a symbol for a place holder. For example, the 0 in 304 is a place
holder; it pushes the digit 3 over to show that it represents 300 instead of 30.
5. Numbers can be compared when written in standard, or symbolic, form.
Outcomes:
Grade 2
Grade 3
Grade 4
Compare and order sets to
100 (2A8)
Compare and order sets to
1000 (3A1)
Compare and order sets to 10
000 (4A4)
Performance Indicators:
(Processes, Concept, Skills)
I,D,M
Compare sets from 0-1000 using base ten materials, hundreds charts, and number lines.
I,D,M
Compare sets from 0-1000 (use benchmarks like multiples of 10, 25 and 100).
I,D,M
Compare sets 0-1000 using appropriate symbols <, >, =.
I,D,M
Compare two sets by identifying the greater/lesser number and communicate their
reasoning.
D,M
Place a given set of numbers in ascending and descending order ( e.g . 324, 461,528)
I,D
Find the approximate location of numbers 1-1000 using a number line.
Grade 4: Comparing, ordering, equivalent representations
Principles:
1. You group in tens for convenience so that you need only ten digits (0-9) to represent all
numbers.
2. Patterns are inherent in our numeration system because each place value is ten times the
value of the place to the right.
3. A number has many different forms. Foe example, 123 is 1 hundred, 2 tens, 3 ones and also 12
tens, 3 ones.
4. A place value system requires a symbol for a place holder. For example, the 0 in 304 is a place
holder; it pushes the digit 3 over to show that it represents 300 instead of 30.
5. Numbers can be compared when written in standard, or symbolic, form.
Outcomes:
Grade 3
Grade 4
Grade 5
Compare and order sets to
1000 (3A1)
Compare and order sets to 10
000 (4A4)
Compare and order sets to
100 000. (5A8)
Performance Indicators:
(Processes, Concepts, Skills)
I,D,M
Compare sets from 0-10 000 using hundreds charts, and number lines.
I,D,M
Compare sets from 0-10 000 (use benchmarks like multiples of 10, 25, 100 and 1000).
I,D,M
Compare sets 0-10 000 using appropriate symbols <, >, =.
I,D,M
Compare two sets by identifying the greater/lesser number and communicate their
reasoning.
D,M
Place a given set of numbers in ascending and descending order.
I,D
Find the approximate location of numbers 1-1000 using a number line.
I,D,M
Name numbers which are greater than or less than a number ( in some cases the
amount greater or less could be specified, such as 29 more or 3000 less) or between
two numbers .
Grade 5: Comparing, ordering, equivalent representations
Principles:
1. You group in tens for convenience so that you need only ten digits (0-9) to represent all
numbers.
2. Patterns are inherent in our numeration system because each place value is ten times the
value of the place to the right.
3. A number has many different forms. Foe example, 123 is 1 hundred, 2 tens, 3 ones and also 12
tens, 3 ones.
4. A place value system requires a symbol for a place holder. For example, the 0 in 304 is a place
holder; it pushes the digit 3 over to show that it represents 300 instead of 30.
5. Numbers can be compared when written in standard, or symbolic, form.
Outcomes:
Grade 4
Grade 5
Grade 6
Compare and order sets to 10
000 (4A4)
Compare and order sets to
100 000. (5A8)
Compare and order sets to
1 000 000. (New)
Performance Indicators:
(Processes, Concepts, Skills)
I,D,M
Compare sets from 0-100 000.
I,D,M
Compare sets from 0-100 000 (use benchmarks like multiples of 10, 25, 100, 1000, and
10,000).
I,D,M
Compare sets 0-100 000 using appropriate symbols <, >, =.
I,D,M
Compare two sets by identifying the greater/lesser number and communicate their
reasoning.
D,M
Place a given set of numbers in ascending and descending order.
I,D
Compare two numbers when the numbers are written using different groupings (423
thousand> 42 300.)
I,D,M
Name numbers which are > or < a number ( in some cases the amount greater or less
could be specified, such as 29 more or 3000 less) or between two numbers .
I,D,M
Present problems in which the numbers to be compared are in context (order
populations.)
Grade 6: Comparing, ordering, equivalent representations
Principles:
1. You group in tens for convenience so that you need only ten digits (0-9) to represent all
numbers.
2. Patterns are inherent in our numeration system because each place value is ten times the
value of the place to the right.
3. A number has many different forms. Foe example, 123 is 1 hundred, 2 tens, 3 ones and also 12
tens, 3 ones.
4. A place value system requires a symbol for a place holder. For example, the 0 in 304 is a place
holder; it pushes the digit 3 over to show that it represents 300 instead of 30.
5. Numbers can be compared when written in standard, or symbolic, form.
Outcomes:
Grade 5
Grade 6
Compare and order sets to
100 000. (5A8)
Compare and order sets to
Grade 7
1 000 000. (New)
Performance Indicators:
(Processes, Concepts, Skills)
I,D,M
Compare sets from 0- 1 000 000.
I,D,M
Compare sets from 0-1 000 000 (use benchmarks like multiples of 10, 25, 100, 1000,
10,000 and 100 000).
I,D,M
Compare sets 0-1 000 000 using appropriate symbols <, >, =.
I,D,M
Compare two sets by identifying the greater/lesser number and communicate the
reasoning.
D,M
Place a given set of numbers in ascending and descending order.
I,D
Compare two numbers when the numbers are written using different groupings (423
thousand> 42 300.)
I,D,M
Name numbers which are > or < a number ( in some cases the amount greater or less
could be specified, such as 29 more or 3000 less) or between two numbers .
I,D,M
Present problems in which the numbers to be compared are in context (order
populations.)