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Excerpts of Expectations from the Number and Operations Standard Grades Pre-K-8

Excerpts of Expectations from the Number and Operations Standard Grades Pre-K-8. Principles and Standards for School Mathematics National Council of Teachers of Mathematics 2000. Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

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Excerpts of Expectations from the Number and Operations Standard Grades Pre-K-8

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  1. Excerpts of Expectations from theNumber and Operations Standard Grades Pre-K-8 Principles and Standards for School Mathematics National Council of Teachers of Mathematics 2000

  2. Understand numbers, ways of representing numbers, relationships among numbers, and number systems Grades Pre-K-2 •  Use multiple models to develop initial understandings of place value and the base-ten number system. • Grades 3-5 • Understand the place-value structure of the base-ten number system and be able to represent and compare whole numbers and decimals.

  3. Understand numbers, ways of representing numbers, relationships among numbers, and number systems Grades 6-8 • Develop an understanding of large numbers and recognize and appropriately use exponential, scientific, and calculator notation.

  4. Place Value Models(for base ten) • Proportional-The material for 10 is ten times the size of 1; 100 is ten times the size of 10.Ex. base ten blocks, bean sticks, bundled sticks

  5. Place Value Models(for base ten) • Non-proportional-The material does not maintain any size relationships.Ex. money, abacus, color tiles or chips

  6. Place Value Models Concrete Physical Models => Semi-concrete Organizational Models Tens | OnesSymbolic 2 | 5 Representation Models 25

  7. Interviewer, "Circle in your drawing what the six means. Circle what this part (points to one) means." Abbie: Fifth Month of Second Grade

  8. Interviewer, "I'm going to say a number and I want you to write it... thirteen...sixty-seven...one hundred twenty...three hundred twenty-four... four hundred eight...three thousand, five hundred twenty-three.“Abbie: Fifth Month of Second Grade

  9. Interviewer, "Circle in your drawing what the 4 means. Circle what this part (points to one) means."Clay: Fifth Month of Fourth Grade

  10. Interviewer, "I'm going to say a number and I want you to write it... fifty-six...three hundred forty-eight...four hundred five...two thousand, seven hundred thirty one...thirty-five thousand, forty-eight.“ Clay: Fifth Month of Fourth Grade

  11. Interviewer, "Circle in your drawing what the 4 means. Circle in your drawing what this part (points to one) means." Elsa: Fifth Month of Fourth Grade

  12. Interviewer, "I'm going to say a number and I want you to write it... three hundred forty-eight...four hundred five... two thousand, seven hundred thirty-one...thirty-five thousand, forty-eight."Elsa: Fifth Month of Fourth Grade

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