Topic: A. Numbers and Number Sense:
Students will understand and demonstrate a sense of what numbers mean and how they are used.
Common Assessment(s): MAP Task: Numbers Around Us

Performance Indicators Students will be able to:	Essential Elements (Specific grade level learning objectives)			Suggested Performance Activities	Suggested Classroom Assessments	Vocabulary
1. Demonstrate an understanding of what numbers mean (e.g., that the number 7 stands for a group of objects).	Demonstrate the relationship between a number and concrete objects or drawings representing that number.			Create a variety of experiences for the students to learn and demonstrate numbers. i.e. base ten blocks , toothpicks bundles and toothpicks, bean sticks, etc. Using Base Ten Blocks and a large piece of construction paper divided into 3 side by side sections. Label the sections from the right as ones, tens, and hundreds. Students will roll dice. They will identify the value of the number of dice and place the value of the dice on the paper using base ten blocks or counters/tiles/blocks/etc. valued as one, tens, hundreds. They will trade 10 Ones for 1 Ten and 10 Tens for 1 Hundred until they get to 1,000/10 Hundreds. The student will be able to tell the teacher or a partner the value of Base Ten Blocks at any given time during the activity. Resource: Race For A Flat pg. 183 in Marilyn Burns Math By All Means/ Place Value Grade 2 (1994) is a similar activity to the one above.	The student will be given three different numbers and will need to write and represent them using concrete objects or drawing them.	number group number line odd/even base 10 blocks fractions (whole and parts)
2. Understand the many uses of number (e.g., prices, recipes, measurement, directions in play.	Understand Liquid measure Money values to $1.00 Linear measurement (inches and centimeters) Ordinal Numbers Time			Brainstorm a list of where you see numbers throughout your day Chart and discuss things brought in from home that have numbers on it i.e. food items, recipes, instructions	Students will complete this writing prompt: Tell about and illustrate the many ways numbers are used in your life. MAP task Numbers Around Us This link brings you to MAP Tasks (Maine Assessment Portfolio Tasks includes the task, teacher notes and scoring rubric.). Click on select a Discipline. Then select Mathematics Grade PK-2.	*ordinal numbers first, second, etc. Dollars, cents pounds, ounces quarts cups pints gallons liters tablespoon (tbs. or tb) teaspoon tsp. inches feet/foot yard meters centimeters weigh measure length
3. Order, compare, read, group, and apply place value concepts to numbers up to 1,000.	Identify and use: order/ordering Place value to 100 number line counting pattern skip counting positions: before/after between compare categories group label			The student will write a one digit number on 3 separate cards. Then they will mix them up. Next they will place the cards in a row and write and tell the number that the 3 cards represent. Students will trade their cards with other children in the room and do the activity again. Resource: Houghton-Mifflin 1995 Three Card Mix number sequence. Play the game High/Low. Students have a sheet of paper lined with Hundreds, Tens and Ones. Teacher uses a large deck of playing cards and holds up one card after telling the students whether they are going for the highest total number or the lowest total number. Children decide what column to put the digit in. Teacher holds up another card and repeats the task until she has held up three digits to complete the number. At the end each round the teacher asks what the highest number could have been and what the lowest could have been. Using Base Ten Blocks and a large piece of construction paper divided into 3 side by side sections. Label the sections from the right as ones, tens, and hundreds. Students will roll dice. They will identify the value of the number of dice and place the value of the dice on the paper using base ten blocks or counters/tiles/blocks/etc. valued as one, tens, hundreds. They will trade 10 Ones for 1 Ten and 10 Tens for 1 Hundred until they get to 1,000/10 Hundreds. The student will be able to tell the teacher or a partner the value of Base Ten Blocks at any given time during the activity. Resource: Race For A Flat pg. 183 in Marilyn Burns Math By All Means/ Place Value Grade 2 (1994) is a similar activity to the one above. Marilyn Burns Math By All Means/ Place Value Grade 2 (1994) p. 22-35 Locating Numbers on the 0-99 chart.	Students fill in the blanks of a 100's chart (orally or in writing). Given two numbers students will identify the first number as greater than or less than. Students will name the place value of given numbers. Teacher observation for oral understanding. Lad Task: Freckled Friends.pdf	tens ones hundreds thousands base ten blocks unit set
4. Determine reasonableness of results when working with quantities.	Understanding of estimating and predicting			Students will practice estimating quantities of materials in various containers and checking their estimations by counting , measuring, weighing, etc. Students will estimate the answers to addition and subtraction problems and then do the mathematical computation. They can check their calculations with a calculator. Pumpkin Video 8 mg-loads slowly	Resource: Investigations with Raisins p.129 About Teaching Mathematics A K-8 Resource by Marilyn Burns Similar experiment: Students will be given a unopened fun size package of M&Ms and a single M&M to help guide their estimation. They will estimate and record a reasonable amount of M&Ms for the package. Then they will check their estimate by opening and counting M&Ms. They will then explain their reasoning and why it was correct or not correct. Lad Task: Guess How Many See C. 1 For a related task.	estimate greater less than fewer predict