Use objects, pictures, and expanded and standard forms to represent numbers up to 120. TEKS 1.2.C
Generate a number that is greater than or less than a given whole number up to 120. TEKS 1.2.D
Recognize instantly the quantity of structured arrangements. TEKS 1.2A
Use place value to compare whole numbers to 120 using comparative language. TEKS 1.2E
Order whole numbers to 120 using place value and open number lines. TEKS 1.2F
Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones. TEKS 1.2.B
• Digits are 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. • A numeral is a symbol used to stand for a number. • Whole numbers (1, 2, 3,…) can be shown in standard, word, and expanded form. • Ten-frames, bundles of sticks, and linking cubes can represent numbers up to 120. • The base-10 place value system helps in representing numbers. • Hundred, tens, and ones groupings can be matched with numerals. • When the numeral for a collection of objects is written, the arrangement of the digits matters. • Standard form is a number written with one digit for each place value. • Expanded form is a way to write numbers that shows the value of each digit. • Expanded form shows the values as addition. • Base-ten blocks help to show numbers in expanded and standard forms. • Base-ten language such as “two tens” matches standard language such as “twenty”. • Numbers are written and read orally in left-to-right manner. • * To say a three-digit number, the first digit on the left is read as “hundred”. Then say the number made by the last two digits.
• The place value of a digit tells how many ones, tens, and hundreds are represented by that digit. • Concrete and pictorial models can be used to represent numbers. • Groupable models (“put-together-take-apart”) such as linking cubes, bundles of sticks, and portion cups should be used first instead of base-ten models for grouping and ungrouping. • Base-ten blocks are pregrouped or trading models. • There is a ten-to-one relationship in “base-ten models”. • 10 can be thought of as a bundle of ten ones called a “ten” (unitizing). • 100 can be thought of as a bundle of ten tens called a “hundred”. • Two-digit numbers represent amounts of tens and ones. • Three-digit numbers represent amounts of hundreds, tens, and ones. • The numbers from 11 to 19 are composed of a ten and one, two, three, …eight, or nine ones. • The numbers 10, 20, 30, …90 refer to one, two, three, …eight or nine tens and 0 ones.
• The position of each digit in a number impacts the quantity of the number. • A number that is greater than a given number comes after it in counting order. • A number that is less than a given number comes before it in counting order. • Numbers can be generated through manipulatives such as dice, number cubes, and spinners.
• Numbers on a number line are in counting order. • You can use a number line to order whole numbers. • Number lines do not always have to begin at 0. • Ordinal numbers help to describe the order of numbers on a number line. • An open number line is a straight line without numbers or tick marks. • An open number line can begin at any number. • An open number line helps you to envision numbers, and put them in proper number sequence. • Using logical reasoning and justifications such as this number is less than halfway or is right next to this number are helpful when using an open number line.
• Numbers can be compared by using manipulatives such as ten-frames, bundles of straws, and linking cubes. • Visual clues and concrete representations are ways to determine place value. • Whole numbers can be compared by studying digits in corresponding place • Comparative language such as more tens or less tens (more ones or less ones) can be used when comparing numbers. • When comparing 2-digit numbers, compare the tens first, and then compare the ones. • When comparing a 3-digit number, compare the hundreds first, and then compare the tens and the ones.
• A quantity means “how many” objects are in a given set. • The ability to recognize instantly the quantity of structured arrangements without counting is called subitizing. • Knowing how to recognize dot patterns or spatial patterns will help you to see numbers quickly. • You can use pattern recognition when looking at structured arrangement of numbers. For example, some patterns have groups that go across or down (rows or columns). • Counters or dots can be placed on a 2 x 5 array called a ten-frame to illustrate numbers. • Dot arrangements on standard dice, ten-frames, or dominoes connect visual images to their numeric representation.
