Math Outcomes
1. I can say the number sequence 0 to 100 by 2's, 5's, and 10's forwards and backwards using different starting points.
2. I can show and tell if a number (up to 100 is even or odd).
3. I can show and tell order or relative position using ordinal numbers (up to tenth).
4. I can show and tell numbers to 100.
5. I can estimate quantities to 100, using referents.
6. I can show the meaning of place value for numerals to 100.
7. I can show and tell the effect of adding zero to, or subtracting zero from any number.
8. I can add and subtract 1 and 2 digit numerlas with answers to 100 by:
--using personal strategies with and without the support of manipulatives.
--create and solve problems
--use the cummulative property for addition (order of addends does not affect the sum).
--use the associative property of addition (grouping of a set of numbers in different ways does not affect the sum).
--explaining that the order in which numbers are subtracted may affect the difference.
9. I can use mental math strategies like....
--using doubles
--making 10
--one more, one less
--two more
--two less
--building on a known double
--
2. I can show and tell if a number (up to 100 is even or odd).
3. I can show and tell order or relative position using ordinal numbers (up to tenth).
4. I can show and tell numbers to 100.
5. I can estimate quantities to 100, using referents.
6. I can show the meaning of place value for numerals to 100.
7. I can show and tell the effect of adding zero to, or subtracting zero from any number.
8. I can add and subtract 1 and 2 digit numerlas with answers to 100 by:
--using personal strategies with and without the support of manipulatives.
--create and solve problems
--use the cummulative property for addition (order of addends does not affect the sum).
--use the associative property of addition (grouping of a set of numbers in different ways does not affect the sum).
--explaining that the order in which numbers are subtracted may affect the difference.
9. I can use mental math strategies like....
--using doubles
--making 10
--one more, one less
--two more
--two less
--building on a known double
--