Outcome:
N3.1
Demonstrate understanding of whole numbers to 1000 (concretely, pictorially, physically, orally, in writing, and symbolically) including:
· representing (including place value)
· describing
· estimating with referents
· comparing two numbers
· ordering three or more numbers.
Indicators:
a. Observe, represent, and state the sequence of numbers for a given skip counting pattern (forwards or backwards) including:
o by 5s, 10s, or 100s using any starting point
o by 3s, 4s, or 25s using starting points that are multiples of 3, 4, and 25 respectively.
b. Analyze a sequence of numbers to identify the skip counting pattern (forwards or backwards) including:
o by 5s, 10s, or 100s using any starting point
o by 3s, 4s, or 25s using starting points that are multiples of 3, 4, and 25 respectively.
c. Create and explain the reasoning for a sequence of numbers that have different skip counting patterns in it (e.g., 3, 6, 9, 12, 16, 20, 24).
d. Explore and present First Nations and Métis methods of determining and representing whole number quantities (e.g., in early Cree language, quantity was a holistic concept addressing sufficiency for a group such as none/nothing, a little bit/not many, and a lot).
e. Analyze a proposed skip counting sequence for errors (including omissions and incorrect values) and explain the errors made.
f. Solve situational questions involving the value of coins or bills and explain the strategies used (such as grouping or skip counting).
g. Identify errors (such as the use of commas or the word ‘and’) made in speech or in the writing of quantities that occur in conversations (personal), recordings (such as TV, radio, or podcasts) and written materials (such as the Internet, billboards, or newspapers).
h. Write (in numerals for all quantities, and in words if the quantity is a multiple of 10 and less than 100 or a multiple of 100 and less than 1000) and read aloud statements relevant to one’s self, family, or community that contain quantities up to 1000 (e.g., a student might write, “Our town has a population of 852” and read the numeral as eight hundred fifty-two).
i. Create different decompositions of the same quantity (concretely using proportional or non-proportional materials, physically, orally, or pictorially), explain how the decompositions represent the same overall amount, and record the decompositions as symbolic expressions (e.g., 300 – 44 and 236 + 20 are two possible decompositions that could be given for 256).
j. Sort a set of numbers into ascending or descending order and justify the result (e.g., using hundred charts, a number line, or by explaining the place value of the digits in the numbers).
k. Create as many different 3-digit numerals as possible, given three non-repeating digits, and sort the numbers in ascending or descending order.
l. Select and use referents for 10 or 100 to estimate the number of groups of 10 or 100 in a set of objects.
m. Analyze a sequence of numbers and justify the conclusion of whether or not the sequence is ordered.
n. Identify missing whole numbers on a section of a number line or within a hundred chart.
o. Record, in more than one way, the quantity represented by proportional (e.g., base ten blocks) or non-proportional (e.g., coins) concrete materials.
p. Explain, using concrete materials or pictures, the meaning of each digit in a given 3-digit numeral with all the same digits.
q. Provide examples of how different representations of quantities, including place value, can be used to determine sums and differences of whole numbers.
Level / Scale / Descriptor / Indicators / Student-Friendly LanguagePre-Requisite Knowledge / · Students who are not able to be independently successful with level 1 questions will be given an E. / · Understanding of numbers up to 100
Numeracy Nets 3 – Checkpoint 1
The student uses number patterns to read, write, say, compare and predict numbers into the hundreds.
Numeracy Nets 3 – Checkpoint 2
The student trusts that all various ways of counting will give the same result.
1 / B - Beginning
There is a partial understanding of some of the simpler details and processes.
Prior knowledge is understood. / · Knowledge and Comprehension
· Students who are successful with level 1 questions or those who are successful with level 1 or 2 questions with assistance will be given a B. / · Observe, represent, and state the sequence of numbers for a given skip counting pattern (forwards) including:
o by 5s, 10s, or 100s using any starting point
· Analyze a sequence of numbers to identify the skip counting pattern (forwards) including:
o by 5s, 10s, or 100s using any starting point / I can count forward by 5’s, 10’s or 100’s
I can see when a pattern of numbers goes up by 5’s, 10’s or 100’s.
2 / A – Approaching
No major errors or omissions regarding the simpler details or processes, but assistance may be required with the complex processes. / · Applying and Analysing
· Students who are able to be successful with level 1 and level 2 questions, or those who are successful with higher-level questions with assistance, will be given an A. / · Observe, represent, and state the sequence of numbers for a given skip counting pattern including:
o by 5s, 10s, or 100s using any starting point (backwards)
o by 3s, 4s, or 25s using starting points that are multiples of 3, 4, and 25 (forwards) respectively.
· Analyze a sequence of numbers to identify the skip counting pattern including:
o by 5s, 10s, or 100s using any starting point (forwards or backwards)
o by 3s, 4s, or 25s using starting points that are multiples of 3, 4, and 25 (forwards)respectively.
· Create and explain the reasoning for a sequence of numbers that have different skip counting patterns in it (e.g., 3, 6, 9, 12, 16, 20, 24).
· Analyze a proposed skip counting sequence for errors (including omissions and incorrect values) and explain the errors made.
· Analyze a sequence of numbers and justify the conclusion of whether or not the sequence is ordered.
· Identify missing whole numbers on a section of a number line or within a hundred chart.
· Identify errors (such as the use of commas or the word ‘and’) made in speech or in the writing of quantities that occur in conversations (personal), recordings (such as TV, radio, or podcasts) and written materials (such as the Internet, billboards, or newspapers).
· Write (in numerals for all quantities, and in words if the quantity is a multiple of 10 and less than 100 or a multiple of 100 and less than 1000) and read aloud statements relevant to one’s self, family, or community that contain quantities up to 1000 (e.g., a student might write, “Our town has a population of 852” and read the numeral as eight hundred fifty-two). / I can count backwards by 5’s, 10’s or 100’s
I can see when a pattern of numbers goes up or down by 5’s, 10’s or 100’s.
I can see when a patterns of numbers goes up by 3’s, 4’s and 25’s
I can make a number sequence using skip counting
I can describe the pattern in a number sequence
I can tell if there are any errors in a number sequence then I can correct them and explain what I did.
I can find missing numbers on a number line or a hundreds chart
I know when to use the word “and” when reading numbers. I know that we use spaces instead of commas to separate parts of numbers.
I know how to read and write number names for numbers up to 1000
3 / M – Meeting
No major errors or omissions regarding any of the information and/or processes that were explicitly taught.
This is the target level for proficiency. / · Evaluating and Creating
· Students who are independently successful with level 3 or level 4 questions are given an M. / · Analyze a sequence of numbers to identify the skip counting pattern including:
o by 3s, 4s, or 25s using starting points that are multiples of 3, 4, and 25 (backwards) respectively.
· Solve situational questions involving the value of coins or bills and explain the strategies used (such as grouping or skip counting).
· Sort a set of numbers into ascending or descending order and justify the result (e.g., using hundred charts, a number line, or by explaining the place value of the digits in the numbers).
· Create as many different 3-digit numerals as possible, given three non-repeating digits, and sort the numbers in ascending or descending order.
· Select and use referents for 10 or 100 to estimate the number of groups of 10 or 100 in a set of objects.
· Record, in more than one way, the quantity represented by proportional (e.g., base ten blocks) or non-proportional (e.g., coins) concrete materials.
· Explain, using concrete materials or pictures, the meaning of each digit in a given 3-digit numeral with all the same digits or with different digits.
· Provide examples of how different representations of quantities, including place value, can be used to determine sums and differences of whole numbers.
· Create different decompositions of the same quantity (concretely using proportional or non-proportional materials, physically, orally, or pictorially), explain how the decompositions represent the same overall amount, and record the decompositions as symbolic expressions (e.g., 300 – 44 and 236 + 20 are two possible decompositions that could be given for 256). / I can see when a patterns of numbers goes down by 3’s, 4’s and 25’s
I can figure out the value of money (dollars and cents) and I can solve word problems about money.
I can order numbers to 1000 from greatest to least and least to greatest using numbers that I am given or numbers that I create.
I can break numbers into their parts like 300 + 60 + 2 is 362 or 287 is 267 + 20 or use the base ten names like 539 is 5 hundreds 3 tens 9 ones.
I can use groups of 10s or 100s to help me estimate how many there are in a very large group.
I can come up with different ways to make numbers using base ten blocks or money (example: 3 quarters 2 dimes and 7 pennies is the same as 4 quarters and 2 pennies)
I can explain the value of each digit in a 3-digit number and show this using tens blocks or pictures.
I can use what I know about place value to help me add and subtract numbers.
4 / In addition to level 3 performance, in-depth inferences and applications go beyond what was explicitly taught. / · Students successful at level 4 will receive supplementary comments specific to their achievement in addition to the M. / I can use what I know about numbers less than 1000 to help me work with numbers greater than 1000.
I can find examples of numbers greater than 1000 in real life.
I can help others by explaining things about place value in my own words.
Meeting / · I can use what I know about numbers less than 1000 to help me work with numbers greater than 1000.
· I can find examples of numbers greater than 1000 in real life.
· I can help others by explaining things about place value in my own words.
Approaching / · I can see when a patterns of numbers goes down by 3’s, 4’s and 25’s
· I can figure out the value of money (dollars and cents) and I can solve word problems about money.
· I can order numbers to 1000 from greatest to least and least to greatest using numbers that I am given or numbers that I create.
· I can break numbers into their parts like 287 is 267 + 20 or use the base ten names like 539 is 5 hundreds 3 tens 9 ones.
· I can use groups of 10s or 100s to help me estimate how many there are in a very large group.
· I can come up with different ways to make numbers using base ten blocks or money (example: 3 quarters 2 dimes and 7 pennies is the same as 4 quarters and 2 pennies)
· I can explain the value of each digit in a 3-digit number and show this using tens blocks or pictures.
· I can use what I know about place value to help me add and subtract numbers.
Beginning / · I can count backwards by 5’s, 10’s or 100’s
· I can see when a pattern of numbers goes up or down by 5’s, 10’s or 100’s.
· I can see when a patterns of numbers goes up by 3’s, 4’s and 25’s
· I can make a number sequence using skip counting
· I can describe the pattern in a number sequence
· I can tell if there are any errors in a number sequence then I can correct them and explain what I did.
· I can find missing numbers on a number line or a hundreds chart
· I know when to use the word “and” when reading numbers. I know that we use spaces instead of commas to separate parts of numbers.
· I know how to read and write number names for numbers up to 1000
· I can count forward by 5’s, 10’s or 100’s
· I can see when a pattern of numbers goes up by 5’s, 10’s or 100’s.