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Common Core: Standard
Common Core: ELA
Common Core: Math
Subject: Math
26 Results

 Objective: Represent equal groups with tape diagrams, and relate to repeated addition.

 Objective: Decompose arrays into rows and columns, and relate to repeated addition.

 Objective: Use math drawings to represent equal groups, and relate to repeated addition.

 Objective: Use math drawings to represent equal groups, and relate to repeated addition.

 Objective: Complete a pattern counting up and down.

 Objective: Model 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less when changing the hundreds place.

 Objective: Model and use language to tell about 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less.

 Objective: Order numbers in different forms.

 Objective: Compare two threedigit numbers using <, >, and = when there are more than 9 ones or 9 tens.

 Objective: Compare two threedigit numbers using <, >, and =.

 Objective: Explore a situation with more than 9 groups of ten.

 Objective: Model numbers with more than 9 ones or 9 tens; write in expanded, unit, standard, and word forms.

 Objective: Read and write numbers within 1,000 after modeling with place value disks.

 Objective: Change 10 ones for 1 ten, 10 tens for 1 hundred, and 10 hundreds for 1 thousand.

 Objective: Count the total value of ones, tens, and hundreds with place value disks.

 Objective: Explore $1,000. How many $10 bills can we change for a thousand dollar bill?

 Objective: Count from $10 to $1,000 on the place value chart and the empty number line.

 Objective: Count the total value of $1, $10, and $100 bills up to $1,000.

 Objective: Write, read, and relate base ten numbers in all forms.

 Objective: Write base ten numbers in expanded form.

 Objective: Write base ten threedigit numbers in unit form; show the value of each digit.

 Objective: Count up to 1,000 on the place value chart.

 Objective: Count up and down between 90 and 1,000 using ones, tens, and hundreds.

 Objective: Count up and down between 100 and 220 using ones and tens.