Decomposing Numbers Behaviours/Strategies Student decomposes number Student decomposes number Student decomposes number Student decomposes number into units into units of tens and leftover into units of tens and leftover into of tens and leftover of tens and leftover ones, determines ones, but has more than 10 ones, and uses cubes to ones, but is unable to determine how many more ones are needed to cubes in the Ones column or determine how many more ones 10 more/less without counting. make another ten, and finds 10 confuses the number of tens with are needed to make another ten. more/less without counting. the number of cubes. Observations/Documentation Partitioning into Units Behaviours/Strategies Student counts objects by 1s, but Student partitions into and Student partitions into and Student successfully partitions into and struggles to partition objects into by equal-sized units, but by equal-sized units, but skip-counts by equal-sized units and units (not all units are continues to skip-count to count does not recognize relationships recognizes relationships among the equal). the leftovers. the different unit sizes. different unit sizes. Observations/Documentation
Decomposing Numbers Behaviours/Strategies Student decomposes number into units of tens and leftover ones, but has more than 10 cubes in the Ones column or confuses the number of tens with the number of cubes. Student decomposes number into units of tens and leftover ones, and uses cubes to determine how many more ones are needed to make another ten. Student decomposes number into of tens and leftover ones, but is unable to determine 10 more/less without counting. Student decomposes number into units of tens and leftover ones, determines how many more ones are needed to make another ten, and finds 10 more/less without counting. Observations/Documentation Partitioning into Units Behaviours/Strategies Student counts objects by 1s, but struggles to partition objects into units (not all units are equal). Student partitions into and by equal-sized units, but continues to skip-count to count the leftovers. Student partitions into and by equal-sized units, but does not recognize relationships the different unit sizes. Student successfully partitions into and skip-counts by equal-sized units and recognizes relationships among the different unit sizes. Observations/Documentation