Recorded as repeated subtraction Ex: Note(s): Grade Level(s): Grade 2 introduces contextual division situations. Grade 3 will determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally. Grade 3 will introduce the division symbol. Various mathematical process standards will be applied to this student expectation as appropriate. TxRCFP: Grade Level Connections (reinforces previous learning and/or provides development for future learning) TxCCRS: I. Numeric Reasoning IX. Communication and Representation X. Connections Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: Determine whether a number up to 40 is even or odd using pairings of objects to represent the number. Determine whether a number up to 40 is even or odd using pairings of objects to represent the number. Determine WHETHER A NUMBER UP TO 40 IS EVEN OR ODD USING PAIRINGS OF OBJECTS TO REPRESENT THE NUMBER Including, but not limited to: Whole numbers (0 40) – Counting (natural) numbers the set of positive numbers that begins at one and increases by increments of one each time {1, 2, 3, ..., n} – Whole numbers the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n} – Concrete objects organized in pairs to represent a number
Recorded as repeated subtraction Ex: Note(s): Grade Level(s): Grade 2 introduces contextual division situations. Grade 3 will determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally. Grade 3 will introduce the division symbol. Various mathematical process standards will be applied to this student expectation as appropriate. TxRCFP: Grade Level Connections (reinforces previous learning and/or provides development for future learning) TxCCRS: I. Numeric Reasoning IX. Communication and Representation X. Connections Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: Determine whether a number up to 40 is even or odd using pairings of objects to represent the number. Determine whether a number up to 40 is even or odd using pairings of objects to represent the number. Determine WHETHER A NUMBER UP TO 40 IS EVEN OR ODD USING PAIRINGS OF OBJECTS TO REPRESENT THE NUMBER Including, but not limited to: Whole numbers (0 – 40) Counting (natural) numbers – the set of positive numbers that begins at one and increases by increments of one each time {1, 2, 3, ..., n} Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n} Concrete objects organized in pairs to represent a number