Evidence of Student Vocabulary Knowledge Skills Common Core Instructional Achievement Level Descriptors Attainment Essential Elements Students: Students know: Students understand EEK.CC.7. N/A EEK.CC.7. N/A that/are able to: Justify their identification Number word Count sequentially, of the larger or smaller of a sequence, pair of numerals using a variety of strategies. (e.g., Number - numeral Strategically apply referring to their order in correspondence, strategies for the counting sequence, comparing numbers. modeling the quantities, Strategies for using relational thinking determining whether Successive number such as, "I know that 6 is one number in written names refer to more than 3 and I know form is greater than, quantities that are that 10 is more than 6, so less than, or equal to a larger than the 10 must be more than 3.). second number. previous numbers in the counting sequence.
Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Justify their identification of the larger or smaller of a pair of numerals using a variety of strategies. (e.g., referring to their order in the counting sequence, modeling the quantities, using relational thinking such as, "I know that 6 is more than 3 and I know that 10 is more than 6, so 10 must be more than 3.). Students know: Number word sequence, Number - numeral correspondence, Strategies for determining whether one number in written form is greater than, less than, or equal to a second number. Students understand that/are able to: Count sequentially, Strategically apply strategies for comparing numbers. Successive number names refer to quantities that are larger than the previous numbers in the counting sequence. EEK.CC.7. N/A EEK.CC.7. N/A