in the two-digit number. Know what each symbol represents >, <, and =. Compare two two-digit numbers based on meanings of the tens and ones digits. Use >, =, and < symbols to record the results of comparisons. Make sense of problems Reason abstractly and Construct viable with Use appropriate Attend to Look for and Look for and and quantitatively. arguments and mathematics. tools precision. make use of express regularity persevere in critique the reasoning strategically. structure. in repeated solving them. of others. reasoning. Evidence of Student Vocabulary Knowledge Skills Common Core Instructional Achievement Level Descriptors Attainment/Assessment Essential Elements Students: < less than, = Students know: Students understand EE1.NBT.3. Compare Level IV Students will: Given two 2-digit numbers equal, > greater that/are able to: two groups of 10 or EE1.NBT.3. Choose the larger/smaller set of items that are <10, >10 when the sets than fewer items when the differ by three or fewer. Meanings of quantity of items in Ex. Given two stacks of books, identify which set has <10, >10. Use place value terminology mathematical Compare 2-digit each group is similar. Ex. Given two pencil boxes, identify which pencil box contains <10, >10 pencils. and concepts, to explain and symbols: <, =, >. numbers. Ex. Given two stacks of cups, identify which set has <10, >10. justify the use of <, =, > to Ex. Given two class lines of students, identify which set has <10, >10. compare the numbers and The digits of a create true equalities and number represent Level III Students will: inequalities. amounts of tens and EE1.NBT.3. Compare two groups of 10 or fewer items when the quantity of items in ones which when taken each group is similar. together represent the
in the two-digit number. Know what each symbol represents >, <, and =. Compare two two-digit numbers based on meanings of the tens and ones digits. Use >, =, and < symbols to record the results of comparisons. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given two 2-digit numbers Use place value terminology and concepts, to explain and justify the use of <, =, > to compare the numbers and create true equalities and inequalities. < less than, = equal, > greater than Students know: Meanings of mathematical symbols: <, =, >. Students understand that/are able to: Compare 2-digit numbers. The digits of a number represent amounts of tens and ones which when taken together represent the EE1.NBT.3. Compare two groups of 10 or fewer items when the quantity of items in each group is similar. Level IV Students will: EE1.NBT.3. Choose the larger/smaller set of items that are <10, >10 when the sets differ by three or fewer. Ex. Given two stacks of books, identify which set has <10, >10. Ex. Given two pencil boxes, identify which pencil box contains <10, >10 pencils. Ex. Given two stacks of cups, identify which set has <10, >10. Ex. Given two class lines of students, identify which set has <10, >10. Level III Students will: EE1.NBT.3. Compare two groups of 10 or fewer items when the quantity of items in each group is similar.
1st-Math-PAcing-Guide-Version-3.docx