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estimate and then count an increased number of objects in a set, and compare the estimate with the actual number
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Estimate the number of dots in the diagram. How did you get your estimate? What strategy did you use? Count the dots. Was your estimate close? Try to think of additional estimation strategies.
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skip count forward and backward by 2s, 5s, 10s, 25s, and 100s to 1000, using starting points that are multiples; and skip count forward, using random starting points
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Travis has 1 five-dollar bill and 11 quarters. He starts at 500 and skip counts by 25s to find the total value of his money. What numbers does he say as he counts? What is his total?
Mark programmed the calculator to skip count backwards from 125 by 5s. Predict the first 10 numbers he will see in the display. Will he ever see 0 in the display? Explain.
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recognize, build, compare, and order sets that contain 0 to 1000 elements
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Use base-ten blocks. Find several ways to show the number 257. With pictures, record each way you find. Complete the table for each way you find. Discuss how to build the number using the fewest number of pieces.
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round numbers to nearest 10 and 100
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Read the chart. On the last line, fill in your name and record your height in Unifix cubes. Round each height to the nearest 10 cubes.
| Name | Height in
Unifix Cubes | Height to
Nearest Ten |
| Dan | 64 | |
| Salhee | 67 | |
| Dawn | 56 | |
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read and write number words to 100 and numerals to 1000
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Here is a list of the top speeds at which some animals can move over short distances.
Dolphin: fifty kilometres per hour
Elephant: 42 km per hour
Dragonfly: fifty-nine kilometres per hour
Human: 46 km per hour
Wild turkey: ninety-two kilometres per hour
Rewrite each, changing numerals into number words, and number words into numerals.
Which animals can move at a rate of about forty kilometres per hour over short distances? About fifty kilometres per hour? Name three animals you think you can outrun.
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use ordinal numbers to 100
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Which is greatest: the 40th even number, the 10th even number that ends in 6, or the 20th number with at least one 2 in it? Explain your decision.
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explore, represent, and describe numbers to 1000 in a variety of ways, including the use of calculators and computers
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One way to make 90 is 45 + 45. Make 90 four other ways.
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demonstrate place-value concepts concretely and pictorially to give meaning to numbers 0 to 1000
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Brenda is building numbers, using five pieces from a base-ten set other than the large cube. Her results are recorded in the chart below. Has she found all the possible numbers?
Show how you would use any five pieces to make all possible numbers. Record your results. List the numbers from greatest to least.
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demonstrate whether a number is even or odd
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To help her younger brother picture odds and evens, Danetta builds two-row rectangles using square tiles. Use Danetta's method with exactly 10 tiles. Is 10 an even or an odd number? Now use 11 tiles. Is 11 an even or an odd number? Name three odd numbers greater than 30, but less than 40. Explain how you know your numbers are odd.
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recognize and explain whether a number is divisible by 2, 5, or 10
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Briana used a hundred chart to show which numbers can be divided into equal parts. Use a hundred chart to show numbers that can be divided into:
- 10 equal parts
- 5 equal parts
- 2 equal parts but not 5 equal parts
- 2, 5, and 10 equal parts
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demonstrate and explain in a variety of ways an understanding of halves, thirds, fourths, fifths, and tenths as part of a region or a set
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Look at the name below.
Working with just the first name, explain the fraction of the letters that are vowels. Use grid paper to outline a rectangle that can be used to show the fraction of letters that are not vowels. Name the fraction and colour in green the part of the grid that shows the fraction.
Repeat the activities for the last name.
Repeat for all the names of people in your class. Do most names have a greater fraction of consonants than vowels? Report the findings of your investigation in your journal.
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Number (Number Concepts)
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