| It is expected that students will:
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count orally by 1s, 2s, 5s, and 10s to 100
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Count the number of eyes in the classroom, counting by 2s. Count the fingers of the people at your table, counting by 5s or 10s.
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estimate and count objects in a set (0 to 50) and compare estimates to the actual number
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Given a jar full of marbles, estimate how many marbles are in the jar, then count them. How does your estimate compare with your actual count? Given a different jar, estimate how many marbles will fit inside it. Did knowing the contents of the first jar help you make your guess? Why or why not?
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recognize, build, compare, and order sets of objects (0 to 50) using both comparative and numerical terms
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Order these cards from the greatest number to the least number.
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read number words up to 10
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Read the number on each card.
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explore, represent, and describe numbers up to 50 in a variety of ways
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Show the number 23 in different ways:
- using different materials
(e.g., blocks, beans, money)
- using pictures or diagrams
- using numbers
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use a calculator or computer to explore and represent numbers up to 100
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Experiment to see which buttons you have to push to show the number 13 on your calculator or computer screen; which for 23; which for 32. Try four more than three; three less than eight.
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demonstrate and explain orally an understanding of "half" as part of a whole
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Imagine that you want to share an apple equally with a friend. How much of the apple do each of you get?
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Number (Number Concepts)
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