COUNTING
Count by 2, 3, 4, 5, 10, 11, 15, 20, 25, and 50 (first 13 multiples of each number starting at 0).
Count by 6, 7, 8, 9, 12 (first 13 multiples of each number starting at 0).
Count by 15, 20, 25, and 50 (first 13 multiples of each number).
Count by 1/2s, 1/4s, 1/3s, 11/2s, 21/2s.
“How many 20s/25s/50s are there in 200?”
“How many 11/2s are there in 6? How many 21/2s are there in 71/2?” for appropriate numbers
SUBTRACTION FACTS FOR WHOLE NUMBERS
Single–digit minus single–digit, positive answer
Double–digit minus single–digit, difference equal to or greater than 10
Double–digit minus single–digit, difference less than 10
“15 minus what number is 9?” for numbers up to 20
Explain the concept and use of fact families in subtraction.
Subtract 10 from any number up to 1,000.
A multiple of 10 minus a double–digit number (30 – 14; 70 – 26) mentally
Single–digit minus single–digit, negative answer
FRACTION CONCEPTS
Tell whether a given proper fraction is greater than, less than, or equal to 1/2.
Tell whether a given proper or improper fraction is greater than, less than, or equal to one whole (1).
Explain why 1/2 and 2/4 are the same amount and draw pictures demonstrating knowledge of equivalent fractions in general.
Draw and interpret pictures of given proper and improper fractions and mixed numbers.
PROPORTIONAL THINKING
“If three candies cost 25¢, how many candies can you buy for $1.00?”
“If three candies cost 25¢, how much does it cost to buy a total of 18 candies?”