¶ … students develop their understanding of numbers as they perform preliminary counting activities in class? How will the teacher scaffold students' learning for deeper understanding of counting and number sense?
Students will count to 100 by ones and in multiples of 3 (to 99), 5 and 10. Students will demonstrate understanding by reading, writing and typing numbers correctly and by correctly comparing numbers using the words "fewer," "more," and "equal."
Level
Understanding
Strategies, Reasoning, Procedures
Communication
Novice
The student cannot count or counts with multiple errors.
The student struggles to read, write and type numbers correctly.
The student cannot correctly identify numbers using comparison words.
No evidence of a strategy (e.g., using fingers, looking at a number line or hundred board).
No evidence the student has made the connection between the spoken word and written symbols.
No evidence the student has sufficient number sense to make comparisons.
The student does not speak, the student says "I don't know," or the student attempts to count with many errors.
There is no attempt or multiple incorrect attempts.
Even with help, the student demonstrates no understanding or skill.
Apprentice
The student's counting is mostly correct, with some hesitation and errors.
The student's ability to read, write and type is mostly correct, with some hesitation and errors.
The student demonstrates some understanding of the comparison concepts but still makes errors.
The student uses a strategy such as counting fingers or manipulatives, or consulting a number line or hundred board.
The student uses classroom resources for assistance.
The student is able to explain the concept of making comparisons. The student can explain the terms "fewer," "more," and "equal," but still makes some errors when comparing numbers.
Counting is incomplete or with some errors. The student cannot explain how s/he knows what number is next.
There is some use of appropriate number vocabulary.
The student can use some mathematical terms appropriately.
Practitioner
The student can count without hesitation or error.
The student can read, write and type numbers without error.
The student demonstrates clear understanding of the comparison concepts by solving all problems without error.
The student confidently uses a strategy such as the number line or hundreds board, or can count without aid of these items.
The student demonstrates understanding by performing the task without hesitation.
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