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STANDARD 4.1 (NUMBER AND NUMERICAL OPERATIONS) ALL STUDENTS WILL DEVELOP NUMBER SENSE AND WILL PERFORM STANDARD NUMERICAL OPERATIONS AND ESTIMATIONS ON ALL TYPES OF NUMBERS IN A VARIETY OF WAYS.
Descriptive Statement: Numbers and arithmetic operations are what most of the general public think about when they think of mathematics; and, even though other areas like geometry, algebra, and data analysis have become increasingly important in recent years, numbers and operations remain at the heart of mathematical teaching and learning. Facility with numbers, the ability to choose the appropriate types of numbers and the appropriate operations for a given situation, and the ability to perform those operations as well as to estimate their results, are all skills that are essential for modern day life.
Number Sense. Number sense is an intuitive feel for numbers and a common sense approach to using them. It is a comfort with what numbers represent that comes from investigating their characteristics and using them in diverse situations. It involves an understanding of how different types of numbers, such as fractions and decimals, are related to each other, and how each can best be used to describe a particular situation. It subsumes the more traditional category of school mathematics curriculum called numeration and thus includes the important concepts of place value, number base, magnitude, and approximation and estimation.
Numerical Operations. Numerical operations are an essential part of the mathematics curriculum, especially in the elementary grades. Students must be able to select and apply various computational methods, including mental math, pencil-and-paper techniques, and the use of calculators. Students must understand how to add, subtract, multiply, and divide whole numbers, fractions, decimals, and other kinds of numbers. With the availability of calculators that perform these operations quickly and accurately, the instructional emphasis now is on understanding the meanings and uses of these operations, and on estimation and mental skills, rather than solely on the development of paper-and-pencil proficiency.
Estimation. Estimation is a process that is used constantly by mathematically capable adults, and one that can be easily mastered by children. It involves an educated guess about a quantity or an intelligent prediction of the outcome of a computation. The growing use of calculators makes it more important than ever that students know when a computed answer is reasonable; the best way to make that determination is through the use of strong estimation skills. Equally important is an awareness of the many situations in which an approximate answer is as good as, or even preferable to, an exact one. Students can learn to make these judgments and use mathematics more powerfully as a result.
Number and operation skills continue to be a critical piece of the school mathematics curriculum and, indeed, a very important part of mathematics. But, there is perhaps a greater need for us to rethink our approach here than to do so for any other curriculum component. An enlightened mathematics program for today’s children will empower them to use all of today’s tools rather than require them to meet yesterday’s expectations.
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 3, students will:
A. Number Sense 1. Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 3 pertain to these sets of numbers as well). · Whole numbers through hundred thousands · Commonly used fractions (denominators of 2, 3, 4, 5, 6, 8, 10) as part of a whole, as a subset of a set, and as a location on a number line 2. Demonstrate an understanding of whole number place value concepts. 3. Identify whether any whole number is odd or even. 4. Explore the extension of the place value system to decimals through hundredths. 5. Understand the various uses of numbers. · Counting, measuring, labeling (e.g., numbers on baseball uniforms)
B. Numerical Operations · Addition and subtraction: joining, separating, comparing · Multiplication: repeated addition, area/array · Division: repeated subtraction, sharing 2. Develop proficiency with basic multiplication and division number facts using a variety of fact strategies (such as “skip counting” and “repeated subtraction”). 3. Construct, use, and explain procedures for performing whole number calculations with: · Pencil-and-paper · Mental math · Calculator 4. Use efficient and accurate pencil-and-paper procedures for computation with whole numbers. · Addition of 3-digit numbers · Subtraction of 3-digit numbers · Multiplication of 2-digit numbers by 1-digit numbers 5. Count and perform simple computations with money. · Cents notation (¢) 6. Select pencil-and-paper, mental math, or a calculator as the appropriate computational method in a given situation depending on the context and numbers. 7. Check the reasonableness of results of computations.
C. Estimation 1. Judge without counting whether a set of objects has less than, more than, or the same number of objects as a reference set. 4. Use estimation to determine whether the result of a computation (either by calculator or by hand) is reasonable.
Link to Standard 4.1 Grade K-2
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