The student must be able to instantly “see how many,” rather than having to count the number of objects in a small group. They must be able to form mental pictures of numbers, such as the pips on dice or dominoes. They must be able to use manipulatives that support the understanding of the quantity of ten, such as 10-frames or rekenreks, and other structured arrangements of quantities common in everyday life, such as egg cartons, crayon boxes, 6-packs, and fingers.
Look at the cubbies shown below.How many lunch bags are in the classroom cubbies? Explain how you knew the number of lunch bags without counting.
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1.2 Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to:
(A) recognize instantly the quantity of structured arrangements