• Lightbulb The student must be able to put in order whole numbers up to 120 based on the meaning of the hundreds, tens, and ones digits.  Students should be able to explain their thinking using a place value model and an open number line.


  • Read the following problem situations. You may need a pencil and paper. Be ready to share your solution and thinking for each one.
    a) The first grade class was making bead necklaces. Tom counted 32 beads on his necklace. Rita counted 43 beads on her necklace. Lisa counted 29 beads on her necklace. List the students in order from the person who has the greatest beads to the one who has the fewest beads, and then order the number of beads from least to greatest. Use a place value model to help explain your thinking.

    b) John’s book has 42 pages. Mark’s book has 35 pages. Kelly’s book has more pages than Mark’s book but fewer pages than John’s book. Use an open number line to help explain how many pages Kelly’s book could have. 

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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:

    (F) order whole numbers up to 120 using place value and open number lines


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