N.1.3.1 Place a given set of numbers in ascending or descending order, and verify the result by using a hundred chart (e.g., a one hundred chart, a two hundred chart, a three hundred chart), a number line or by making references to place value.
N.1.5.2 Represent a given number in different ways, using proportional and non-proportional materials, and explain how the representations are equivalent; e.g., 351 can be represented as three 100s, five 10s and one 1; or two 100s, fifteen 10s and one 1; or three 100s, four 10s and eleven 1s.
N.1.5.3 Explain and show, with counters, the meaning of each digit for a given 3-digit numeral with all digits the same; e.g., for the numeral 222, the first digit represents two hundreds (two hundred counters) the second digit represents two tens (twenty counters) and the third digit represents two ones (two counters).
N.1.5.4 Explain, using concrete materials, the meaning of zero as a place holder in a given number.
N.1.6 Describe and apply mental mathematics strategies for adding two 2-digit numerals.
N.1.6.1 Add two given 2-digit numerals, using a mental mathematics strategy, and explain or illustrate the strategy.
PR.1.1.1 Describe a given increasing pattern by stating a pattern rule that includes the starting point and a description of how the pattern continues; e.g., for 42, 44, 46 the pattern rule is start at 42 and add 2 each time.
PR.1.1.2 Identify the pattern rule of a given increasing pattern, and extend the pattern for the next three terms.
PR.1.1.3 Identify and explain errors in a given increasing pattern.
PR.1.1.4 Locate and describe various increasing patterns found on a hundred chart, such as horizontal, vertical and diagonal patterns.
PR.1.1.5 Compare numeric patterns of counting by 2s, 5s, 10s, 25s and 100s.
PR.1.1.6 Create a concrete, pictorial or symbolic representation of an increasing pattern for a given pattern rule.
PR.1.3.6 Sort a given set of objects or numbers in more than one way, and explain how the sorting rules are different.
PR.2 Represent algebraic expressions in multiple ways.
PR.2.4 Solve one-step addition and subtraction equations involving a symbol to represent an unknown number.
PR.2.4.1 Explain the purpose of the symbol in a given addition or subtraction equation with one unknown; e.g., in the equation 3 + ? = 10, the triangle represents the number that would make the equation true.
PR.2.4.2 Create an addition or subtraction equation with one unknown to represent a given combining or separating action.
PR.2.4.3 Provide an alternative symbol for the unknown in a given addition or subtraction equation.
PR.2.4.4 Solve, using manipulatives, a given addition or subtraction equation with one unknown that represents combining or separating actions.
PR.2.4.5 Solve a given addition or subtraction equation with one unknown, using a variety of strategies, including guess and test.