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Mathematics
 Standard 2.Understands and applies basic and advanced properties of the concepts of numbers
  Level II [Grade 3-5]
   Benchmark 4
Understands the basic meaning of place value
    Knowledge/skill statement 1
Understands the concept of place value
K(ME,148;CE,183;PE,15;S1E,60;N4E;T1E)
    
Related assessment item(s):
     Relates a pictorial representation of place value to its number (N4)   
Translates large number in words to numeral (N4)   
Identifiy the correct whole number given its expanded notation (T1)
Makes smallest whole number with 4 given numbers (T1)
Writes the number that is 1000 more (T1)
Identify the digit that represents the place value given (T1)
Identifiy the correct whole number given its expanded notation (T1)
Identify the correct number given the tiles shown (T1)
Identifiy the correct expanded notation of a whole number (T1)
Identify the correct number given its expanded  notation  (T1)
Identify the correct number given its expanded additive notation (T1)

    
Performance expectation(s):
    Understands the place-value structure of the base-ten number system (M)

Uses, models, and identifies place value and describes its relationship to magnitude (C5)

Composes or decomposes whole quantities by place value (P)

Identifies the place value and actual value of digits in whole numbers (P)

Uses knowledge about ones, tens, hundreds, and thousands to figure out answers to multiplication and division task (S)

    
Common Core Reference:
    1.NBT.6; 2.NBT.1; 2.NBT.6; 2.NBT.7; 2.NBT.9; 3.NBT.1; 3.NBT.2; 3.NBT.3; 4.NBT.1; 4.NBT.3; 4.NBT.5; 4.NBT.6; 5.NBT.1
1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or
decompose tens or hundreds.

2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.

3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship
between addition and subtraction.

3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.

4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

5.NBT.1 Recognize that in a multi-digit number, a  digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

    
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
K = Knowledge
S = Skill
P = Performance

1st letter/number of each code in parentheses:
*   McREL Report
2   Project 2061: Benchmarks for Science Literacy
AC   ACT, College Readiness Standards
AD   American Diploma Project
B1   International Baccalaureate: Math, Primary
B2   International Baccalaureate: Math, Middle
B3   International Baccalaureate: Math, High
C   CBE: Standards for Excellence
C3   CBE: Standards for Excellence, end of grade 3
C5   CBE: Standards for Excellence, end of grade 5
CB   College Board: College Board Standards for College Success: Mathematics and Statistics
CO   CDE: Building Blocks to Colorado’s Content Standards
D   Department of Defense: Prekindergarten Mathematics
HS   Head Start: Child Outcomes Framework
M   NCTM: Principles & Standards for School Mathematics
MA   MDE (Massachusetts): Early Childhood Standards
N4   NAEP: Released items for grade 4 (2003)
N8   NAEP: Released items for grade 8 (2003)
P   NAEP: Mathematics Assessment Framework
PS   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
S1   New Standards: Elementary School
S2   New Standards: Middle School
S3   New Standards: High School
T   TEA: Texas Prekindergarten Curriculum Guidelines
T1   TIMSS: Population 1 assessed grade 4 (released 1998)
T2   TIMSS: Population 2 assessed grade 8 (released 1998)
T3   TIMSS: Final Year assessed grade 12 (released 1998)
U   Understanding University Success: A Report from Standards for Success
UK   United Kingdom: Desirable Outcomes for Children’s Learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document