Standards with the same topic and subject but for other grades
Make reasoned arguments about the relative sizes of groups, such as by matching objects of two groups and seeing which has extra objects, or by counting the objects in each group and seeing which has the number further in the counting sequence.
Number and Quantity
Counting & Cardinality: Compare numbers.
- Academic Context and Connections
Construct viable arguments and critique the reasoning of others.
Make sense of quantities and their relationships in problem situations.
Consider the correctness of another students’ measurement in which they lined up three large and four small blocks and claimed a path was “seven blocks long.”
Reason quantitatively to recognize that a number is a multiple of each of its factors.
Progress from thinking about numbers as the result of the process of counting to abstractly thinking about numbers as mental objects of their own-especially the quantity 10.
Abstract comparisons between lengths using statements like 𝐴 > 𝐵.
Decontextualize word problems, use mathematics to solve, and then recontextualize to provide the answer in context.
Explain the equivalence of fractions.
Abstract 10 ones into a single conceptual object called a ten and abstract 100 ones or 10 tens into a single conceptual object called a hundred.
Construct viable arguments about the addition and subtraction of fractions with reasoning rooted in the need for like-sized parts.