Student Actions

Teacher Actions

• Communicate mathematically by reading and writing numbers accurately based on a strong sense of numbers.

• Demonstrate conceptual understanding by creating representations of numbers up to 100,000 using base ten manipulatives, number lines, words, and pictures.

• Demonstrate mathematical reasoning to explore and explain their numeric and pictorial representations of numbers up to 100,000. 

• Demonstrate a deep and flexible conceptual understanding based on expressions given in a nontraditional format (ex: 1,000 + 3,300 + 200 + 5 represents the number 4,505).

• Pose purposeful questions to help students recall prior knowledge and justify their thinking. Questions may include: How do we read this number accurately? How can we represent this number using picture or place value blocks? How does a number line help us understand this number more clearly?

• Elicit student thinking while students explore connections and demonstrate a variety of number representations from 1,000 up to 100,000. What knowledge do you already have that can help you?

• Implement tasks that challenge students to represent numbers in more than one way.

Key Understandings

Misconceptions 

• Numbers have multiple names.

• Whole numbers can be read, understood, and represented in multiple ways up to 100,000 (e.g. 3,456 can be represented as 3,000+400+50+6 or as 3,400+56, 34 hundreds and 56 ones or 32 hundreds, 25 tens, and 6 ones, or three thousand four hundred fifty-six.)

• The digit “0” does not have a significant place value within a number (e.g.Students may think “six hundred two” would be written 62 instead of 602.)

• They add an “and” in the comma place when reading numbers (e.g. Students may say “one thousand and two hundred six” instead of “one thousand, two hundred six”.) 

  Knowledge Connections

Prior Knowledge

Leads to 

• Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. (1.N.1.1)

• Read, write, discuss, and represent whole numbers up to 1,000. Representations should include, but are not limited to, numerals, words, pictures, tally marks, number lines, and manipulatives. (2.N.1.1)

• Whole numbers up to 1,000,000 (4.N.1.1)

• Decimals and Fractions to the thousandths as well as whole numbers to 1,000,000 (5.N.1.1) 

The Oklahoma State Department of Education is releasing sample assessment items to illustrate how state assessments might be designed to measure specific learning standards/objectives. These examples are intended to provide teachers and students with a clearer understanding of how the state assesses Oklahoma's academic standards and their objectives. It is important to note that these sample items are not intended to be used for diagnostic or predictive purposes. Ways to incorporate the items.

• 3.N.1.1 Words to Numerals