Academic Standard

Number and Operations
Tennessee Diploma Project
Grade range: 
Conceptual StrandThe Number and Operations Standard describes deep and fundamental understanding of, and proficiency with, counting, numbers, and arithmetic, as well as an understanding of number systems and their structures.Guiding QuestionHow do students develop number sense that allows them to naturally decompose numbers, use particular numbers as referents, solve problems using the relationships among operations and knowledge about the base-ten system, estimate a reasonable result for a problem, and have a disposition to make sense of numbers, problems, and results?
Elements within this Standard
Grade Level Expectation
Understand and use place value concepts to 1000.
Understand and use the base-ten numeration system.
Use efficient and accurate strategies to develop fluency with multi-digit addition and subtraction.
Develop an initial understanding of multiplication.
Check For Understanding
Starting at any number, count by ones, twos, fives, tens, and hundreds up to 1000.
Read and write numbers up to 1000 using numerals and up to 100 using words.
Locate and interpret numbers on a number line.
Recognize that place-value notation represents the sums of multiples of powers of ten (e.g., 853 as 8 hundreds + 5 tens + 3 ones).
Compare and order multi-digit numbers up to 1000.
Use various models such as number lines, pictures, and base-ten blocks to illustrate addition and subtraction.
Develop fluency at recalling basic addition facts and related subtraction facts.
Use efficient procedures, and understand why they work, to solve problems involving the addition and subtraction of two- and three-digit whole numbers (including
Apply appropriate methods to estimate and mentally calculate sums or differences with ones, tens, and hundreds.
Add three two-digit numbers.
Solve addition and subtraction problems in context using various representations.
Demonstrate skip counting on the number line and relate to repeated addition and multiplication.
Relate patterns in skip counting to multiplication.