The Connectionist Approach

Count forwards and backwards by ones from a given number to at least 120

• Describe the result of a turn of a shape

• Count forwards and backwards by tens, on and off the decade, with 2- and 3 digit numbers

• Model doubling and halving groups and the relation between the processes

• Select an appropriate uniform informal unit to measure the mass of an object and justify the choice (Reasons about relations)

Identify shapes presented in different orientations

• Use objects, diagrams, images or actions to model multiplication as accumulating equal groups

• Describe the result of a turn of a shape

• Use the terms ‘hour’, ‘minute’ and ‘second’

• Select an appropriate uniform informal unit to measure the mass of an object and justify the choice (Reasons about relations)

Tags

CCSS.HSG.CO.A.4

Interpret a data display and identify the biggest or smallest values

• Record answers to questions using the information in tables and picture graphs

• Count forwards and backwards by tens, on and off the decade, with 2- and 3 digit numbers

• Model doubling and halving groups and the relation between the processes

• Select an appropriate uniform informal unit to measure the mass of an object and justify the choice (Reasons about relations)

Tags

CCSS.5.MD.B.2

Counts by twos, threes, fives and tens using rhythmic counting and skip counting

• Use objects, diagrams, images or actions to model multiplication as accumulating equal groups

• Count forwards and backwards by tens, on and off the decade, with 2- and 3 digit numbers

• Model doubling and halving groups and the relation between the processes

• Solve multiplication problems using repeated addition

Tags

CCSS.1.NBT.A.1

Model and describe collections of objects as groups of

• Record answers to questions using the information in tables and picture graphs

• Model doubling and halving groups and the relation between the processes

• Use objects, diagrams, images or actions to model multiplication as accumulating equal groups

• Use the terms ‘hour’, ‘minute’ and ‘second’

Tags

CCSS.4.NBT.B.5

Use concrete materials to model a half of a collection and show the relation between the half and the whole

• Model doubling and halving groups and the relation between the processes

• Select an appropriate uniform informal unit to measure the mass of an object and justify the choice (Reasons about relations)

• Use the terms ‘hour’, ‘minute’ and ‘second’

• Count forwards and backwards by tens, on and off the decade, with 2- and 3 digit numbers

Tags

CCSS.1.G.A.3

Use an equal-arm balance to compare the masses of two objects and record, which is heavier or lighter

• Select an appropriate uniform informal unit to measure the mass of an object and justify the choice (Reasons about relations)

• Use the terms ‘hour’, ‘minute’ and ‘second’

• Solve multiplication problems using repeated addition

• Record answers to questions using the information in tables and picture graphs

Tags

CCSS.3.MD.A.2

Explain why the hour hand on a clock is halfway between successive hour-markers when the minute hand shows the half-hour (Reasons about relations)

• Record answers to questions using the information in tables and picture graphs

• Use objects, diagrams, images or actions to model multiplication as accumulating equal groups

• Select an appropriate uniform informal unit to measure the mass of an object and justify the choice (Reasons about relations)

• Use the terms ‘hour’, ‘minute’ and ‘second’

Tags

CCSS.4.MD.A.1