[C, CN, R,T, V]
| (a) |
Write and say the numeral for a quantity using proper spacing without commas and without the word "and" (e.g., 934 567, nine hundred thirty-four thousand five hundred sixty-seven). |
| (b) |
Critique the way numbers have been said or numerals written in examples of whole numbers found in various types of media and personal conversations, and provide reasons for why certain errors in speech or writing might occur. |
| (c) |
Describe the patterns related to quantity and place value of adjacent digit positions moving from right to left within a whole number. |
| (d) |
Visualize and explain concrete or pictorial models for the place value positions of 100 000 and 1 000 000. |
| (e) |
Describe the meaning of quantities to 1 000 000 by relating them to self, family, or community and explain the contribution each successive numeral position makes to the actual quantity. |
| (f) |
Pose and solve problems that explore the quantity of whole numbers to 1 000 000 (e.g., a student might wonder: "How does the population of my community compare to those of surrounding communities?"). |
| (g) |
Provide examples of large numbers used in print or electronic media and explain the meaning of the numbers in the context used. |
| (h) |
Visualize a representation of a given numeral and explain how the representation is related to the numeral's expanded form. |
| (i) |
Express a given numeral in expanded notation (e.g., 45 321 = (4 x 10 000) + (5 x 1000) + (3 x 100) + (2 x 10) + (1 x 1) or 40 000 + 5000 + 300 + 20 + 1) and explain how the expanded notation shows the total quantity represented by the given numeral. |
| (j) |
Compare and order examples of whole numbers found in various types of media and print. |
