teaching resource

# Goal Labels - Number and Place Value (Lower Elementary)

PDF, Excel | 47 pages | Grades: K - 1

Forty-five Number and Place Value Goal Labels for lower elementary.

This set of goal labels are designed to help students develop numeracy skills. These goals help students to reflect upon their work and become more responsible for their own learning.

Print and cut out the goal labels. Students can stick these in their books or have them on their desk to remind them of their own number and place value goals.

Use the PDF Checklist to track all of the goals for each student.

The Excel Spreadsheet can be used to track the goals for all of your students. In the Excel spreadsheet, you can type a ‘y’ to get a green box that indicates the student has achieved that goal, an ‘n’ to indicate the child has not achieved the goal yet and a ‘w’ to indicate that the child is working toward achieving the goal.

A blank set of labels are provided at the end to add your own number and place value goals.

These goal labels can be used in conjunction with these Goals – Numeracy (Lower Elementary).

### Curriculum

• #### Math K.2(A)

Count forward and backward to at least 20 with and without objects;

• #### Math K.2(B)

Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures;

• #### Math K.2(C)

Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order;

• #### Math K.2(D)

Recognize instantly the quantity of a small group of objects in organized and random arrangements;

• #### Math K.2(E)

Generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20;

• #### Math K.2(F)

Generate a number that is one more than or one less than another number up to at least 20;

• #### Math K.2(G)

Compare sets of objects up to at least 20 in each set using comparative language;

• #### Math K.2(I)

Compose and decompose numbers up to 10 with objects and pictures.

• #### Math K.3(A)

Model the action of joining to represent addition and the action of separating to represent subtraction;

• #### Math K.3(B)

Solve word problems using objects and drawings to find sums up to 10 and differences within 10; and

• #### Math K.3(C)

Explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences.

• #### Math K.5

Algebraic reasoning. The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number.

• #### Math 1.2(A)

Recognize instantly the quantity of structured arrangements;

• #### Math 1.2(B)

Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones;

• #### Math 1.2(C)

Use objects, pictures, and expanded and standard forms to represent numbers up to 120;

• #### Math 1.2(D)

Generate a number that is greater than or less than a given whole number up to 120;

• #### Math 1.2(E)

Use place value to compare whole numbers up to 120 using comparative language;

• #### Math 1.2(F)

Order whole numbers up to 120 using place value and open number lines; and

• #### Math 1.2(G)

Represent the comparison of two numbers to 100 using the symbols >,

• #### Math 1.3(C)

Compose 10 with two or more addends with and without concrete objects;

• #### Math 1.3(D)

Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10;

• #### Math 1.3(F)

Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20.

• #### Math 1.5(A)

Recite numbers forward and backward from any given number between 1 and 120;

• #### Math 1.5(B)

Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;

• #### Math 1.5(C)

Use relationships to determine the number that is 10 more and 10 less than a given number up to 120;

• #### Math 1.5(D)

Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences;

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