1: The student uses mathematical processes to acquire and demonstrate mathematical understanding.

1.C: select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

Multiplying Decimals (Area Model)

1.D: communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

Fraction, Decimal, Percent (Area and Grid Models)
Graphing Skills

1.E: create and use representations to organize, record, and communicate mathematical ideas;

Fraction, Decimal, Percent (Area and Grid Models)
Graphing Skills

2: The student applies mathematical process standards to represent, compare, and order positive rational numbers and understand relationships as related to place value.

2.A: represent the value of the digit in decimals through the thousandths using expanded notation and numerals;

Comparing and Ordering Decimals
Modeling Decimals (Area and Grid Models)
Modeling Whole Numbers and Decimals (Base-10 Blocks)
Treasure Hunter (Decimals on the Number Line)

2.B: compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =; and

Comparing and Ordering Decimals
Modeling Decimals (Area and Grid Models)
Modeling Whole Numbers and Decimals (Base-10 Blocks)
Treasure Hunter (Decimals on the Number Line)

3: The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy.

3.A: estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division;

Adding Whole Numbers and Decimals (Base-10 Blocks)
Critter Count (Modeling Multiplication)
Multiplying Decimals (Area Model)
Subtracting Whole Numbers and Decimals (Base-10 Blocks)

3.C: solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm;

No Alien Left Behind (Division with Remainders)

3.D: represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models;

Multiplying Decimals (Area Model)
Multiplying with Decimals

3.E: solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers;

Multiplying Decimals (Area Model)
Multiplying with Decimals

3.H: represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations;

Adding Fractions (Fraction Tiles)
Fraction Artist 2 (Area Models of Fractions)
Fractions Greater than One (Fraction Tiles)
Modeling Fractions (Area Models)

3.K: add and subtract positive rational numbers fluently; and

Adding Fractions (Fraction Tiles)
Adding Whole Numbers and Decimals (Base-10 Blocks)
Fractions Greater than One (Fraction Tiles)
Fractions with Unlike Denominators
Modeling Fractions (Area Models)
Subtracting Whole Numbers and Decimals (Base-10 Blocks)
Sums and Differences with Decimals

4: The student applies mathematical process standards to develop concepts of expressions and equations.

4.A: identify prime and composite numbers;

Chocomatic (Multiplication, Arrays, and Area)
Factor Trees (Factoring Numbers)

4.D: recognize the difference between additive and multiplicative numerical patterns given in a table or graph;

Function Machines 1 (Functions and Tables)
Function Machines 3 (Functions and Problem Solving)
Pattern Flip (Patterns)

4.E: describe the meaning of parentheses and brackets in a numeric expression;

Order of Operations

4.F: simplify numerical expressions that do not involve exponents, including up to two levels of grouping;

Order of Operations

4.G: use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s, and V = Bh); and

Balancing Blocks (Volume)

4.H: represent and solve problems related to perimeter and/or area and related to volume.

Area of Triangles
Balancing Blocks (Volume)
Chocomatic (Multiplication, Arrays, and Area)
Fido's Flower Bed (Perimeter and Area)
Pyramids and Cones

5: The student applies mathematical process standards to classify two-dimensional figures by attributes and properties. The student is expected to classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.

Classifying Quadrilaterals
Classifying Triangles
Isosceles and Equilateral Triangles
Parallelogram Conditions
Special Parallelograms

6: The student applies mathematical process standards to understand, recognize, and quantify volume.

6.A: recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible; and

Balancing Blocks (Volume)
Cannonball Clowns (Number Line Estimation)
Pyramids and Cones

6.B: determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base.

Balancing Blocks (Volume)
Prisms and Cylinders

8: The student applies mathematical process standards to identify locations on a coordinate plane.

8.A: describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin;

City Tour (Coordinates)
Elevator Operator (Line Graphs)
Function Machines 2 (Functions, Tables, and Graphs)
Function Machines 3 (Functions and Problem Solving)
Points in the Coordinate Plane
Points, Lines, and Equations

8.B: describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane; and

City Tour (Coordinates)
Elevator Operator (Line Graphs)
Function Machines 2 (Functions, Tables, and Graphs)
Function Machines 3 (Functions and Problem Solving)
Points in the Coordinate Plane
Points, Lines, and Equations

8.C: graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table.

City Tour (Coordinates)
Elevator Operator (Line Graphs)
Function Machines 2 (Functions, Tables, and Graphs)
Function Machines 3 (Functions and Problem Solving)
Points in the Coordinate Plane
Points, Lines, and Equations

9: The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.

9.A: represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots;

Mascot Election (Pictographs and Bar Graphs)
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)

9.B: represent discrete paired data on a scatterplot; and

Graphing Skills
Trends in Scatter Plots

9.C: solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot.

Graphing Skills
Mascot Election (Pictographs and Bar Graphs)
Reaction Time 1 (Graphs and Statistics)
Trends in Scatter Plots

10: The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.

10.D: develop a system for keeping and using financial records;

Road Trip (Problem Solving)

10.F: balance a simple budget.

Road Trip (Problem Solving)