NO: Number and Operations

NO.1: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems.

NO.1.3.1: Recognize equivalent representations for the same whole number and generate them by composing and decomposing numbers

Number Line Frog Hop (Addition and Subtraction)

NO.1.3.2: Use the place-value structure of the base-ten number system and be able to represent and compare whole numbers including thousands (using models, illustrations, symbols, expanded notation and problem solving)

Cannonball Clowns (Number Line Estimation)

NO.1.3.4: Represent fractions (halves, thirds, fourths, sixths and eighths) using words, numerals and physical models

Equivalent Fractions (Fraction Tiles)
Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)
Fraction Garden (Comparing Fractions)
Modeling Fractions (Area Models)
Toy Factory (Set Models of Fractions)

NO.1.3.5: Utilize models to recognize that the size of the whole determines the size of the fraction depending on the original quantity

Adding Fractions (Fraction Tiles)
Equivalent Fractions (Fraction Tiles)
Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)
Fraction Garden (Comparing Fractions)
Fraction, Decimal, Percent (Area and Grid Models)
Fractions Greater than One (Fraction Tiles)
Modeling Fractions (Area Models)
Toy Factory (Set Models of Fractions)

NO.1.3.6: Use the place-value structure of the baseten number system and be able to represent and compare decimals to hundredths in money (using models, illustrations, symbols, expanded notation and problem solving)

Adding Decimals (Base-10 Blocks)
Fraction, Decimal, Percent (Area and Grid Models)
Modeling Decimals (Area and Grid Models)
Modeling Decimals (Base-10 Blocks)

NO.1.3.7: Write a fraction that is equivalent to a given fraction with the use of models

Equivalent Fractions (Fraction Tiles)
Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)
Fraction Garden (Comparing Fractions)
Modeling Fractions (Area Models)
Toy Factory (Set Models of Fractions)

NO.2: Students shall understand meanings of operations and how they relate to one another.

NO.2.3.1: Develop an understanding of the commutative and identity properties of multiplication using objects

Chocomatic (Multiplication, Arrays, and Area)
Critter Count (Modeling Multiplication)

NO.2.3.2: Apply number theory

NO.2.3.2.b: use the terms multiple, factor, product and quotient in an appropriate context (e.g., Since 3x4=12, 3 and 4 are factors; 12 is the product , 3,6,9,12 are multiples of 3; 4, 8,12,16 are multiples of 4; 12 ÷ 4 = 3, the quotient)

Factor Trees (Factoring Numbers)

NO.2.3.4: Model, represent and explain division as measurement and partitive division including equal groups, related rates, price, rectangular arrays (area model), combinations and multiplicative comparison See Appendix for more details

Chocomatic (Multiplication, Arrays, and Area)
No Alien Left Behind (Division with Remainders)

NO.3: Students shall compute fluently and make reasonable estimates.

NO.3.3.1: Develop, with and without appropriate technology, computational fluency, in multi-digit addition and subtraction through 999 using contextual problems

NO.3.3.1.b: Estimation of sums and differences in appropriate situations

Target Sum Card Game (Multi-digit Addition)

NO.3.3.1.c: relationships between operations

Function Machines 3 (Functions and Problem Solving)

NO.3.3.2: Develop, with and without appropriate technology, fluency with basic number combinations for multiplication and division facts (10 x 10)

Factor Trees (Factoring Numbers)

NO.3.3.3: Develop, with and without appropriate technology, computational fluency in multiplication and division up to two-digit by one-digit numbers using two-digit by onedigit number contextual problems using

NO.3.3.3.a: strategies for multiplying and dividing numbers,

Multiplying Decimals (Area Model)
No Alien Left Behind (Division with Remainders)

NO.3.3.3.d: relationships between operations

Function Machines 3 (Functions and Problem Solving)

NO.3.3.5: Use Estimation strategies to solve problems and judge the reasonableness of the answer

Target Sum Card Game (Multi-digit Addition)

A: Algebra

A.4: Students shall recognize, describe and develop patterns, relations and functions.

A.4.3.4: Use repeating and growing numeric or geometric patterns to solve problems

Pattern Flip (Patterns)

A.4.3.5: Determine the relationship between sets of numbers by selecting the rule (1 step rule in words)

Pattern Flip (Patterns)

A.6: Students shall develop and apply mathematical models to represent and understand quantitative relationships.

A.6.3.1: Complete a chart or table to organize given information and to understand relationships and explain the results

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

A.7: Students shall analyze change in various contexts.

A.7.3.1: Identify the change over time

Elevator Operator (Line Graphs)

G: Geometry

G.9: Students shall apply transformations and the use of symmetry to analyze mathematical situations.

G.9.3.1: Draw one or more lines of symmetry in a polygon

Quilting Bee (Symmetry)

G.9.3.2: Describe the motion (transformation) of a two-dimensional figure as a flip (reflection), slide (translation) or turn (rotation)

Quilting Bee (Symmetry)
Rock Art (Transformations)

M: Measurement

M.13: Students shall identify and use units, systems and processes of measurement.

M.13.3.10: Find the perimeter of a figure by measuring the length of the sides

Fido's Flower Bed (Perimeter and Area)

M.13.3.11: Find the area of any region counting squares and half-squares

Fido's Flower Bed (Perimeter and Area)

M.13.3.12: Develop strategies for finding the volume (cubic units) of rectangular prisms and cubes using models

Balancing Blocks (Volume)

DAP: Data Analysis and Probability

DAP.14: Students shall formulate questions that can be addressed with data and collect, organize and display relevant data to answer them.

DAP.14.3.1: Design a survey question after being given a topic and collect, organize, display and describe simple data using frequency tables or line plots, pictographs, and bar graphs

Elevator Operator (Line Graphs)
Graphing Skills
Mascot Election (Pictographs and Bar Graphs)
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)

DAP.15: Students shall select and use appropriate statistical methods to analyze data.

DAP.15.3.1: Read and interpret pictographs and bar graphs in which symbols or intervals are greater than one

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

DAP.17: Students shall understand and apply basic concepts of probability.

DAP.17.3.1: Use fractions to predict probability of an event

Spin the Big Wheel! (Probability)

DAP.17.3.2: Conduct simple probability experiments, record the data and draw conclusions about the likelihood of possible outcomes (roll number cubes, pull tiles from a bag, spin a spinner, or determine the fairness of games)

Reaction Time 2 (Graphs and Statistics)
Spin the Big Wheel! (Probability)

DAP.17.3.3: Use physical models, pictures, and organized lists to find combinations of two sets of objects

Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)