Tested State Standards

1.4.1: The student uses place value to represent whole numbers and decimals.

1.4.1.A: use place value to read, write, compare, and order whole numbers through 999,999,999; and

Cannonball Clowns (Number Line Estimation)

1.4.1.B: use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using [concrete objects and] pictorial models.

Adding Decimals (Base-10 Blocks)

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Decimals (Area and Grid Models)

Modeling Decimals (Base-10 Blocks)

Subtracting Decimals (Base-10 Blocks)

Treasure Hunter (Decimals on the Number Line)

1.4.2: The student describes and compares fractional parts of whole objects or sets of objects.

1.4.2.A: use [concrete objects and] pictorial models to generate equivalent fractions;

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)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

1.4.2.B: model fraction quantities greater than one using [concrete objects and] pictorial models;

Equivalent Fractions (Fraction Tiles)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Toy Factory (Set Models of Fractions)

1.4.2.C: compare and order fractions using [concrete objects and] pictorial models; and

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Modeling Fractions (Area Models)

1.4.3: The student adds and subtracts to solve meaningful problems involving whole numbers and decimals.

1.4.3.A: use addition and subtraction to solve problems involving whole numbers; and

Cargo Captain (Multi-digit Subtraction)

Number Line Frog Hop (Addition and Subtraction)

1.4.3.B: add and subtract decimals to the hundredths place using [concrete objects and] pictorial models.

Adding Decimals (Base-10 Blocks)

Subtracting Decimals (Base-10 Blocks)

1.4.4: The student multiplies and divides to solve meaningful problems involving whole numbers.

1.4.4.A: model factors and products using arrays and area models;

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

Multiplying Decimals (Area Model)

1.4.4.B: represent multiplication and division situations in picture, word, and number form;

Multiplying Decimals (Area Model)

No Alien Left Behind (Division with Remainders)

1.4.4.C: recall and apply multiplication facts through 12 x 12;

Factor Trees (Factoring Numbers)

1.4.5: The student estimates to determine reasonable results.

1.4.5.A: round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem situations; and

Rounding Whole Numbers (Number Line)

1.4.5.B: use strategies including rounding and compatible numbers to estimate solutions to multiplication and division problems.

Rounding Whole Numbers (Number Line)

Target Sum Card Game (Multi-digit Addition)

2.4.6: The student uses patterns in multiplication and division.

2.4.6.A: use patterns and relationships to develop strategies to remember basic multiplication and division facts (such as the patterns in related multiplication and division number sentences (fact families) such as 9 x 9 = 81 and 81 รท 9 = 9); and

Factor Trees (Factoring Numbers)

3.4.9: The student connects transformations to congruence and symmetry.

3.4.9.B: use translations, reflections, and rotations to verify that two shapes are congruent; and

Quilting Bee (Symmetry)

Rock Art (Transformations)

3.4.9.C: use reflections to verify that a shape has symmetry.

Quilting Bee (Symmetry)

Rock Art (Transformations)

3.4.10: The student recognizes the connection between numbers and their properties and points on a line.

3.4.10.A: locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths.

Cannonball Clowns (Number Line Estimation)

Fraction Garden (Comparing Fractions)

Modeling Decimals (Area and Grid Models)

Modeling Decimals (Base-10 Blocks)

Modeling Fractions (Area Models)

Multiplying Decimals (Area Model)

Treasure Hunter (Decimals on the Number Line)

4.4.11: The student applies measurement concepts. The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass.

4.4.11.A: estimate and use measurement tools to determine length (including perimeter), area, capacity, and weight/mass using standard units SI (metric) and customary;

Fido's Flower Bed (Perimeter and Area)

Measuring Trees

4.4.11.C: use [concrete] models of standard cubic units to measure volume;

4.4.12: The student applies measurement concepts. The student measures time and temperature (in degrees Fahrenheit and Celsius).

4.4.12.B: use tools such as a clock with gears or a stopwatch to solve problems involving elapsed time.

5.4.13: The student solves problems by collecting, organizing, displaying, and interpreting sets of data.

5.4.13.B: interpret bar graphs.

Graphing Skills

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

6.4.14: The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school.

6.4.14.A: identify the mathematics in everyday situations;

6.4.16: The student uses logical reasoning.

6.4.16.A: make generalizations from patterns or sets of examples and nonexamples; and

Correlation last revised: 8/7/2014

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.