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)

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

2.A: interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left;

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

2.B: represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals;

 Cannonball Clowns (Number Line Estimation)
 Modeling Decimals (Area and Grid Models)
 Modeling Decimals (Base-10 Blocks)
 Treasure Hunter (Decimals on the Number Line)

2.C: compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =;

 Modeling Decimals (Base-10 Blocks)

2.D: round whole numbers to a given place value through the hundred thousands place;

 Rounding Whole Numbers (Number Line)

2.E: represent decimals, including tenths and hundredths, using concrete and visual models and money;

 Fraction, Decimal, Percent (Area and Grid Models)
 Modeling Decimals (Area and Grid Models)
 Modeling Decimals (Base-10 Blocks)
 Multiplying Decimals (Area Model)
 Treasure Hunter (Decimals on the Number Line)

2.F: compare and order decimals using concrete and visual models to the hundredths;

 Adding Decimals (Base-10 Blocks)
 Modeling Decimals (Area and Grid Models)
 Modeling Decimals (Base-10 Blocks)
 Subtracting Decimals (Base-10 Blocks)
 Treasure Hunter (Decimals on the Number Line)

2.G: relate decimals to fractions that name tenths and hundredths; and

 Fraction, Decimal, Percent (Area and Grid Models)
 Modeling Decimals (Area and Grid Models)

2.H: determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line.

 Fraction, Decimal, Percent (Area and Grid Models)
 Modeling Decimals (Area and Grid Models)
 Treasure Hunter (Decimals on the Number Line)

3: The student applies mathematical process standards to represent and generate fractions to solve problems.

3.A: represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b;

 Fraction Artist 1 (Area Models of Fractions)
 Fraction Artist 2 (Area Models of Fractions)
 Modeling Fractions (Area Models)

3.B: decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations;

 Adding Fractions (Fraction Tiles)
 Factor Trees (Factoring Numbers)
 Fraction Artist 1 (Area Models of Fractions)
 Fraction Artist 2 (Area Models of Fractions)
 Fractions Greater than One (Fraction Tiles)

3.C: determine if two given fractions are equivalent using a variety of methods;

 Adding Fractions (Fraction Tiles)
 Equivalent Fractions (Fraction Tiles)
 Factor Trees (Factoring Numbers)
 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)

3.E: represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line 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)

4: The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy.

4.A: add and subtract whole numbers and decimals to the hundredths place using the standard algorithm;

 Adding Decimals (Base-10 Blocks)
 Cargo Captain (Multi-digit Subtraction)
 Number Line Frog Hop (Addition and Subtraction)
 Subtracting Decimals (Base-10 Blocks)
 Target Sum Card Game (Multi-digit Addition)

4.C: represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15;

 Chocomatic (Multiplication, Arrays, and Area)

4.D: use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;

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

4.F: use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor;

 No Alien Left Behind (Division with Remainders)

4.H: solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.

 Critter Count (Modeling Multiplication)
 Factor Trees (Factoring Numbers)
 Multiplying Decimals (Area Model)
 No Alien Left Behind (Division with Remainders)
 Pattern Flip (Patterns)
 Toy Factory (Set Models of Fractions)

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

5.D: solve problems related to perimeter and area of rectangles where dimensions are whole numbers.

 Chocomatic (Multiplication, Arrays, and Area)
 Fido's Flower Bed (Perimeter and Area)

6: The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties.

6.A: identify points, lines, line segments, rays, angles, and perpendicular and parallel lines;

 City Tour (Coordinates)
 Classifying Quadrilaterals
 Elevator Operator (Line Graphs)

6.B: identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure;

 Quilting Bee (Symmetry)

6.D: classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size.

 Classifying Quadrilaterals

8: The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement.

8.B: convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table; and

 Cannonball Clowns (Number Line Estimation)

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

9.A: represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions; and

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

9.B: solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot.

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

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

10.D: describe how to allocate a weekly allowance among spending; saving, including for college; and sharing; and

 Road Trip (Problem Solving)

Correlation last revised: 1/20/2017

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