21st Century Skills and Readiness Competencies

S.1.GLE.1: The whole number system describes place value relationships and forms the foundation for efficient algorithms

S.1.GLE.1.IQ: Inquiry Questions:

S.1.GLE.1.IQ.2: How might the most commonly used number system be different if humans had twenty fingers instead of ten?

Modeling Whole Numbers and Decimals (Base-10 Blocks)

S.1.GLE.1.RA: Relevance and Application:

S.1.GLE.1.RA.2: The building and taking apart of numbers provide a deep understanding of the base 10 number system.

Cargo Captain (Multi-digit Subtraction)

S.1.GLE.2: Parts of a whole can be modeled and represented in different ways

S.1.GLE.2.IQ: Inquiry Questions:

S.1.GLE.2.IQ.1: How many ways can a whole number be represented?

Modeling Whole Numbers and Decimals (Base-10 Blocks)

S.1.GLE.2.IQ.2: How can a fraction be represented in different, equivalent forms?

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)

S.1.GLE.2.IQ.3: How do we show part of unit?

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)

S.1.GLE.2.RA: Relevance and Application:

S.1.GLE.2.RA.1: Fractions are used to share fairly with friends and family such as sharing an apple with a sibling, and splitting the cost of lunch.

Toy Factory (Set Models of Fractions)

S.1.GLE.2.RA.2: Equivalent fractions demonstrate equal quantities even when they are presented differently such as knowing that 1/2 of a box of crayons is the same as 2/4, or that 2/6 of the class is the same as 1/3.

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)

S.1.GLE.2.N: Nature of Mathematics:

S.1.GLE.2.N.2: Mathematicians make sense of problems and persevere in solving them.

S.1.GLE.3: Multiplication and division are inverse operations and can be modeled in a variety of ways

S.1.GLE.3.IQ: Inquiry Questions:

S.1.GLE.3.IQ.1: How are multiplication and division related?

Factor Trees (Factoring Numbers)

Function Machines 3 (Functions and Problem Solving)

S.1.GLE.3.IQ.3: Why was multiplication invented? Why not just add?

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

Number Line Frog Hop (Addition and Subtraction)

S.1.GLE.3.IQ.4: Why was division invented? Why not just subtract?

No Alien Left Behind (Division with Remainders)

Number Line Frog Hop (Addition and Subtraction)

S.1.GLE.3.N: Nature of Mathematics:

S.1.GLE.3.N.3: Mathematicians model with mathematics.

Determining a Spring Constant

Estimating Population Size

S.3.GLE.1: Visual displays are used to describe data

S.3.GLE.1.IQ: Inquiry Questions:

S.3.GLE.1.IQ.1: What can data tell you about your class or school?

S.3.GLE.1.IQ.2: How do data displays help us understand information?

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 2 (Graphs and Statistics)

S.3.GLE.1.RA: Relevance and Application:

S.3.GLE.1.RA.1: The collection and use of data provides better understanding of people and the world such as knowing what games classmates like to play, how many siblings friends have, or personal progress made in sports.

Estimating Population Size

Reaction Time 2 (Graphs and Statistics)

S.3.GLE.1.N: Nature of Mathematics:

S.3.GLE.1.N.1: Mathematical data can be represented in both static and animated displays.

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 2 (Graphs and Statistics)

S.3.GLE.1.N.2: Mathematicians model with mathematics.

Determining a Spring Constant

Estimating Population Size

S.4.GLE.2: Linear and area measurement are fundamentally different and require different units of measure

S.4.GLE.2.N: Nature of Mathematics:

S.4.GLE.2.N.3: Mathematicians make sense of problems and persevere in solving them.

S.4.GLE.2.N.4: Mathematicians model with mathematics.

Determining a Spring Constant

Estimating Population Size

S.4.GLE.3: Time and attributes of objects can be measured with appropriate tools

S.4.GLE.3.IQ: Inquiry Questions:

S.4.GLE.3.IQ.2: Why do we measure time?

Correlation last revised: 4/4/2018

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