### MP: These student expectations will not be listed under a separate reporting category. Instead, they will be incorporated into test questions across reporting categories since the application of mathematical process standards is part of each knowledge statement.

MP.3.1: The student uses mathematical processes to acquire and demonstrate mathematical understanding.

MP.3.1.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;

MP.3.1.D: communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

MP.3.1.E: create and use representations to organize, record, and communicate mathematical ideas;

### 1: The student will demonstrate an understanding of how to represent and manipulate numbers and expressions.

1.3.2: The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value.

1.3.2.A: compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate;

1.3.2.B: describe the mathematical relationships found in the base-10 place value system through the hundred thousands place;

1.3.2.C: represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers; and

1.3.2.D: compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =.

1.3.3: The student applies mathematical process standards to represent and explain fractional units.

1.3.3.A: represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines;

1.3.3.B: determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line;

1.3.3.C: explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number;

1.3.3.D: compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b;

1.3.3.E: solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8;

1.3.3.F: represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;

1.3.3.G: explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; and

1.3.3.H: compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.

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

1.3.7.A: represent fractions of halves, fourths, and eighths as distances from zero on a number line.

### 2: The student will demonstrate an understanding of how to perform operations and represent algebraic relationships.

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

2.3.4.A: solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction;

2.3.4.B: round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems;

2.3.4.D: determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10;

2.3.4.E: represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;

2.3.4.F: recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;

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

2.3.4.H: determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally;

2.3.4.K: solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.

2.3.5: The student applies mathematical process standards to analyze and create patterns and relationships.

2.3.5.A: represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations;

2.3.5.B: represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations;

### 3: The student will demonstrate an understanding of how to represent and apply geometry and measurement concepts.

3.3.6: The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties.

3.3.6.A: classify and sort two- and three-dimensional solids, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language;

3.3.6.B: use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories;

3.3.6.C: determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row;

3.3.6.D: decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area; and

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

3.3.7.B: determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems;

3.3.7.C: determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes;

### 4: The student will demonstrate an understanding of how to represent and analyze data and how to describe and apply personal financial concepts.

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

4.3.8.A: summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and

4.3.8.B: solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.

Correlation last revised: 9/16/2020

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