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

MP.4.1.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)

MP.4.1.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

MP.4.1.E: create and use representations to organize, record, and communicate mathematical ideas;

Fraction, Decimal, Percent (Area and Grid Models)
Graphing Skills

MP.4.1.F: analyze mathematical relationships to connect and communicate mathematical ideas; and

Cannonball Clowns (Number Line Estimation)
Multiplying Decimals (Area Model)

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

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

1.4.2.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 Whole Numbers and Decimals (Base-10 Blocks)
Cannonball Clowns (Number Line Estimation)
Cargo Captain (Multi-digit Subtraction)
Modeling Decimals (Area and Grid Models)
Modeling Whole Numbers and Decimals (Base-10 Blocks)
Rounding Whole Numbers (Number Line)
Subtracting Whole Numbers and Decimals (Base-10 Blocks)
Target Sum Card Game (Multi-digit Addition)
Treasure Hunter (Decimals on the Number Line)
Whole Numbers with Base-10 Blocks

1.4.2.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 Whole Numbers and Decimals (Base-10 Blocks)
Treasure Hunter (Decimals on the Number Line)
Whole Numbers with Base-10 Blocks

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

Modeling Whole Numbers and Decimals (Base-10 Blocks)

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

Rounding Whole Numbers (Number Line)

1.4.2.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 Whole Numbers and Decimals (Base-10 Blocks)
Multiplying Decimals (Area Model)
Subtracting Whole Numbers and Decimals (Base-10 Blocks)
Treasure Hunter (Decimals on the Number Line)

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

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

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

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

1.4.2.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)

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

1.4.3.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;

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

1.4.3.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)
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)

1.4.3.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)

1.4.3.D: compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <; and

Modeling Fractions (Area Models)

1.4.3.G: represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.

Modeling Decimals (Area and Grid Models)

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

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

2.4.3.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; and

Adding Fractions (Fraction Tiles)
Fraction Artist 2 (Area Models of Fractions)
Fractions Greater than One (Fraction Tiles)
Modeling Fractions (Area Models)

2.4.4: 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.

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

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

2.4.4.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)

2.4.4.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)

2.4.4.E: represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations;

No Alien Left Behind (Division with Remainders)

2.4.4.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)

2.4.4.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)

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

2.4.5.B: represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence;

Function Machines 1 (Functions and Tables)

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

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

3.4.5.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)

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

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

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

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

Quilting Bee (Symmetry)

3.4.6.C: apply knowledge of right angles to identify acute, right, and obtuse triangles; and

Classifying Quadrilaterals
Classifying Triangles

3.4.6.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

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

3.4.8.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)

3.4.8.C: solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.

Elapsed Time

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

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

4.4.9.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)

4.4.9.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)