Tested State Standards
MP.5.1: The student uses mathematical processes to acquire and demonstrate mathematical understanding.
MP.5.1.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.5.1.D: communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
1.5.2: The student applies mathematical process standards to represent, compare, and order positive rational numbers and understand relationships as related to place value.
1.5.2.A: represent the value of the digit in decimals through the thousandths using expanded notation and numerals;
1.5.2.B: compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =; and
1.5.4: The student applies mathematical process standards to develop concepts of expressions and equations.
1.5.4.A: identify prime and composite numbers;
1.5.4.E: describe the meaning of parentheses and brackets in a numeric expression; and
1.5.4.F: simplify numerical expressions that do not involve exponents, including up to two levels of grouping.
2.5.3: The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy.
2.5.3.A: estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division;
2.5.3.C: solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm;
2.5.3.D: represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models;
2.5.3.E: solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers;
2.5.3.H: represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations;
2.5.3.K: add and subtract positive rational numbers fluently; and
2.5.4: The student applies mathematical process standards to develop concepts of expressions and equations.
2.5.4.D: recognize the difference between additive and multiplicative numerical patterns given in a table or graph.
3.5.4: The student applies mathematical process standards to develop concepts of expressions and equations.
3.5.4.H: represent and solve problems related to perimeter and/or area and related to volume.
3.5.5: The student applies mathematical process standards to classify two-dimensional figures by attributes and properties.
3.5.5.A: classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.
3.5.6: The student applies mathematical process standards to understand, recognize, and quantify volume.
3.5.6.A: recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible; and
3.5.6.B: determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base.
3.5.7: The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement.
3.5.7.A: solve problems by calculating conversions within a measurement system, customary or metric.
3.5.8: The student applies mathematical process standards to identify locations on a coordinate plane.
3.5.8.A: describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin;
3.5.8.B: describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane; and
3.5.8.C: graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table.
4.5.9: The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.
4.5.9.A: represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots;
4.5.9.B: represent discrete paired data on a scatterplot; and
4.5.9.C: solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot.
4.5.10: The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.
4.5.10.F: balance a simple budget.
Correlation last revised: 1/20/2017