1: The student will use a variety of problem-solving approaches to create, extend, and analyze patterns.

1.1: Discover, describe, extend, and create a wide variety of patterns using tables, graphs, rules, and verbal models (e.g., determine the rule from a table or “function machine”, extend visual and number patterns).

Function Machines 1 (Functions and Tables)
Function Machines 3 (Functions and Problem Solving)

1.2: Find variables in simple arithmetic problems by solving open sentences (equations) and other problems involving addition, subtraction, multiplication, and division with whole numbers.

Adding Whole Numbers and Decimals (Base-10 Blocks)
Cargo Captain (Multi-digit Subtraction)
Critter Count (Modeling Multiplication)
No Alien Left Behind (Division with Remainders)
Number Line Frog Hop (Addition and Subtraction)
Subtracting Whole Numbers and Decimals (Base-10 Blocks)

2: The student will use numbers and number relationships to acquire basic facts. The student will estimate and compute with whole numbers and fractions.

2.1: Number Sense

2.1.a: Place Value

2.1.a.i: Apply the concept of place value through 6 digits (e.g., write numbers in expanded form).

Cannonball Clowns (Number Line Estimation)
Fraction, Decimal, Percent (Area and Grid Models)
Modeling Whole Numbers and Decimals (Base-10 Blocks)
Rounding Whole Numbers (Number Line)
Target Sum Card Game (Multi-digit Addition)

2.1.a.ii: Model, read, write and rename decimal numbers to the hundredths (e.g., money, numerals to words).

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)
Treasure Hunter (Decimals on the Number Line)

2.1.b: Whole Number, Fraction, and Decimal

2.1.b.i: Compare and order whole numbers and decimals to the hundredths place (e.g., pictures of shaded regions of two-dimensional figures, use >, <, = symbols).

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)

2.1.b.ii: Use 0, 1/2, and 1 or 0, 0.5, and 1 as benchmarks and place additional fractions, decimals, and percents on a number line (e.g., 1/3, 3/4, 0.7, 0.4, 62%, 12%).

Fraction, Decimal, Percent (Area and Grid Models)

2.1.b.iii: Compare, add, or subtract fractional parts (fractions with like denominators and decimals) using physical or pictorial models. (e.g., egg cartons, fraction strips, circles, and squares).

Adding Fractions (Fraction Tiles)
Equivalent Fractions (Fraction Tiles)
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)

2.2: Number Operation

2.2.a: Estimate and find the product of up to three-digit by three-digit using a variety of strategies to solve application problems.

Critter Count (Modeling Multiplication)
Multiplying Decimals (Area Model)

2.2.b: Division Concepts and Fact Families

2.2.b.i: Demonstrate fluency (memorize and apply) with basic division facts up to 144 ÷ 12 and the associated multiplication facts (e.g., 144 ÷ 12 = 12 and 12 x 12 = 144).

Critter Count (Modeling Multiplication)

2.2.b.iii: Find the quotient (with and without remainders) with 1-digit divisors and a 2- or 3-digit dividend to solve application problems.

No Alien Left Behind (Division with Remainders)

3: The student will use geometric properties and relationships to analyze shapes.

3.3: Identify, draw, and construct models of regular and irregular polygons including triangles, quadrilaterals, pentagons, hexagons, heptagons, and octagons to solve problems.

Classifying Quadrilaterals

4: The student will solve problems using appropriate units of measure in a variety of situations.

4.1: Measurement

4.1.a: Estimate the measures of a variety of objects using customary units.

Cannonball Clowns (Number Line Estimation)

4.1.b: Establish benchmarks for metric units and estimate the measures of a variety of objects (e.g., mass: the mass of a raisin is about 1 gram, length: the width of a finger is about 1 centimeter).

Cannonball Clowns (Number Line Estimation)

4.1.c: Select appropriate customary and metric units of measure and measurement instruments to solve application problems involving length, weight, mass, area, and volume.

Cannonball Clowns (Number Line Estimation)
Fido's Flower Bed (Perimeter and Area)
Measuring Trees

4.1.d: Develop and use the concept of area of different shapes using grids to solve problems.

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

4.2: Time and Temperature

4.2.a: Solve elapsed time problems.

Elapsed Time

5: The student will demonstrate an understanding of collection, display, and interpretation of data and probability.

5.1: Data Analysis

5.1.a: Read and interpret data displays such as tallies, tables, charts, and graphs and use the observations to pose and answer questions (e.g., choose a table in social studies of population data and write problems).

Graphing Skills

5.1.b: Collect, organize and record data in tables and graphs (e.g., line graphs (plots), bar graphs, pictographs).

Forest Ecosystem
Graphing Skills
Mascot Election (Pictographs and Bar Graphs)
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)

5.2: Predict the probability of outcomes of simple experiments using words such as certain, equally likely, impossible (e.g., coins, number cubes, spinners).

Spin the Big Wheel! (Probability)

5.3: Determine the median (middle), and the mode (most often) of a set of data.

Movie Reviewer (Mean and Median)
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)