Performance Level Descriptors

OA.A.A.1: Advanced students write products and quotients in mathematical and real-world contexts;

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

No Alien Left Behind (Division with Remainders)

OA.A.B.2: Basic students use multiplication within 100 to solve and represent word problems provided a pictorial representation;

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

OA.A.P.2: Proficient students use multiplication and division within 100 to solve and represent word problems provided a pictorial representation;

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

No Alien Left Behind (Division with Remainders)

OA.A.A.2: Advanced students use multiplication and division within 100 to solve and represent word problems;

Critter Count (Modeling Multiplication)

No Alien Left Behind (Division with Remainders)

OA.B.B.1: Basic students use the commutative property of multiplication to find the product of familiar numbers, e.g. 1, 2, 5, and 10;

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

OA.B.A.1: Advanced students use the distributive property to multiply two numbers;

Chocomatic (Multiplication, Arrays, and Area)

OA.B.B.2: Basic students use multiplication to find a missing factor in a division equation.

Factor Trees (Factoring Numbers)

Function Machines 3 (Functions and Problem Solving)

OA.B.P.2: Proficient students use division to find a missing factor in a multiplication equation.

Factor Trees (Factoring Numbers)

Function Machines 3 (Functions and Problem Solving)

OA.B.A.2: Advanced students use division to find unknown factors given a verbal context.

Function Machines 3 (Functions and Problem Solving)

OA.C.B.1: Basic students multiply with factors of 2, 5, and 10 and divide with divisors of 2 or 5 within 50;

Critter Count (Modeling Multiplication)

No Alien Left Behind (Division with Remainders)

OA.C.P.1: Proficient students fluently multiply two numbers with factors of 10 or less and divide two numbers with both the divisor and quotient being 10 or less;

Critter Count (Modeling Multiplication)

No Alien Left Behind (Division with Remainders)

OA.C.A.1: Advanced students fluently multiply two numbers within 100 with one factor greater than 10 and one factor less than 10 and divide two numbers within 100 with either a divisor or quotient greater than 10;

Critter Count (Modeling Multiplication)

No Alien Left Behind (Division with Remainders)

OA.C.B.2: Basic students identify the relationship between multiplication and division in a mathematical context.

Factor Trees (Factoring Numbers)

Function Machines 3 (Functions and Problem Solving)

OA.D.B.1: Basic students solve two-step word problems involving only addition and subtraction;

Cargo Captain (Multi-digit Subtraction)

Number Line Frog Hop (Addition and Subtraction)

OA.D.B.2: Basic students predict the next term of a pattern described by an addition or a subtraction rule.

OA.D.P.2: Proficient students predict any term of a pattern and create a rule to describe the pattern

Pattern Finder

Pattern Flip (Patterns)

OA.D.A.2: Advanced students identify a characteristic of a pattern that is not explicitly given.

Function Machines 2 (Functions, Tables, and Graphs)

Pattern Finder

Pattern Flip (Patterns)

NBT.E.B.1: Basic students round to the nearest 10;

Rounding Whole Numbers (Number Line)

NBT.E.P.1: Proficient students round to the nearest 100;

Rounding Whole Numbers (Number Line)

NBT.E.A.1: Advanced students round to the nearest 1,000;

Rounding Whole Numbers (Number Line)

NBT.E.B.2: Basic students add/subtract within 100;

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)

NBT.E.P.2: Proficient students add/subtract two or more whole numbers whose sum or difference is less than 1,000 using strategies and algorithms based on place value and properties of operations;

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)

NBT.E.A.2: Advanced students add/subtract two or more whole numbers whose sum or difference is greater than 1,000 using the relationship between addition and subtraction, place value, or properties of operations;

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)

NF.F.B.1: Basic students identify a fraction in the form of a/b given a and b;

Fraction, Decimal, Percent (Area and Grid Models)

NF.F.P.1: Proficient students understand a fraction 1/b as a quantity formed by one part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b;

Fraction Artist 1 (Area Models of Fractions)

NF.F.A.1: Advanced students represent either a fractional model or a fraction as the sum of unit fractions;

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)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

NF.F.B.2: Basic students identify and represent fractions with denominators of 2 or 4 on a number line;

Fraction Garden (Comparing Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

NF.F.P.2: Proficient students identify and represent fractions with denominators of 3, 6, or 8 on a number line;

Fraction Garden (Comparing Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

NF.F.B.3: Basic students identify two fractions as equivalent given the same numerators and same denominators;

Adding Fractions (Fraction Tiles)

Equivalent Fractions (Fraction Tiles)

Factor Trees (Factoring Numbers)

Fraction Artist 2 (Area Models of Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

NF.F.P.3: Proficient students identify equivalent fractions provided a model or point(s) on a number line

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)

NF.F.A.3: Advanced students explain that two fractions are not equivalent because the fractions compare different wholes; determine if two fractions are equivalent;

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)

NF.F.B.4: Basic students identify a fraction in the form a/a that is equivalent to 1;

Equivalent Fractions (Fraction Tiles)

Fraction Artist 2 (Area Models of Fractions)

NF.F.P.4: Proficient students represent a whole number and a fraction as equivalent; identify a fraction in the form a/1 that is equivalent to a;

Equivalent Fractions (Fraction Tiles)

Fraction Artist 2 (Area Models of Fractions)

NF.F.B.5: Basic students compare, using words, two fractions with a common numerator or denominator provided a model of each fraction.

Equivalent Fractions (Fraction Tiles)

Fraction Artist 2 (Area Models of Fractions)

Modeling Fractions (Area Models)

NF.F.A.5: Advanced students justify the comparison of two fractions with common numerators or denominators.

Adding Fractions (Fraction Tiles)

Equivalent Fractions (Fraction Tiles)

Fraction Artist 2 (Area Models of Fractions)

Modeling Fractions (Area Models)

MD.G.P.1: Proficient students solve real-world or mathematical problems with addition/subtraction involving elapsed time to the nearest minute;

MD.H.B.1: Basic students read data from a picture graph or bar graph;

Forest Ecosystem

Prairie Ecosystem

Reaction Time 1 (Graphs and Statistics)

MD.H.P.1: Proficient students interpret data from a picture graph or bar graph and solve problems;

Forest Ecosystem

Mascot Election (Pictographs and Bar Graphs)

Prairie Ecosystem

Reaction Time 1 (Graphs and Statistics)

MD.I.B.1: Basic students recognize that a square labeled with 1 square unit can be used to measure area;

Chocomatic (Multiplication, Arrays, and Area)

Fido's Flower Bed (Perimeter and Area)

MD.I.P.1: Proficient students determine the area of a rectangle by counting unit squares in a tiled rectangle;

Chocomatic (Multiplication, Arrays, and Area)

Fido's Flower Bed (Perimeter and Area)

MD.I.P.2: Proficient students determine the area of a rectangle by multiplying length times width in both mathematical and real-world contexts;

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

Fido's Flower Bed (Perimeter and Area)

MD.I.A.1: Advanced students solve for the side of a rectangle by dividing the area by the other side; use area models to show that a(b+c)= (axb)+(axc);

Chocomatic (Multiplication, Arrays, and Area)

MD.I.3: Proficient students solve for the area of a figure by decomposing the figure into two non-overlapping rectangles.

Fido's Flower Bed (Perimeter and Area)

MD.I.A.2: Advanced students solve for the area of a figure by decomposing the figure into three or more non-overlapping rectangles.

Fido's Flower Bed (Perimeter and Area)

MD.J.B.1: Basic students solve for the perimeter of a polygon given all of the side lengths.

Fido's Flower Bed (Perimeter and Area)

MD.J.P.1: Proficient students solve for the perimeter of a rectangle given the length and width; find one unknown side length of a polygon when given the perimeter in mathematical or real-world contexts.

Fido's Flower Bed (Perimeter and Area)

Correlation last revised: 5/3/2018