1.1: The whole number system describes place value relationships and forms the foundation for efficient algorithms
1.1.a: Students can: Use place value and properties of operations to perform multi-digit arithmetic.
1.1.a.ii: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
1.2: Parts of a whole can be modeled and represented in different ways
1.2.a: Students can: Develop understanding of fractions as numbers.
1.2.a.i: Describe a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; describe a fraction a/b as the quantity formed by a parts of size 1/b.
1.2.a.ii: Describe a fraction as a number on the number line; represent fractions on a number line diagram.
1.2.a.iii: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
1.2.a.iii.1: Identify two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
1.2.a.iii.2: Identify and generate simple equivalent fractions. Explain why the fractions are equivalent.
1.2.a.iii.4: Compare two fractions with the same numerator or the same denominator by reasoning about their size.
1.3: Multiplication and division are inverse operations and can be modeled in a variety of ways
1.3.a: Students can: Represent and solve problems involving multiplication and division.
1.3.a.i: Interpret products of whole numbers.
1.3.a.ii: Interpret whole-number quotients of whole numbers.
1.3.a.iii: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
1.3.a.iv: Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
1.3.a.v: Model strategies to achieve a personal financial goal using arithmetic operations.
1.3.b: Students can: Apply properties of multiplication and the relationship between multiplication and division.
1.3.b.i: Apply properties of operations as strategies to multiply and divide.
1.3.b.ii: Interpret division as an unknown-factor problem.
1.3.c: Students can: Multiply and divide within 100.
1.3.c.i: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations.
1.3.c.ii: Recall from memory all products of two one-digit numbers.
1.3.d: Students can: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
1.3.d.i: Solve two-step word problems using the four operations.
1.3.d.iv: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.
3.1: Visual displays are used to describe data
3.1.a: Students can: Represent and interpret data.
3.1.a.i: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.
3.1.a.ii: Solve one- and two-step 'how many more' and 'how many less' problems using information presented in scaled bar graphs.
3.1.a.iii: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.
4.2: Linear and area measurement are fundamentally different and require different units of measure
4.2.a: Students can: Use concepts of area and relate area to multiplication and to addition.
4.2.a.ii: Find area of rectangles with whole number side lengths using a variety of methods.
4.2.a.iii: Relate area to the operations of multiplication and addition and recognize area as additive.
4.2.b: Students can: Describe perimeter as an attribute of plane figures and distinguish between linear and area measures.
4.2.c: Students can: Solve real world and mathematical problems involving perimeters of polygons.
4.2.c.i: Find the perimeter given the side lengths.
4.2.c.ii: Find an unknown side length given the perimeter.
Correlation last revised: 9/24/2019