Course of Study

OA.1: Students will… Write, explain, and evaluate simple numerical expressions involving the four operations to solve up to two-step problems. Include expressions involving parentheses, brackets, or braces, using commutative, associative, and distributive properties.

OA.2: Students will… Generate two numerical patterns using two given rules and complete an input/output table for the data.

OA.2.a: Use data from an input/output table to identify apparent relationships between corresponding terms.

Function Machines 1 (Functions and Tables)

Function Machines 2 (Functions, Tables, and Graphs)

Function Machines 3 (Functions and Problem Solving)

OA.2.b: Form ordered pairs from values in an input/output table.

Function Machines 1 (Functions and Tables)

Function Machines 2 (Functions, Tables, and Graphs)

Function Machines 3 (Functions and Problem Solving)

OA.2.c: Graph ordered pairs from an input/output table on a coordinate plane.

Function Machines 1 (Functions and Tables)

Function Machines 2 (Functions, Tables, and Graphs)

Function Machines 3 (Functions and Problem Solving)

Linear Functions

NBT.3: Students will… Using models and quantitative reasoning, explain that in a multi-digit number, including decimals, a digit in any place represents ten times what it represents in the place to its right and 1/10 of what it represents in the place to its left.

NBT.3.a: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, using whole-number exponents to denote powers of 10.

Modeling Whole Numbers and Decimals (Base-10 Blocks)

Unit Conversions 2 - Scientific Notation and Significant Digits

NBT.3.b: Explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10, using whole-number exponents to denote powers of 10.

Comparing and Ordering Decimals

Modeling Whole Numbers and Decimals (Base-10 Blocks)

Unit Conversions 2 - Scientific Notation and Significant Digits

NBT.4: Students will… Read, write, and compare decimals to thousandths.

NBT.4.a: Read and write decimals to thousandths using base-ten numerals, number names, and expanded form.

Modeling Decimals (Area and Grid Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

Unit Conversions 2 - Scientific Notation and Significant Digits

NBT.4.b: Compare two decimals to thousandths based on the meaning of the digits in each place, using >, =, and < to record the results of comparisons.

Comparing and Ordering Decimals

Modeling Decimals (Area and Grid Models)

Treasure Hunter (Decimals on the Number Line)

NBT.6: Students will… Fluently multiply multi-digit whole numbers using the standard algorithm.

Chocomatic (Multiplication, Arrays, and Area)

NBT.7: Students will… Use strategies based on place value, properties of operations, and/or the relationship between multiplication and division to find whole-number quotients and remainders with up to four-digit dividends and two-digit divisors. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Factor Trees (Factoring Numbers)

No Alien Left Behind (Division with Remainders)

Pattern Flip (Patterns)

NBT.8: Students will… Add, subtract, multiply, and divide decimals to hundredths using strategies based on place value, properties of operations, and/or the relationships between addition/subtraction and multiplication/division; relate the strategy to a written method, and explain the reasoning used.

NBT.8.a: Use concrete models and drawings to solve problems with decimals to hundredths.

Adding Whole Numbers and Decimals (Base-10 Blocks)

Multiplying with Decimals

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

NBT.8.b: Solve problems in a real-world context with decimals to hundredths.

Adding Whole Numbers and Decimals (Base-10 Blocks)

Multiplying with Decimals

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

NF.9: Students will… Model and solve real-word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally, and assess the reasonableness of answers.

Adding Fractions (Fraction Tiles)

Estimating Sums and Differences

Fraction Artist 2 (Area Models of Fractions)

Fractions Greater than One (Fraction Tiles)

Fractions with Unlike Denominators

NF.10: Students will… Add and subtract fractions and mixed numbers with unlike denominators, using fraction equivalence to calculate a sum or difference of fractions or mixed numbers with like denominators.

Adding Fractions (Fraction Tiles)

Fraction Artist 2 (Area Models of Fractions)

Fractions Greater than One (Fraction Tiles)

Fractions with Unlike Denominators

NF.11: Students will… Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.

NF.11.a: Model and interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b).

Fractions Greater than One (Fraction Tiles)

NF.11.b: Use visual fraction models, drawings, or equations to represent word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.

No Alien Left Behind (Division with Remainders)

NF.12: Students will… Apply and extend previous understandings of multiplication to find the product of a fraction times a whole number or a fraction times a fraction.

NF.12.a: Use a visual fraction model (area model, set model, or linear model) to show (a/b) × q and create a story context for this equation to interpret the product as a parts of a partition of q into b equal parts.

NF.12.b: Use a visual fraction model (area model, set model, or linear model) to show (a/b) × (c/d) and create a story context for this equation to interpret the product.

NF.12.c: Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

NF.12.d: Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths to show that the area is the same as would be found by multiplying the side lengths.

NF.13: Students will… Interpret multiplication as scaling (resizing).

NF.13.a: Compare the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

NF.13.b: Explain why multiplying a given number by a fraction greater than 1 results in a product greater than the given number and relate the principle of fraction equivalence.

NF.13.c: Explain why multiplying a given number by a fraction less than 1 results in a product smaller than the given number and relate the principle of fraction equivalence.

NF.14: Students will… Model and solve real-world problems involving multiplication of fractions and mixed numbers using visual fraction models, drawings, or equations to represent the problem.

NF.15: Students will… Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

NF.15.a: Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions and illustrate using visual fraction models, drawings, and equations to represent the problem.

M.17: Students will… Convert among different-sized standard measurement units within a given measurement system and use these conversions in solving multi-step, real-world problems.

Cannonball Clowns (Number Line Estimation)

Unit Conversions

M.18: Students will… Identify volume as an attribute of solid figures, and measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised (non-standard) units.

M.18.a: Pack a solid figure without gaps or overlaps using n unit cubes to demonstrate volume as n cubic units.

M.19: Students will… Relate volume to the operations of multiplication and addition, and solve real-world and mathematical problems involving volume.

M.19.a: Use the associative property of multiplication to find the volume of a right rectangular prism and relate it to packing the prism with unit cubes. Show that the volume can be determined by multiplying the three edge lengths or by multiplying the height by the area of the base.

M.19.b: Apply the formulas V = l × w × h and V = B × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real-world and mathematical problems.

M.19.c: Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the two parts, applying this technique to solve real-world problems.

G.20: Students will… Graph points in the first quadrant of the coordinate plane, and interpret coordinate values of points to represent real-world and mathematical problems.

City Tour (Coordinates)

Elevator Operator (Line Graphs)

Points in the Coordinate Plane

G.21: Students will… Classify triangles according to side length (isosceles, equilateral, scalene) and angle measure (acute, obtuse, right, equiangular).

G.22: Students will… Classify quadrilaterals in a hierarchy based on properties.

G.23: Students will… Explain that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.

Classifying Quadrilaterals

Classifying Triangles

Correlation last revised: 3/2/2020

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.