### 1: The student understands and applies the concepts and procedures of mathematics.

#### 1.1: Understand and apply concepts and procedures from number sense.

1.1.1: Understand the concept and symbolic representation of whole numbers to at least 10,000.

1.1.1.a: Represent a number to at least 10,000 in different ways, including numerals, words, pictures, and physical models; and translate from one representation to another.

1.1.1.b: Represent and show numbers in standard and expanded forms.

1.1.1.c: State equivalent representations for a given number by decomposing and composing into sums for that number.

1.1.1.d: Represent and discuss place values of digits of whole numbers using words, pictures, or numbers.

1.1.2: Understand the relative values of whole numbers to at least 10,000.

1.1.2.b: Order three or more numbers to at least 10,000 from least to greatest on number lines, symbolically, or with illustrations.

1.1.3: Understand and use the commutative and identity properties of addition on whole numbers.

1.1.3.a: Explain or show how the commutative property works for addition and not subtraction using words, pictures, physical models, or numbers.

1.1.5: Understand the meaning of multiplication and division of whole numbers.

1.1.5.a: Illustrate multiplication and division using words, pictures, models, and/or numbers.

1.1.5.b: Illustrate and explain the inverse relationship between multiplication and division using words, pictures, models, and/or numbers.

1.1.5.c: Show and explain the relationship between multiplication and repeated addition.

1.1.5.d: Show and explain the relationship between division and repeated subtraction.

1.1.5.g: Explain the meaning of a remainder in a division problem.

1.1.5.h: Select and/or use an appropriate operation to show understanding of addition, subtraction, multiplication, or division of whole numbers.

1.1.6: Use computational procedures for addition and subtraction of whole numbers.

1.1.6.b: Describe and show relationships between strategies and procedures for multiplying and dividing.

1.1.6.c: Complete multi-step computations that involve addition and subtraction and explain strategies.

1.1.6.d: Explain and apply strategies or use procedures to add three 2-digit or two 3-digit numbers, and/or subtract numbers with 1, 2, or 3 digits.

1.1.6.e: Explain and apply strategies or use procedures to add up to 5 one-digit whole numbers.

1.1.8: Understand and apply estimation strategies involving addition and subtraction of whole numbers to predict or determine the reasonableness of answers in situations.

1.1.8.b: Apply and explain a variety of estimation strategies, including multiples of 10 and 100, rounding, and compatible numbers prior to computation.

#### 1.2: Understand and apply concepts and procedures from measurement.

1.2.6: Understand and apply strategies to obtain reasonable estimates of length, perimeter, time, money, weight/mass, capacity and temperature measurements.

1.2.6.d: Use estimation to determine the perimeter of a rectangle or right triangle and record the number of units with a label.

#### 1.4: Understand and apply concepts and procedures from probability and statistics.

1.4.3: Understand how to ask questions to collect data about a specific topic.

1.4.3.b: Design a survey and collect and record data in easy-to-use formats such as tally marks, chart, or table.

1.4.4: Understand, determine, and use mode to describe a set of data.

1.4.4.a: Describe a situation where mode is meaningful for a set of data.

1.4.4.b: Explain why mode is useful for describing a set of data.

1.4.4.c: Explain what the mode represents and how to find it in a given set of data.

1.4.4.d: Use pictures to demonstrate understanding of mode.

1.4.4.e: Determine the mode for a set of data.

1.4.5: Read and understand data from tables, charts, pictographs, and bar graphs.

1.4.5.b: Read, explain, and summarize data from tables, charts, pictographs, and bar graphs.

1.4.5.c: Read and interpret data from pictographs and bar graphs for comparative information.

#### 1.5: Understand and apply concepts and procedures from algebraic sense.

1.5.1: Recognize, understand, and extend a pattern of shapes and /or objects or a pattern of numbers with a single addition or subtraction between terms.

1.5.1.a: Identify, describe, extend, or construct patterns of numbers based on a single addition or subtraction between terms.

1.5.1.b: Identify, describe, extend, or construct patterns of figures or objects.

1.5.1.c: Identify or write the missing elements in the beginning, middle, and/or end of a pattern.

1.5.1.d: Identify a pattern that fits a given rule.

1.5.4: Use a single variable to write simple expressions and equations that represent situations involving addition and subtraction of whole numbers.

1.5.4.a: Read expressions and equations involving a single variable.

1.5.4.c: Describe a situation that represents a given expression or equation that includes a single variable.

1.5.6: Apply algebraic properties to solve equations involving addition and subtraction.

1.5.6.a: Solve a one-step equation with addition or subtraction using manipulatives, pictures, physical models, and/or symbols.

1.5.6.b: Write and solve a one-step equation using addition or subtraction in a given situation.

1.5.6.c: Explain the meaning of the solution for an equation.

### 2: The student uses mathematics to define and solve problems.

#### 2.2: Construct solutions.

2.2.2: Select and use appropriate concepts and procedures from number sense, measurement, geometric sense, or statistics to construct solutions.

2.2.2.a: Use addition and subtraction of whole numbers to construct a solution.

2.2.2.b: Use measurements related to length, perimeter, time, money value, weight/mass, capacity, and temperature to construct a solution.

2.2.2.d: Use mode to construct a solution.

2.2.3: Apply a variety of strategies to construct solutions.

2.2.3.a: Use tools such as manipulatives, pictures, charts, calculators, or measurement tools to construct a solution.

### 3: The student uses mathematical reasoning.

#### 3.1: Analyze information.

3.1.1: Analyze and compare numerical, measurement, geometric, and/or statistical information in familiar situations.

3.1.1.a: Compare mathematical information and results represented in tables, charts, pictographs, bar graphs, text, diagrams, figures, or pictures.

#### 3.3: Verify results.

3.3.3: Understand how to validate thinking about numerical, measurement, geometric, and/or statistical ideas.

3.3.3.a: Explain and support thinking about numerical, measurement, geometric, and/or statistical ideas using patterns and relationships.

### 4: The student communicates knowledge and understanding in both everyday and mathematical language.

#### 4.1: Gather information.

4.1.2: Extract numerical, measurement, geometric, and/or statistical information from one or two different sources for a given purpose.

4.1.2.a: Extract and use mathematical information from various sources such as pictures, symbols, text, tables, charts, models, pictographs, or bar graphs for a specific purpose.

#### 4.2: Organize, represent, and share information.

4.2.1: Understand how to organize numerical, measurement, geometric, and/or statistical information to communicate for a given purpose.

4.2.1.a: Select a useful format and organize mathematical information for a given purpose.

4.2.2: Understand how to represent numerical, measurement, geometric, and/or statistical information in graphs or other appropriate forms.

4.2.2.a: Represent mathematical information in pictures, tables, charts, pictographs, bar graphs, drawings, or other appropriate forms and include title, labels, and accurate data display.

Correlation last revised: 1/20/2017

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