I: Students will understand the base-ten numeration system, place value concepts, simple fractions and perform operations with whole numbers.

I.1: Represent whole numbers up to 10,000, comprehend place value concepts, and identify relationships among whole numbers using base-ten models and symbolic notation.

I.1.a: Read, write, and represent whole numbers using standard and expanded form.

 Cannonball Clowns (Number Line Estimation)

I.1.b: Demonstrate multiple ways to represent numbers using models and symbolic representations (e.g., fifty is the same as two groups of 25, the number of pennies in five dimes, or 75 - 25).

 Equivalent Fractions (Fraction Tiles)
 Fraction Garden (Comparing Fractions)
 Fraction, Decimal, Percent (Area and Grid Models)
 Modeling Fractions (Area Models)

I.1.c: Identify the place and the value of a given digit in a four-digit numeral and round numbers to the nearest ten, hundred, and thousand.

 Rounding Whole Numbers (Number Line)

I.1.e: Identify factors and multiples of whole numbers.

 Chocomatic (Multiplication, Arrays, and Area)
 Factor Trees (Factoring Numbers)
 Pattern Flip (Patterns)

I.2: Use fractions to describe and compare parts of the whole.

I.2.a: Identify the denominator of a fraction as the number of equal parts of the unit whole and the numerator of a fraction as the number of equal parts being considered.

 Toy Factory (Set Models of Fractions)

I.2.b: Define regions and sets of objects as a whole and divide the whole into equal parts using a variety of objects, models, and illustrations.

 Fraction Artist 1 (Area Models of Fractions)
 Fraction Artist 2 (Area Models of Fractions)
 Toy Factory (Set Models of Fractions)

I.2.c: Name and write a fraction to represent a portion of a unit whole for halves, thirds, fourths, sixths, and eighths.

 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)

I.2.d: Place fractions on the number line and compare and order fractions using models, pictures, the number line, and symbols.

 Fraction Garden (Comparing Fractions)
 Fractions Greater than One (Fraction Tiles)
 Modeling Fractions (Area Models)

I.2.e: Find equivalent fractions using concrete and pictorial representations.

 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)

I.3: Model problems involving addition, subtraction, multiplication, and division.

I.3.a: Demonstrate the meaning of multiplication and division of whole numbers through the use of a variety of representations (e.g., equal-sized groups, arrays, area models, and equal jumps on a number line for multiplication, partitioning and sharing for division).

 Chocomatic (Multiplication, Arrays, and Area)
 Critter Count (Modeling Multiplication)

I.3.b: Use a variety of strategies and tools, such as repeated addition or subtraction, equal jumps on the number line, and counters arranged in arrays to model multiplication and division problems.

 Chocomatic (Multiplication, Arrays, and Area)
 Critter Count (Modeling Multiplication)
 Multiplying Decimals (Area Model)
 No Alien Left Behind (Division with Remainders)

I.3.e: Write a story problem that relates to a given addition, subtraction, or multiplication equation, and write a number sentence to solve a problem related to the students? environment.

 Number Line Frog Hop (Addition and Subtraction)

I.4: Compute and solve problems involving addition and subtraction of 3- and 4- digit numbers and basic facts of multiplication and division.

I.4.b: Find the sum or difference of numbers, including monetary amounts, using models and strategies such as expanded form, compensation, partial sums, and the standard algorithm.

 Adding Fractions (Fraction Tiles)
 Cargo Captain (Multi-digit Subtraction)
 Fractions Greater than One (Fraction Tiles)

II: Students will use patterns, symbols, operations, and properties of addition and multiplication to represent and describe simple number relationships.

II.1: Create, represent, and analyze growing patterns.

II.1.b: Describe how patterns are extended using manipulatives, pictures, and numerical representations.

 Function Machines 1 (Functions and Tables)
 Pattern Flip (Patterns)

III: Students will describe and analyze attributes of two-dimensional shapes.

III.1: Describe and compare attributes of two-dimensional shapes.

III.1.c: Identify attributes for classifying quadrilaterals (e.g., parallel sides for the parallelogram, right angles for the rectangle, equal sides and right angles for the square).

 Classifying Quadrilaterals

III.2: Demonstrate the meaning of congruence through applying transformations.

III.2.b: Determine whether two polygons are congruent by reflecting, translating, or rotating one polygon to physically fit on top of the other.

 Rock Art (Transformations)

IV: Students will select and use appropriate units and measurement tools to solve problems.

IV.1: Select and use appropriate tools and units to estimate and measure length, weight, capacity, time, and perimeter of two-dimensional figures.

IV.1.a: Describe the part-whole relationships (e.g., 3 feet in a yard, a foot is 1/3 of a yard) between metric units of length (i.e., centimeter, meter), and among customary units of length (i.e., inch, foot, yard), capacity (i.e., cup, quart), and weight (i.e., pound, ounce).

 Cannonball Clowns (Number Line Estimation)

IV.1.e: Describe perimeter as a measurable attribute of two-dimensional figures, and estimate and measure perimeter with metric and customary units.

 Fido's Flower Bed (Perimeter and Area)

IV.2: Solve problems involving measurements.

IV.2.a: Determine simple equivalence's of measurements (e.g., 30 inches = 2 feet and 6 inches; 6 cups = 1½ quarts; 90 min. = 1 hr. 30 min.).

 Cannonball Clowns (Number Line Estimation)

IV.2.b: Compare given objects according to measurable attributes (i.e., length, weight, capacity).

 Cannonball Clowns (Number Line Estimation)

IV.2.c: Solve problems involving perimeter.

 Fido's Flower Bed (Perimeter and Area)

IV.2.d: Determine elapsed time in hours (e.g., 7:00 a.m. to 2:00 p.m.).

 Elapsed Time

V: Students will collect and organize data to make predictions and identify basic concepts of probability.

V.1: Collect, organize, and display data to make predictions.

V.1.a: Collect, read, represent, and interpret data using tables, graphs, and charts, including keys (e.g., pictographs, bar graphs, frequency tables, line plots).

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

V.2: Identify basic concepts of probability.

V.2.a: Describe the results of events using the terms ?certain,? ?likely,? ?unlikely,? and ?impossible.?

 Spin the Big Wheel! (Probability)

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.