I.1.a: Read, write, and represent whole numbers using standard and expanded form.
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).
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.
I.1.e: Identify factors and multiples of whole numbers.
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.
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.
I.2.c: Name and write a fraction to represent a portion of a unit whole for halves, thirds, fourths, sixths, and eighths.
I.2.d: Place fractions on the number line and compare and order fractions using models, pictures, the number line, and symbols.
I.2.e: Find equivalent fractions using concrete and pictorial representations.
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).
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.
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.
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.
II.1.b: Describe how patterns are extended using manipulatives, pictures, and numerical representations.
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).
III.2.b: Determine whether two polygons are congruent by reflecting, translating, or rotating one polygon to physically fit on top of the other.
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).
IV.1.e: Describe perimeter as a measurable attribute of two-dimensional figures, and estimate and measure perimeter with metric and customary units.
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.).
IV.2.b: Compare given objects according to measurable attributes (i.e., length, weight, capacity).
IV.2.c: Solve problems involving perimeter.
IV.2.d: Determine elapsed time in hours (e.g., 7:00 a.m. to 2:00 p.m.).
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).
V.2.a: Describe the results of events using the terms ?certain,? ?likely,? ?unlikely,? and ?impossible.?
Correlation last revised: 1/20/2017