### I: Students will acquire number sense and perform operations with whole numbers, simple fractions, and decimals.

#### I.1: Demonstrate multiple ways to represent whole numbers and decimals, from hundredths to one million, and fractions.

I.1.a: Read and write numbers in standard and expanded form.

I.1.b: Demonstrate multiple ways to represent whole numbers and decimals by using models and symbolic representations (e.g., 36 is the same as the square of six, three dozen, or 9 x 4).

I.1.c: Identify the place and the value of a given digit in a six-digit numeral, including decimals to hundredths, and round to the nearest tenth.

I.1.e: Name and write a fraction to represent a portion of a unit whole, length, or set for halves, thirds, fourths, fifths, sixths, eighths, and tenths.

#### I.2: Analyze relationships among whole numbers, commonly used fractions, and decimals to hundredths.

I.2.a: Compare the relative size of numbers (e.g., 475 is comparable to 500; 475 is small compared to 10,000 but large compared to 98).

I.2.b: Order whole numbers up to six digits, simple fractions, and decimals using a variety of methods (e.g., number line, fraction pieces) and use the symbols <, >, and = to record the relationships.

I.2.c: Identify a number that is between two given numbers (e.g., 3.2 is between 3 and 4; find a number between 0.1 and 0.2).

I.2.d: Identify equivalences between fractions and decimals by connecting models to symbols.

I.2.e: Generate equivalent fractions and simplify fractions using models, pictures, and symbols.

#### I.3: Model and illustrate meanings of multiplication and division of whole numbers and the addition and subtraction of fractions.

I.3.a: Model multiplication (e.g., equal-sized groups, rectangular arrays, area models, equal intervals on the number line), place value, and properties of operations to represent multiplication of a one- or two-digit factor by a two-digit factor and connect the representation to an algorithm.

I.3.b: Use rectangular arrays to interpret factoring (e.g., find all rectangular arrays of 36 tiles and relate the dimensions of the arrays to factors of 36).

I.3.e: Use models to add and subtract simple fractions where one single-digit denominator is 1, 2, or 3 times the other (e.g., 2/4 + 1/4; 3/4 - 1/8).

#### I.4: Solve problems involving multiplication and division of whole numbers and addition and subtraction of simple fractions and decimals.

I.4.a: Use estimation, mental math, paper and pencil, and calculators to perform mathematical calculations and identify when to use each one appropriately.

I.4.c: Write a story problem that relates to a given multiplication or division equation, and select and write a number sentence to solve a problem related to the environment.

I.4.d: Solve problems involving simple fractions and interpret the meaning of the solution (e.g., A pie has been divided into six pieces and one piece is already gone. How much of the whole pie is there when Mary comes in? If Mary takes two pieces, how much of the whole pie has she taken? How much of the pie is left?)

#### I.5: Compute problems involving multiplication and division of whole numbers and addition and subtraction of simple fractions and decimals.

I.5.a: Demonstrate quick recall of basic multiplication and division facts.

I.5.c: Divide up to a three-digit dividend by a one-digit divisor with fluency, using efficient procedures.

I.5.d: Add and subtract decimals and simple fractions where one single-digit denominator is 1, 2, or 3 times the other (e.g., 2/4 + 1/4 = 3/4; 1/3 ? 1/6 = 1/6).

### II: Students will use patterns and relations to represent mathematical problems and number relationships.

#### II.1: Identify, analyze, and determine rules for describing numerical patterns involving operations and nonnumerical growing patterns.

II.1.b: Recognize, represent, and extend simple patterns involving multiples and other number patterns (e.g., square numbers) using objects, pictures, numbers, and tables.

II.1.c: Identify simple relationships in real-life contexts and use mathematical operations to describe the pattern (e.g., the number of legs on a given number of chairs may be determined by counting by fours or by multiplying the number of chairs by 4).

### III: Students will understand attributes and properties of plane geometric objects and spatial relationships.

#### III.1: Identify and describe attributes of two-dimensional geometric shapes.

III.1.d: Identify and describe figures that have line symmetry and rotational symmetry.

#### III.2: Specify locations using grids and maps.

III.2.a: Locate coordinates in the first quadrant of a coordinate grid.

III.2.b: Give the coordinates in the first quadrant of a coordinate grid.

#### III.3: Visualize and identify geometric shapes after applying transformations.

III.3.a: Identify a translation, rotation, or a reflection of a geometric shape.

### IV: Students will describe relationships among units of measure, use appropriate measurement tools, and use formulas to find area measurements.

#### IV.1: Describe relationships among units of measure for length, capacity, and weight, and determine measurements of angles using appropriate tools.

IV.1.a: Describe the relative size among metric units of length (i.e., millimeter, centimeter, meter), between metric units of capacity (i.e., milliliter, liter), and between metric units of weight (i.e., gram, kilogram).

#### IV.2: Recognize and describe area as a measurable attribute of two-dimensional shapes and calculate area measurements.

IV.2.a: Quantify area by finding the total number of same-sized units of area needed to fill the region without gaps or overlaps.

IV.2.b: Recognize that a square that is 1 unit on a side is the standard unit for measuring area.

IV.2.d: Develop and use the area formula for a right triangle by comparing with the formula for a rectangle (e.g., two of the same right triangles makes a rectangle).

### V: Students will interpret and organize collected data to make predictions, answer questions, and describe basic concepts of probability.

#### V.1: Collect, organize, and display data to answer questions.

V.1.a: Identify a question that can be answered by collecting data.

V.1.b: Collect, read, and interpret data from tables, graphs, charts, surveys, and observations.

V.1.c: Represent data using frequency tables, bar graphs, line plots, and stem and leaf plots.

V.1.d: Identify and distinguish between clusters and outliers of a data set.

Correlation last revised: 5/24/2018

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