### 6: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions.

6.4.01: Read, write, recognize, and model equivalent representations of whole numbers and their place values up to 1,000,000.

6.4.03: Read, write, recognize, and model equivalent representations of fractions; divide regions or sets to represent a fraction.

6.4.04: Represent multiplication as repeated addition.

6.4.05: Order and compare whole numbers up to 100,000.

6.4.06: Order and compare decimals through hundredths.

6.4.07: Order and compare fractions having like denominators with or without models.

6.4.08: Identify and locate whole numbers, halves, and fourths on a number line.

6.4.09: Solve problems involving descriptions of numbers, including characteristics and relationships (e.g., odd/even, factors/multiples, greater than, less than).

6.4.10: Solve problems and number sentences involving addition and subtraction with regrouping and multiplication (up to three-digit by one-digit).

6.4.12: Model and apply basic multiplication and division facts (up to 12×12), and apply them to related multiples of 10 (e.g., 3×9=27, 30×9=270, 6÷3=2, 600÷3=200).

6.4.13: Model situations involving addition and subtraction of fractions with like denominators.

6.4.14: Solve problems involving the commutative and distributive properties of operations on whole numbers [e.g., 8 + 7 = 7 + 8, 27 × 5 = (20×5) + (7×5)].

6.4.15: Use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences and solve problems (e.g., 4×3=12, 12÷3=__).

6.4.16: Make estimates appropriate to a given situation with whole numbers.

### 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy.

7.4.01: Solve problems involving elapsed time in compound units (e.g., 1 hour and 40 minutes) that occur in the same half day (a.m. only or p.m. only).

7.4.02: Select and use appropriate standard units and tools to measure length (to the nearest ½ inch or ½ cm), time, and temperature.

7.4.03: Solve problems involving the perimeter of a polygon with given side lengths and the area of a square, rectangle, or irregular shape composed of rectangles using diagrams, models, and grids or by measuring (may include sketching a figure from its description).

7.4.04: Compare and estimate length (including perimeter), area, volume, and weight/mass using referents.

7.4.05: Determine the volume of a solid figure that shows cubic units.

### 8: Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results.

8.4.01: Determine a missing term in a pattern (sequence), describe a pattern (sequence), and extend a pattern (sequence) when given a description or pattern (sequence).

### 9: Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space.

9.4.01: Identify, describe, and sketch two-dimensional shapes (triangles, quadrilaterals, pentagons, hexagons, and octagons) according to the number of sides, length of sides, number of vertices, and right angles.

9.4.03: Differentiate between polygons and non-polygons

9.4.04: Graph, locate, identify points, and describe paths using ordered pairs (first quadrant).

9.4.06: Identify images resulting from flips (reflections), slides (translations), or turns (rotations).

9.4.08: Identify and sketch right angles.

### 10: Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability.

10.4.01: Read and interpret data represented in a pictograph, bar graph, line (dot) plot, Venn diagram (with two circles), tally chart, table, line graph, or circle graph.

10.4.02: Create a pictograph, bar graph, tally chart, or table for a given set of data.

10.4.03: Determine the mode and range, given a set of data or a graph.

10.4.04: Classify events using words such as certain, most likely, equally likely, least likely, possible, and impossible.

Correlation last revised: 5/10/2018

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