Academic Content Standards

1.A.2: Use place value structure of the base-ten number system to read, write, represent and compare whole numbers through millions and decimals through thousandths.

Adding Decimals (Base-10 Blocks)

Cannonball Clowns (Number Line Estimation)

Modeling Decimals (Area and Grid Models)

Modeling Decimals (Base-10 Blocks)

Subtracting Decimals (Base-10 Blocks)

Treasure Hunter (Decimals on the Number Line)

1.A.3: Round whole numbers to a given place value.

Rounding Whole Numbers (Number Line)

1.B.1: Identify and generate equivalent forms of fractions and decimals. For example:

1.B.1.a: Connect physical, verbal and symbolic representations of fractions, decimals and whole numbers; e.g., 1/2, 5/10, "five tenths," 0.5, shaded rectangles with half, and five tenths.

Equivalent Fractions (Fraction Tiles)

Fraction Artist 1 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Decimals (Area and Grid Models)

Modeling Decimals (Base-10 Blocks)

Modeling Fractions (Area Models)

Multiplying Decimals (Area Model)

Toy Factory (Set Models of Fractions)

Treasure Hunter (Decimals on the Number Line)

1.B.1.b: Understand and explain that ten tenths is the same as one whole in both fraction and decimal form.

Fraction, Decimal, Percent (Area and Grid Models)

Equivalent Fractions (Fraction Tiles)

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)

1.D.5: Use models and points of reference to compare commonly used fractions.

Adding Fractions (Fraction Tiles)

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)

1.E.4: Identify and represent factors and multiples of whole numbers through 100, and classify numbers as prime or composite.

Chocomatic (Multiplication, Arrays, and Area)

Factor Trees (Factoring Numbers)

Pattern Flip (Patterns)

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

Factor Trees (Factoring Numbers)

Function Machines 3 (Functions and Problem Solving)

1.I.14: Demonstrate fluency in adding and subtracting whole numbers and in multiplying and dividing whole numbers by 1- and 2-digit numbers and multiples of ten.

Critter Count (Modeling Multiplication)

1.J.9: Estimate the results of computations involving whole numbers, fractions and decimals, using a variety of strategies.

Cannonball Clowns (Number Line Estimation)

Multiplying Decimals (Area Model)

1.K.6: Use associative and distributive properties to simplify and perform computations; e.g., use left to right multiplication and the distributive property to find an exact answer without paper and pencil, such as 5 x 47 = 5 x 40 + 5 x 7 = 200 + 35 = 235.

Chocomatic (Multiplication, Arrays, and Area)

1.K.7: Recognize that division may be used to solve different types of problem situations and interpret the meaning of remainders; e.g., situations involving measurement, money.

No Alien Left Behind (Division with Remainders)

Pattern Flip (Patterns)

1.L.13: Use a variety of methods and appropriate tools for computing with whole numbers; e.g., mental math, paper and pencil, and calculator.

Modeling Decimals (Base-10 Blocks)

1.L.14: Demonstrate fluency in adding and subtracting whole numbers and in multiplying and dividing whole numbers by 1- and 2-digit numbers and multiples of ten.

Critter Count (Modeling Multiplication)

No Alien Left Behind (Division with Remainders)

1.M.9: Estimate the results of computations involving whole numbers, fractions and decimals, using a variety of strategies.

Cannonball Clowns (Number Line Estimation)

Multiplying Decimals (Area Model)

1.M.10: Use physical models, visual representations, and paper and pencil to add and subtract decimals and commonly used fractions with like denominators.

Adding Decimals (Base-10 Blocks)

Adding Fractions (Fraction Tiles)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

Subtracting Decimals (Base-10 Blocks)

2.A.3: Identify and select appropriate units to measure:

2.A.3.b: area - tiles (square inches or square centimeters).

Fido's Flower Bed (Perimeter and Area)

2.A.3.c: volume - cubes (cubic inches or cubic centimeters).

Cannonball Clowns (Number Line Estimation)

2.B.5: Make simple unit conversions within a measurement system; e.g., inches to feet, kilograms to grams, quarts to gallons.

Cannonball Clowns (Number Line Estimation)

2.C.2: Demonstrate and describe perimeter as surrounding and area as covering a two-dimensional shape, and volume as filling a three-dimensional object.

Chocomatic (Multiplication, Arrays, and Area)

3.A.3: Identify similarities and differences of quadrilaterals; e.g., squares, rectangles, parallelograms and trapezoids.

3.E.2: Describe, classify, compare and model two- and three-dimensional objects using their attributes.

3.F.3: Identify similarities and differences of quadrilaterals; e.g., squares, rectangles, parallelograms and trapezoids.

3.G.6: Specify locations and plot ordered pairs on a coordinate plane, using first quadrant points.

4.A.2: Represent and analyze patterns and functions using words, tables and graphs.

Function Machines 1 (Functions and Tables)

Function Machines 2 (Functions, Tables, and Graphs)

Function Machines 3 (Functions and Problem Solving)

Pattern Finder

Pattern Flip (Patterns)

4.B.1: Use models and words to describe, extend and make generalizations of patterns and relationships occurring in computation, numerical patterns, geometry, graphs and other applications.

Function Machines 1 (Functions and Tables)

Pattern Finder

Pattern Flip (Patterns)

4.D.2: Represent and analyze patterns and functions using words, tables and graphs.

Function Machines 1 (Functions and Tables)

Function Machines 2 (Functions, Tables, and Graphs)

Function Machines 3 (Functions and Problem Solving)

4.F.3: Construct a table of values to solve problems associated with a mathematical relationship.

Function Machines 1 (Functions and Tables)

5.A.1: Create a plan for collecting data for a specific purpose.

Reaction Time 2 (Graphs and Statistics)

5.B.2: Represent and interpret data using tables, bar graphs, line plots and line graphs.

Elevator Operator (Line Graphs)

Graphing Skills

Mascot Election (Pictographs and Bar Graphs)

Prairie Ecosystem

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

5.B.5: Propose and explain interpretations and predictions based on data displayed in tables, charts and graphs.

Graphing Skills

Prairie Ecosystem

5.C.2: Represent and interpret data using tables, bar graphs, line plots and line graphs.

Elevator Operator (Line Graphs)

Graphing Skills

Mascot Election (Pictographs and Bar Graphs)

Prairie Ecosystem

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

5.C.4: Compare different representations of the same data to evaluate how well each representation shows important aspects of the data, and identify appropriate ways to display the data.

Graphing Skills

Mascot Election (Pictographs and Bar Graphs)

5.E.6: Describe the characteristics of a set of data based on a graphical representation, such as range of the data, clumps of data, and holes in the data.

Graphing Skills

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 1 (Graphs and Statistics)

5.E.7: Identify the median of a set of data and describe what it indicates about the data.

Movie Reviewer (Mean and Median)

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

5.E.8: Use range, median and mode to make comparisons among related sets of data.

Movie Reviewer (Mean and Median)

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

5.F.11: Relate the concepts of impossible and certain-to-happen events to the numerical values of 0 (impossible) and 1 (certain).

Spin the Big Wheel! (Probability)

5.H.11: Relate the concepts of impossible and certain-to-happen events to the numerical values of 0 (impossible) and 1 (certain).

Spin the Big Wheel! (Probability)

Correlation last revised: 8/29/2016

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