Priority Academic Student Skills

1.A.2: Use place value concepts to represent whole numbers and decimals using numerals, words, expanded notation and physical models. For example:

1.A.2.a: Recognize 100 means "10 tens" as well as a single entity (1 hundred) through physical models and trading games.

Adding Decimals (Base-10 Blocks)

Cannonball Clowns (Number Line Estimation)

Modeling Decimals (Base-10 Blocks)

Subtracting Decimals (Base-10 Blocks)

1.A.2.b: Describe the multiplicative nature of the number system; e.g., the structure of 3205 as 3 x 1000 plus 2 x 100 plus 5 x 1.

Cannonball Clowns (Number Line Estimation)

1.A.2.c: Model the size of 1000 in multiple ways; e.g., packaging 1000 objects into 10 boxes of 100, modeling a meter with centimeter and decimeter strips, or gathering 1000 pop-can tabs.

Modeling Decimals (Base-10 Blocks)

1.A.2.d: Explain the concept of tenths and hundredths using physical models, such as metric pieces, base ten blocks, decimal squares or money.

Adding Decimals (Base-10 Blocks)

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: Use mathematical language and symbols to compare and order; e.g., less than, greater than, at most, at least, <, >, =, "lesser than or equal", "greater than or equal".

Fraction, Decimal, Percent (Area and Grid Models)

1.B.7: Recognize and use decimal and fraction concepts and notations as related ways of representing parts of a whole or a set; e.g., 3 of 10 marbles are red can also be described as 3/10 and 3 tenths are red.

Fraction Garden (Comparing Fractions)

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Fractions (Area Models)

Treasure Hunter (Decimals on the Number Line)

1.C.5: Represent fractions and mixed numbers using words, numerals and physical models.

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

1.D.3: Use mathematical language and symbols to compare and order; e.g., less than, greater than, at most, at least, <, >, =, "less than or equal", "greater than or equal".

Fraction, Decimal, Percent (Area and Grid Models)

1.D.6: Compare and order commonly used fractions and mixed numbers using number lines, models (such as fraction circles or bars), points of reference (such as more or less than ½), and equivalent forms using physical or visual models.

Adding Fractions (Fraction Tiles)

Equivalent Fractions (Fraction Tiles)

Fraction Garden (Comparing Fractions)

Fraction, Decimal, Percent (Area and Grid Models)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

Factor Trees (Factoring Numbers)

1.G.11: Model and use the commutative and associative properties for addition and multiplication.

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

1.H.10: Explain and use relationships between operations, such as:

1.H.10.a: relate addition and subtraction as inverse operations;

Function Machines 3 (Functions and Problem Solving)

1.H.10.b: relate multiplication and division as inverse operations;

Function Machines 3 (Functions and Problem Solving)

1.H.10.c: relate addition to multiplication (repeated addition);

Critter Count (Modeling Multiplication)

1.H.10.d: relate subtraction to division (repeated subtraction).

No Alien Left Behind (Division with Remainders)

1.I.13: Demonstrate fluency in multiplication facts through 10 and corresponding division facts.

Factor Trees (Factoring Numbers)

1.K.12: Add and subtract whole numbers with and without regrouping.

Cargo Captain (Multi-digit Subtraction)

Number Line Frog Hop (Addition and Subtraction)

1.L.8: Model, represent and explain multiplication; e.g., repeated addition, skip counting, rectangular arrays and area model. For example:

1.L.8.b: Understand that, unlike addition and subtraction, the factors in multiplication and division may have different units; e.g., 3 boxes of 5 cookies each.

No Alien Left Behind (Division with Remainders)

1.L.9: Model, represent and explain division; e.g., sharing equally, repeated subtraction, rectangular arrays and area model. For example:

1.L.9.a: Translate contextual situations involving division into conventional mathematical symbols.

No Alien Left Behind (Division with Remainders)

1.L.9.b: Explain how a remainder may impact an answer in a real-world situation; e.g., 14 cookies being shared by 4 children.

No Alien Left Behind (Division with Remainders)

Adding Decimals (Base-10 Blocks)

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)

Subtracting Decimals (Base-10 Blocks)

2.D.7: Make estimates for perimeter, area and volume using links, tiles, cubes and other models.

Fido's Flower Bed (Perimeter and Area)

3.G.3: Find and name locations on a labeled grid or coordinate system; e.g., a map or graph.

3.H.4: Draw lines of symmetry to verify symmetrical two-dimensional shapes.

Quilting Bee (Symmetry)

Rock Art (Transformations)

Quilting Bee (Symmetry)

Rock Art (Transformations)

4.A.1: Extend multiplicative and growing patterns, and describe the pattern or rule in words.

4.B.3: Use patterns to make predictions, identify relationships, and solve problems.

4.C.5: Write, solve and explain simple mathematical statements, such as 7 + "square" > 8 or "triangle" + 8 = 10.

4.C.6: Express mathematical relationships as equations and inequalities.

4.F.7: Create tables to record, organize and analyze data to discover patterns and rules.

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

4.G.8: Identify and describe quantitative changes, especially those involving addition and subtraction; e.g., the height of water in a glass becoming 1 centimeter lower each week due to evaporation.

Cargo Captain (Multi-digit Subtraction)

Number Line Frog Hop (Addition and Subtraction)

5.A.1: Collect and organize data from an experiment, such as recording and classifying observations or measurements, in response to a question posed.

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

5.B.4: Support a conclusion or prediction orally and in writing, using information in a table or graph.

Graphing Skills

Mascot Election (Pictographs and Bar Graphs)

5.B.7: Analyze and interpret information represented on a timeline.

Reaction Time 2 (Graphs and Statistics)

5.C.6: Translate information freely among charts, tables, line plots, picture graphs and bar graphs; e.g., create a bar graph from the information in a chart.

Elevator Operator (Line Graphs)

Graphing Skills

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

5.D.2: Draw and interpret picture graphs in which a symbol or picture represents more than one object.

Mascot Election (Pictographs and Bar Graphs)

5.D.3: Read, interpret and construct bar graphs with intervals greater than one.

Graphing Skills

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

5.E.8: Identify the mode of a data set and describe the information it gives about a data set.

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

5.F.9: Conduct a simple experiment or simulation of a simple event, record the results in a chart, table or graph, and use the results to draw conclusions about the likelihood of possible outcomes.

Reaction Time 2 (Graphs and Statistics)

Correlation last revised: 2/10/2015

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