### 1: Number, Number Sense and Operations

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

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.

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.

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.

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.

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".

#### 1.B: Recognize and generate equivalent representations for whole numbers, fractions and decimals.

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.

#### 1.C: Represent commonly used fractions and mixed numbers using words and physical models.

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

#### 1.D: Use models, points of reference and equivalent forms of commonly used fractions to judge the size of fractions and to compare, describe and order them.

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".

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.

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

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

#### 1.H: Use relationships between operations, such as subtraction as the inverse of addition and division as the inverse of multiplication.

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

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

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

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

#### 1.I: Demonstrate fluency in multiplication facts with factors through 10 and corresponding divisions.

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

#### 1.K: Analyze and solve multi-step problems involving addition, subtraction, multiplication and division of whole numbers.

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

#### 1.L: Use a variety of methods and appropriate tools (mental math, paper and pencil, calculators) for computing with whole numbers.

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.

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.

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.

### 2: Measurement

#### 2.D: Identify appropriate tools and apply counting techniques for measuring side lengths, perimeter and area of squares, rectangles, and simple irregular two-dimensional shapes, volume of rectangular prisms, and time and temperature.

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

### 3: Geometry and Spatial Sense

#### 3.G: Find and name locations in coordinate systems.

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

#### 3.H: Identify and describe line and rotational symmetry in two-dimensional shapes and designs.

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

### 4: Patterns, Functions and Algebra

#### 4.A: Analyze and extend patterns, and describe the rule in words.

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

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

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

#### 4.C: Write and solve open sentences and explain strategies.

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: Construct and use a table of values to solve problems associated with mathematical relationships.

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

#### 4.G: Describe how a change in one variable affects the value of a related variable.

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.

### 5: Data Analysis and Probability

#### 5.A: Gather and organize data from surveys and classroom experiments, including data collected over a period of time.

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

#### 5.B: Read and interpret tables, charts, graphs (bar, picture, line, line plot), and timelines as sources of information, identify main idea, draw conclusions, and make predictions.

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

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

#### 5.C: Construct charts, tables and graphs to represent data, including picture graphs, bar graphs, line graphs, line plots and Venn diagrams.

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.

#### 5.D: Read, interpret and construct graphs in which icons represent more than a single unit or intervals greater than one; e.g., each "bicycle picture" = 10 bicycles or the intervals on an axis are multiples of 10.

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

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

#### 5.E: Describe data using mode, median and range.

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

#### 5.F: Conduct a simple probability experiment and draw conclusions about the likelihood of possible outcomes.

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.

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.