### NO: Number and Operations

#### NO.1: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems.

NO.1.4.1: Recognize equivalent representations for the same whole number and generate them by composing and decomposing numbers

NO.1.4.2: Use the place-value structure of the base-ten number system and be able to represent and compare whole numbers to millions (using models, illustrations, symbols, expanded notation and problem solving)

NO.1.4.3: Use mathematical language and symbols to compare and order any whole numbers with and without appropriate technology (<, >, =)

NO.1.4.4: Write a fraction to name part of a whole, part of a set, a location on a number line, and the division of whole numbers, using models up to 12/12

NO.1.4.5: Utilize models, benchmarks, and equivalent forms to recognize that the size of the whole determines the size of the fraction

NO.1.4.6: Use the place-value structure of the baseten number system and be able to represent and compare decimals to hundredths (using models, illustrations, symbols, expanded notation and problem solving)

NO.1.4.7: Write an equivalent decimal for a given fraction relating to money

NO.1.4.8: Write a fraction that is equivalent to a given fraction with the use of models

#### NO.2: Students shall understand meanings of operations and how they relate to one another.

NO.2.4.2: Apply number theory

NO.2.4.2.b: use the terms multiple, factor, and divisible by in an appropriate context

NO.2.4.2.c: generate and use divisibility rules for 2, 5, and 10

NO.2.4.2.d: demonstrate various multiplication & division relationships

#### NO.3: Students shall compute fluently and make reasonable estimates.

NO.3.4.1: Demonstrate, with and without appropriate technology, computational fluency in multi-digit addition and subtraction in contextual problems

NO.3.4.3: Attain, with and without appropriate technology, computational fluency in multiplication and division using contextual problems using

NO.3.4.3.b: up to three-digit by two digit division (larger numbers with technology),

NO.3.4.3.c: strategies for multiplication and dividing numbers,

NO.3.4.3.d: performance of operations in more than one way,

NO.3.4.3.f: relationships between operations

NO.3.4.4: Solve simple problems using operations involving addition, subtraction, and multiplication using a variety of methods and tools (e.g., objects, mental computation, paper and pencil and with and without appropriate technology)

NO.3.4.5: Use Estimation strategies to solve problems and judge the reasonableness of the answer

### A: Algebra

#### A.6: Students shall develop and apply mathematical models to represent and understand quantitative relationships.

A.6.4.1: Create a chart or table to organize given information and to understand relationships and explain the results

### G: Geometry

#### G.8: Students shall analyze characteristics and properties of 2 and 3 dimensional geometric shapes and develop mathematical arguments about geometric relationships.

G.8.4.2: Identify regular and irregular polygons including octagon See the Polygons page in the Appendix

### M: Measurement

#### M.12: Students shall use attributes of measurement to describe and compare mathematical and real-world objects.

M.12.4.3: Use the relationship among units of measurement

M.12.4.3.a: Length: 12 in = 1 ft; 3 ft = 1 yd; 36 in = 1 yd; 100 cm = 1 m

#### M.13: Students shall identify and use units, systems and processes of measurement.

M.13.4.4: Determine elapsed time in contextual situations to five-minute intervals with beginning time unknown

M.13.4.5: Apply money concepts in contextual situations

M.13.4.7: Use appropriate customary and metric measurement tools for length, capacity and mass

M.13.4.8: Estimate and measure length, capacity/volume and mass using appropriate customary and metric units

M.13.4.8.a: Length: 1/2 inch, 1 cm

M.13.4.9: Use strategies for finding the perimeter of a rectangle

M.13.4.10: Use strategies for finding the area of a rectangle

M.13.4.11: Use strategies to find the volume (cubic units) of rectangular prisms and cubes

### DAP: Data Analysis and Probability

#### DAP.14: Students shall formulate questions that can be addressed with data and collect, organize and display relevant data to answer them.

DAP.14.4.1: Create a data collection plan after being given a topic and collect, organize, display, describe and interpret simple data using frequency tables or line plots, pictographs and bar graphs

#### DAP.15: Students shall select and use appropriate statistical methods to analyze data.

DAP.15.4.1: Represent and interpret data using pictographs, bar graphs and line graphs in which symbols or intervals are greater than one

DAP.15.4.2: Match a set of data with a graphical representation of the data

#### DAP.17: Students shall understand and apply basic concepts of probability.

DAP.17.4.2: Conduct simple probability experiments, record the data and draw conclusions about the likelihood of possible outcome (roll number cubes, pull tiles from a bag, spin spinner, or determine the fairness of the game)

Correlation last revised: 5/8/2018

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