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

Equivalent Fractions (Fraction Tiles)
Modeling Whole Numbers and Decimals (Base-10 Blocks)
Number Line Frog Hop (Addition and Subtraction)

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)

Cannonball Clowns (Number Line Estimation)
Modeling Whole Numbers and Decimals (Base-10 Blocks)

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

Fraction Garden (Comparing Fractions)

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

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)
Fraction, Decimal, Percent (Area and Grid Models)
Fractions Greater than One (Fraction Tiles)
Modeling Fractions (Area Models)
Toy Factory (Set Models of Fractions)

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

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)

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)

Adding Whole Numbers and Decimals (Base-10 Blocks)
Modeling Decimals (Area and Grid Models)
Modeling Whole Numbers and Decimals (Base-10 Blocks)
Subtracting Whole Numbers and Decimals (Base-10 Blocks)
Treasure Hunter (Decimals on the Number Line)

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

Modeling Decimals (Area and Grid Models)

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

Adding Fractions (Fraction Tiles)
Equivalent Fractions (Fraction Tiles)
Factor Trees (Factoring Numbers)
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)

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

Factor Trees (Factoring Numbers)

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

Factor Trees (Factoring Numbers)

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

Factor Trees (Factoring Numbers)
No Alien Left Behind (Division with Remainders)

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

Equivalent Fractions (Fraction Tiles)
Modeling Fractions (Area Models)

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 Alien Left Behind (Division with Remainders)

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

Factor Trees (Factoring Numbers)
No Alien Left Behind (Division with Remainders)

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

Cargo Captain (Multi-digit Subtraction)
Factor Trees (Factoring Numbers)
Function Machines 3 (Functions and Problem Solving)
Number Line Frog Hop (Addition and Subtraction)

NO.3.4.3.f: relationships between operations

Cargo Captain (Multi-digit Subtraction)
Factor Trees (Factoring Numbers)
Function Machines 3 (Functions and Problem Solving)
Number Line Frog Hop (Addition and Subtraction)

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)

Adding Fractions (Fraction Tiles)
Cargo Captain (Multi-digit Subtraction)
Equivalent Fractions (Fraction Tiles)
Fractions Greater than One (Fraction Tiles)
Modeling Fractions (Area Models)
Number Line Frog Hop (Addition and Subtraction)
Target Sum Card Game (Multi-digit Addition)

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

Cannonball Clowns (Number Line Estimation)
Multiplying Decimals (Area Model)

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

Graphing Skills

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

Classifying Quadrilaterals

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

Cannonball Clowns (Number Line Estimation)

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

Elapsed Time

M.13.4.5: Apply money concepts in contextual situations

Modeling Decimals (Area and Grid Models)
Modeling Whole Numbers and Decimals (Base-10 Blocks)

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

Cannonball Clowns (Number Line Estimation)
Measuring Trees

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

Cannonball Clowns (Number Line Estimation)

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

Fido's Flower Bed (Perimeter and Area)

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

Chocomatic (Multiplication, Arrays, and Area)
Fido's Flower Bed (Perimeter and Area)

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

Balancing Blocks (Volume)

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

Graphing Skills

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

Elevator Operator (Line Graphs)
Forest Ecosystem
Graphing Skills
Prairie Ecosystem
Reaction Time 1 (Graphs and Statistics)

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

Graphing Skills
Mascot Election (Pictographs and Bar Graphs)

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)

Spin the Big Wheel! (Probability)