### NO: Number and Operations

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

NO.1.5.1: Use models and visual representations to develop the concepts of the following:

NO.1.5.1.a: Fractions:

NO.1.5.1.a.1: parts of unit wholes

NO.1.5.1.a.2: parts of a collection

NO.1.5.1.a.3: locations on number lines

NO.1.5.1.c: Percents:

NO.1.5.1.c.1: part-to-100

NO.1.5.2: Develop understanding of decimal place value using models

NO.1.5.3: Identify decimal and percent equivalents for benchmark fractions

NO.1.5.5: Use models of benchmark fractions and their equivalent forms:

NO.1.5.5.a: to analyze the size of fractions

NO.1.5.5.b: to determine that simplification does not change the value of the fraction

NO.1.5.5.c: to convert between mixed numbers and improper fractions

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

NO.2.5.1: Use divisibility rules to determine if a number is a factor of another number (2, 3, 5, 10)

NO.2.5.3: Identify the distributive property by using physical models to solve computation and real world problems

NO.2.5.4: Apply rules (conventions) for order of operations to whole numbers where the left to right computations are modified only by the use of parentheses

NO.2.5.5: Model addition, subtraction, and multiplication of fractions with like and unlike denominators and decimals

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

NO.3.5.2: Develop and use algorithms:

NO.3.5.2.a: to add and subtract numbers containing decimals (up to thousandths place)

NO.3.5.2.b: to multiply decimals (hundredths x tenths)

NO.3.5.2.d: to add and subtract fractions with like denominators

NO.3.5.4: Develop and use strategies to Estimate the results of whole number computations and to judge the reasonableness of such results

NO.3.5.5: Use factors of numbers:

NO.3.5.5.c: to simplify fractions to the lowest terms

### A: Algebra

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

A.6.5.1: Draw conclusions and make predictions, with and without appropriate technology, from models, tables and line graphs

### 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.8.5.1: Identify and model regular and irregular polygons including decagon

#### G.9: Students shall apply transformations and the use of symmetry to analyze mathematical situations.

G.9.5.1: Predict and describe the results of translation (slide), reflection (flip), rotation (turn), showing that the transformed shape remains unchanged

#### G.10: Students shall specify locations and describe spatial relationships using coordinate geometry and other representational systems.

G.10.5.1: Use geometric vocabulary (horizontal/x-axis, vertical/ y-axis, ordered pairs) to describe the location and plot points in Quadrant I

### M: Measurement

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

M.12.5.5: Model the differences between covering the faces (surface area/nets) and filling the interior (volume of cubes)

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

M.13.5.1: Solve real world problems involving one elapsed time, counting forward (calendar and clock)

M.13.5.3: Draw and measure distance to the nearest cm and ΒΌ inch accurately

M.13.5.4: Develop and use strategies to solve real world problems involving perimeter and area of rectangles

### 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.14.5.1: Develop appropriate questions for surveys

DAP.14.5.2: Collect numerical and categorical data using surveys, observations and experiments that would result in bar graphs, line graphs, line plots and stem-and-leaf plots

DAP.14.5.3: Construct and interpret frequency tables, charts, line plots, stem-and-leaf plots and bar graphs

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

DAP.15.5.1: Interpret graphs such as line graphs, double bar graphs, and circle graphs

DAP.15.5.2: Determine, with and without appropriate technology, the range, mean, median and mode (whole number data sets) and explain what each indicates about the set of data

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

DAP.17.5.2: List and explain all possible outcomes in a given situation

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.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.15.4.1: 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.17.4.2: 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.