### 1: Numeric Reasoning: Students will develop Numeric Reasoning and an understanding of Number and Operations by solving problems in which there is a need to represent and model real numbers verbally, physically, and symbolically; to explain the relationship between numbers; to determine the relative magnitude of real numbers; to use operations with understanding; and to select appropriate methods of calculations from among mental math, paper-and-pencil, calculators, or computers.

#### 1.1: Number sense

1.1.1: Demonstrate an understanding that our number system is based on combinations of 1s, 10s, and 100s-place value

1.1.3: Connect skip counting to multiplication

1.1.4: Develop understanding of fractions as parts of unit wholes

1.1.5: Compare the size of common fractions using models

#### 1.2: Operations

1.2.3: Develop and use strategies to estimate the results of addition and subtraction operations on whole numbers

1.2.5: Develop the concept of multiplication by using models to represent and count the number of groups and the number of elements in each group (e.g., repeated addition, arrays, skip counting)

1.2.6: Select and use appropriate methods and tools for computing (e.g., mental computation, estimation, calculators, paper and pencil) depending on the context and nature of the computation

### 2: Algebraic Reasoning: Students will develop Algebraic Reasoning and an understanding of Patterns and Functions by solving problems in which there is a need to recognize and extend a variety of patterns; to progress from the concrete to the abstract using physical models, equations, and graphs; to describe, represent, and analyze relationships among variable quantities; and to analyze, represent, model, and describe real-world functional relationships.

#### 2.1: Patterns and change

2.1.2: Describe the patterns that result when skip counting

#### 2.2: Representations

2.2.1: Model situations that involve the addition, subtraction, and multiplication of whole numbers using objects, pictures, symbols, and geometric models

### 3: Geometric Reasoning: Students will develop Geometric Reasoning and an understanding of Geometry and Measurement by solving problems in which there is a need to recognize, construct, transform, analyze properties of, and discover relationships among geometric figures; and to measure to a required degree pf accuracy by selecting appropriate tools and units.

#### 3.2: Location and transformation

3.2.1: Describe a flip or slide of a given shape that demonstrates that the two shapes are congruent

#### 3.3: Measurement

3.3.2: Find objects that match a standard unit (e.g., one inch, one foot, one centimeter, one meter)

3.3.5: Make number lines and break each unit into smaller units (e.g., 1/2 units, 1/3 units, 1/4 units)

3.3.6: Find the area of a design by counting the number of units used to cover or fill it (e.g., pattern blocks, color tiles)

### 4: Quantitative Reasoning: Students will develop Quantitative Reasoning and an understanding of Data Analysis and Probability by solving problems in which there is a need to collect, appropriately represent, and interpret data; to make inferences or predictions and to present convincing arguments; and to model mathematical situations to determine the probability.

#### 4.1: Collect

4.1.1: Collect categorical and numerical data to answer a question posed by the teacher or students

#### 4.2: Represent

4.2.1: Demonstrate a variety of informal and conventional techniques for representing and organizing categorical and numerical data (e.g., tallies, tables, pictographs, bar graphs)

#### 4.3: Analyze

4.3.2: Find and use the mode to describe and interpret data

#### 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 ¼ 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: 5/9/2018

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