1: Number and Computation

1.1: The student demonstrates number sense for whole numbers, fractions, decimals, and money using concrete objects in a variety of situations.

1.1.K1: knows, explains, and represents:

1.1.K1.a: whole numbers from 0 through 10,000;

1.1.K1.b: fractions greater than or equal to zero (halves, fourths, thirds, eighths, tenths, sixteenths);

1.1.K1.c: decimals greater than or equal to zero through tenths place.

1.1.K2: compares and orders:

1.1.K2.b: fractions greater than or equal to zero with like denominators (halves, fourths, thirds, eighths, tenths, sixteenths) using concrete objects;

1.1.K2.c: decimals greater than or equal to zero through tenths place using concrete objects.

1.1.K3: knows, explains, and uses equivalent representations including the use of mathematical models for:

1.1.K3.a: addition and subtraction of whole numbers from 0 through 1,000.

1.2: The student demonstrates an understanding of whole numbers with a special emphasis on place value and recognizes, uses, and explains the concepts of properties as they relate to whole numbers, fractions, decimals, and money in a variety of situations.

1.2.K2: identifies, models, reads, and writes numbers using expanded form from tenths place through ten thousands place, e.g., 56,277.3 = (5 x 10,000) + (6 x 1,000) + (2 x 100) + (7 x 10) + (7 x 1) + (3 x .1) = 50,000 + 6,000 + 200 + 70 + 7 + .3

1.2.K4: identifies the place value of various digits from tenths to one hundred thousands place.

1.2.K6: uses the concepts of these properties with whole numbers from 0 through 100 and demonstrates their meaning including the use of concrete objects:

1.2.K6.a: commutative properties of addition and multiplication, e.g., 7 + 8 = 8 + 7 or 3 x 6 = 6 x 3;

1.4: The student models, performs, and explains computation with whole numbers and money including the use of concrete objects in a variety of situations.

1.4.K4: performs and explains these computational procedures:

1.4.K4.a: adds and subtracts whole numbers from 0 through 10,000;

2: Algebra

2.1: The student recognizes, describes, extends, develops, and explains relationships in patterns using concrete objects in a variety of situations.

2.1.K2: uses these attributes to generate patterns:

2.1.K2.a: counting numbers related to number theory, e.g., evens, odds, or multiples through the 5s;

2.1.K3: identifies, states, and continues a pattern presented in various formats including numeric (list or table), visual (picture, table, or graph), verbal (oral description), kinesthetic (action), and written.

2.1.K4: generates:

2.1.K4.a: repeating patterns,

2.1.K4.c: patterns using function tables (input/output machines, T-tables).

2.2: The student uses symbols and whole numbers to solve equations including the use of concrete objects in a variety of situations.

2.2.K1: explains and uses symbols to represent unknown whole number quantities from 0 through 1,000.

2.2.K2: finds the sum or difference in one-step equations with:

2.2.K2.a: whole numbers from 0 through 99, e.g., 89 = 76 + y or y - 23 = 32;

2.2.K2.b: monetary values through a dollar, e.g., 25¢ + 10¢ + 5¢ = n.

2.2.K4: compares two whole numbers from 0 through 1,000 using the equality and inequality symbols (=, <, >) and their corresponding meanings (is equal to, is less than, is greater than).

2.3: The student recognizes and describes whole number relationships using concrete objects in a variety of situations.

2.3.K1: states mathematical relationships between whole numbers from 0 through 200 using various methods including mental math, paper and pencil, concrete objects, and appropriate technology, e.g., every time a quarter is added to the amount; 25¢ is added to the total.

2.3.K2: finds the values and determines the rule with one operation (addition, subtraction) of whole numbers from 0 through 200 using a horizontal or vertical function table (input/output machine, T-table).

2.3.K3: generalizes numerical patterns using whole numbers from 0 through 200 with one operation (addition, subtraction) by stating the rule using words, e.g., if the sequence is 30, 50, 70, 90, ; in words, the rule is add twenty to the number before.

2.3.K4: uses a function table (input/output machine, T-table) to identify and plot ordered pairs in the first quadrant of a coordinate plane.

2.4: The student develops and uses mathematical models including the use of concrete objects to represent and show mathematical relationships in a variety of situations.

2.4.K1: knows, explains, and uses mathematical models to represent mathematical concepts, procedures, and relationships. Mathematical models include:

2.4.K1.a: process models (concrete objects, pictures, number lines, coordinate planes/grids, hundred charts, measurement tools, multiplication arrays, or division sets) to model computational procedures and mathematical relationships;

2.4.K1.b: place value models (place value mats, hundred charts, base ten blocks or unifix cubes) to compare, order, and represent numerical quantities and to model computational procedures;

2.4.K1.c: fraction models (fraction strips or pattern blocks) and decimal models (base ten blocks or coins) to compare, order, and represent numerical quantities;

2.4.K1.d: money models (base ten blocks or coins) to compare, order, and represent numerical quantities;

2.4.K1.e: function tables (input/output machines, T-tables) to find numerical relationships;

2.4.K1.f: two-dimensional geometric models (geoboards, dot paper, pattern blocks, or tangrams) to model perimeter, area, and properties of geometric shapes and three-dimensional geometric models (solids) and real-world objects to compare size and to model attributes of geometric shapes;

2.4.K1.h: graphs using concrete objects, representational objects, or abstract representations, pictographs, frequency tables, horizontal and vertical bar graphs, Venn diagrams or other pictorial displays, line plots, charts, and tables to organize and display data;

3: Geometry

3.1: The student recognizes geometric shapes and investigates their properties using concrete objects in a variety of situations.

3.1.K6: determines if geometric shapes and real-world objects contain line(s) of symmetry and draws the line(s) of symmetry if the line(s) exist(s).

3.2: The student estimates and measures using standard and nonstandard units of measure using concrete objects in a variety of situations.

3.2.K1: uses whole number approximations (estimations) for length, width, weight, volume, temperature, time, and perimeter using standard and nonstandard units of measure.

3.2.K3: selects, explains the selection of, and uses measurement tools, units of measure, and degree of accuracy appropriate for a given situation to measure:

3.2.K3.a: length width, and height to the nearest half inch, inch, foot, and yard; and to the nearest whole unit of nonstandard unit;

3.2.K3.b: length, width, and height to the nearest centimeter and meter;

3.2.K3.c: weight to the nearest whole unit of a nonstandard unit;

3.2.K4: states:

3.2.K4.b: the number of inches in a foot, inches in a yard, and feet in a yard;

3.2.K4.c: the number of centimeters in a meter;

3.2.K5: finds the perimeter of squares, rectangles, and triangles given the measures of all the sides.

3.3: The student recognizes and performs one transformation on simple shapes or concrete objects in a variety of situations.

3.3.K2: recognizes and performs one transformation (reflection/flip, rotation/turn, and translation/slide) on a two-dimensional figure.

3.4: The student relates geometric concepts to a number line and the first quadrant of a coordinate plane in a variety of situations.

3.4.K2: identifies points on a coordinate plane (coordinate grid) using:

3.4.K2.a: two positive whole numbers,

3.4.K2.b: a letter and a positive whole number.

3.4.K3: identifies points as ordered pairs in the first quadrant of a coordinate plane (coordinate grid).

4: Data

4.2: The student collects, organizes, displays, explains, and interprets numerical (whole numbers) and non-numerical data sets including the use of concrete objects in a variety of situations.

4.2.K1: organizes, displays, and reads numerical (quantitative) and non-numerical (qualitative) data in a clear, organized, and accurate manner including a title, labels, categories, and whole number intervals using these data displays:

4.2.K1.c: frequency tables (tally marks);

4.2.K1.d: horizontal and vertical bar graphs;

4.2.K1.e: Venn diagrams or other pictorial displays, e.g., glyphs;

4.2.K1.f: line plots;

4.2.K2: collects data using different techniques (observations, polls, surveys, or interviews) and explains the results.

4.2.K3: finds these statistical measures of a data set with less than ten data points using whole numbers from 0 through 1,000:

4.2.K3.b: range,

4.2.K3.c: mode (uni-modal only),

4.2.K3.d: median when data set has an odd number of data points.

Correlation last revised: 5/11/2018

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