### 1: Number and Computation

#### 1.1: The student demonstrates number sense for whole numbers, fractions (including mixed numbers), decimals, and money including the use of concrete objects in a variety of situations.

1.1.K.1: knows, explains, and uses equivalent representations for:

1.1.K.1.a: whole numbers from 0 through 100,000;

1.1.K.1.b: fractions greater than or equal to zero (halves, fourths, thirds, eighths, tenths, twelfths, sixteenths, hundredths) including mixed numbers;

1.1.K.1.c: decimals greater than or equal to zero through hundredths place and when used as monetary amounts, e.g., 7¢ = \$.07 = 7/100 of a dollar or a hundreds grid with 7 sections colored.

1.1.K.2: compares and orders:

1.1.K.2.a: whole numbers from 0 through 100,000;

1.1.K.2.b: fractions greater than or equal to zero (halves, fourths, thirds, eighths, tenths, twelfths, sixteenths, hundredths) including mixed numbers with a special emphasis on concrete objects;

1.1.K.2.c: decimals greater than or equal to zero through hundredths place and when used as monetary amounts.

#### 1.2: The student demonstrates an understanding of whole numbers with a special emphasis on place value; recognizes, uses, and explains the concepts of properties as they relate to whole numbers; and extends these properties to fractions (including mixed numbers), decimals, and money.

1.2.K.1: identifies, models, reads, and writes numbers using numerals, words, and expanded notation from hundredths place through one-hundred thousands place, e.g., four hundred sixty-two thousand, two hundred eighty-four and fifty hundredths = 462,284.50 or 462,284.50 = (4 x 100,000) + (6 x 10,000) + (2 x 1,000) + (2 x 100) + (8 x 10) + (4 x 1) + (5 x .1) + (0 x .01) = 400,000 + 60,000 + 2,000 + 200 + 80 + 4 +.5 +.00.

1.2.K.3: identifies the place value of various digits from hundredths place through one hundred thousands place.

1.2.K.5: uses the concepts of these properties with the whole number system and demonstrates their meaning including the use of concrete objects:

1.2.K.5.a: commutative properties of addition and multiplication, e.g., 12 + 18 = 18 + 12 and 8 x 9 = 9 x 8;

1.2.K.5.f: distributive property, e.g., 6(7 + 3) = (6 x 7) + (6 x 3).

#### 1.3: The student uses computational estimation with whole numbers, fractions (including mixed numbers) and money in a variety of situations.

1.3.K.1: estimates whole number quantities from 0 through 10,000; fractions (halves, fourths, thirds); and monetary amounts through \$1,000 using various computational methods including mental math, paper and pencil, concrete materials, and appropriate technology.

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

1.4.K.3: performs and explains these computational procedures:

1.4.K.3.a: adds and subtracts whole numbers from 0 through 100,000 and when used as monetary amounts;

1.4.K.3.e: divides through a two-digit whole number by a one-digit whole number with a one-digit whole number quotient with or without a remainder, e.g., 47 ÷ 5 = 9 r 2;

1.4.K.3.f: adds and subtracts fractions greater than or equal to zero with like denominators;

1.4.K.7: finds factors and multiples of whole numbers from 1 through 100.

### 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.K.2: uses these attributes to generate patterns:

2.1.K.2.a: counting numbers related to number theory, e.g., multiples and factors through 12 or multiplying by 10, 100, or 1,000;

2.1.K.2.b: whole numbers that increase or decrease, e.g., 20, 15, 10,;

2.1.K.3: 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.K.4: generates:

2.1.K.4.a: a pattern (repeating, growing);

2.1.K.4.b: a pattern using a function table (input/output machines, T-tables).

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

2.2.K.3: compares two whole numbers from 0 through 10,000 using the equality and inequality symbols (=, is not equal to, <, >) and their corresponding meanings (is equal to, is not equal to, is less than, is greater than).

#### 2.3: The student recognizes and describes whole number relationships including the use of concrete objects in a variety of situations.

2.3.K.1: states mathematical relationships between whole numbers from 0 through 1,000 using various methods including mental math, paper and pencil, concrete materials, and appropriate technology.

2.3.K.2: find the values, determines the rule, and states the rule using symbolic notation with one operation of whole numbers from 0 through 200 using a horizontal or vertical function table (input/output machine, T-table).

2.3.K.3: generalizes numerical patterns using whole numbers from 0 through 200 with one operation by stating the rule using words, e.g., if the pattern is 46, 68,90, 112, 134, ...; in words, the rule is add 22 to the number before.

2.3.K.4: uses a function table (input/output machine, T-table) to identify, plot, and label the 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 explain mathematical relationships in a variety of situations.

2.4.K.1: knows, explains, and uses mathematical models to represent mathematical concepts, procedures, and relationships. Mathematical models include:

2.4.K.1.a: process models (concrete objects, pictures, diagrams, number lines, hundred charts, measurement tools, multiplication arrays, division sets, or coordinate planes/grids) to model computational procedures, mathematical relationships, and equations;

2.4.K.1.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.K.1.c: fraction and mixed number models (fraction strips or pattern blocks) and decimal models (base ten blocks or coins) to compare, order, and represent numerical quantities;

2.4.K.1.d: money models (base ten blocks or coins) to compare, order, and represent numerical quantities;

2.4.K.1.e: function tables (input/output machines, T-tables) to model numerical and algebraic relationships;

2.4.K.1.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 properties of geometric shapes;

2.4.K.1.h: graphs using concrete objects, pictographs, frequency tables, horizontal and vertical bar graphs, line graphs, circle graphs, Venn diagrams, line plots, charts, and tables to organize and display data;

### 3: Geometry

#### 3.1: The student recognizes geometric shapes and investigates their properties including the use of concrete objects in a variety of situations.

3.1.K.1: recognizes and investigates properties of plane figures (circles, squares, rectangles, triangles, ellipses, rhombi, octagons, hexagons, pentagons) using concrete objects, drawings, and appropriate technology.

3.1.K.2: recognizes, draws, and describes plane figures (circles, squares, rectangles, triangles, ellipses, rhombi, octagons, hexagons, pentagons).

3.1.K.5: recognizes:

3.1.K.5.a: squares, rectangles, rhombi, parallelograms, trapezoids as special quadrilaterals;

3.1.K.5.c: points, lines (intersecting, parallel, perpendicular), line segments, and rays.

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

3.2.K.1: uses whole number approximations (estimations) for length, width, weight, volume, temperature, time, perimeter, and area using standard and nonstandard units of measure.

3.2.K.2: 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.K.2.e: time including elapsed time.

3.2.K.3: states

3.2.K.3.c: the number of milliliters in a liter, grams in a kilogram, and meters in a kilometer.

3.2.K.3.d: the number of items in a dozen.

3.2.K.4: converts:

3.2.K.4.a: within the customary system: inches and feet, feet and yards, inches and yards, cups and pints, pints and quarts, quarts and gallons;

3.2.K.4.b: within the metric system: centimeters and meters.

3.2.K.5: finds

3.2.K.5.b: the area of squares and rectangles using concrete objects.

#### 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.K.2: uses points in the first quadrant of a coordinate plane (coordinate grid) to identify locations.

3.4.K.3: identifies and plots points as whole number ordered pairs in the first quadrant of a coordinate plane (coordinate grid).

### 4: Data

#### 4.1: The student applies the concepts of probability to draw conclusions and to make predictions and decisions including the use of concrete objects in a variety of situations.

4.1.K.1: recognizes that the probability of an impossible event is zero and that the probability of a certain event is one.

#### 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.K.1: 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.K.1.c: frequency tables (tally marks);

4.2.K.1.d: horizontal and vertical bar graphs;

4.2.K.1.f: line plots;

4.2.K.1.h: line graphs;

4.2.K.1.i: circle graphs.

4.2.K.2: collects data using different techniques (observations, polls, surveys, interviews, or random sampling) and explains the results.

4.2.K.3: identifies, explains, and calculates or finds these statistical measures of a data set with less than ten whole number data points using whole numbers from 0 through 1,000:

4.2.K.3.b: range,

4.2.K.3.c: mode,

4.2.K.3.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.