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;

Equivalent Fractions (Fraction Tiles)
Modeling Whole Numbers and Decimals (Base-10 Blocks)

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

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)

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.

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

1.1.K.2: compares and orders:

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

Modeling Whole Numbers and Decimals (Base-10 Blocks)

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;

Adding Fractions (Fraction Tiles)
Equivalent Fractions (Fraction Tiles)
Fraction Artist 1 (Area Models of Fractions)
Fraction Garden (Comparing Fractions)
Fractions Greater than One (Fraction Tiles)
Modeling Fractions (Area Models)
Toy Factory (Set Models of Fractions)

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

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)

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.

Cannonball Clowns (Number Line Estimation)

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

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)

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;

Chocomatic (Multiplication, Arrays, and Area)

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

Chocomatic (Multiplication, Arrays, and Area)

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.

Multiplying Decimals (Area Model)

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;

Cargo Captain (Multi-digit Subtraction)

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;

No Alien Left Behind (Division with Remainders)

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

Adding Fractions (Fraction Tiles)
Fraction Artist 2 (Area Models of Fractions)
Fractions Greater than One (Fraction Tiles)
Modeling Fractions (Area Models)

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

Chocomatic (Multiplication, Arrays, and Area)
Factor Trees (Factoring Numbers)
Pattern Flip (Patterns)

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;

Chocomatic (Multiplication, Arrays, and Area)
Factor Trees (Factoring Numbers)
Pattern Flip (Patterns)

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

Function Machines 1 (Functions and Tables)
Pattern Flip (Patterns)

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.

Function Machines 1 (Functions and Tables)
Function Machines 2 (Functions, Tables, and Graphs)
Pattern Flip (Patterns)

2.1.K.4: generates:

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

Pattern Flip (Patterns)

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

Function Machines 1 (Functions and 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).

Modeling Whole Numbers and Decimals (Base-10 Blocks)

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.

Modeling Whole Numbers and Decimals (Base-10 Blocks)

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).

Function Machines 1 (Functions and Tables)

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.

Function Machines 1 (Functions and Tables)

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.

Function Machines 2 (Functions, Tables, and Graphs)
Function Machines 3 (Functions and Problem Solving)

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;

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)
Modeling Fractions (Area Models)
Number Line Frog Hop (Addition and Subtraction)
Toy Factory (Set Models of Fractions)
Treasure Hunter (Decimals on the Number Line)

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;

Fraction, Decimal, Percent (Area and Grid Models)
Modeling Whole Numbers and Decimals (Base-10 Blocks)

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;

Equivalent Fractions (Fraction Tiles)
Fraction Artist 1 (Area Models of Fractions)
Fraction Garden (Comparing Fractions)
Fraction, Decimal, Percent (Area and Grid Models)
Fractions Greater than One (Fraction Tiles)
Modeling Decimals (Area and Grid Models)
Modeling Fractions (Area Models)
Modeling Whole Numbers and Decimals (Base-10 Blocks)
Multiplying Decimals (Area Model)
Toy Factory (Set Models of Fractions)
Treasure Hunter (Decimals on the Number Line)

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

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

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

Function Machines 1 (Functions and Tables)
Function Machines 2 (Functions, Tables, and Graphs)
Function Machines 3 (Functions and Problem Solving)

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;

Classifying Quadrilaterals
Fido's Flower Bed (Perimeter and Area)

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;

Forest Ecosystem
Graphing Skills
Mascot Election (Pictographs and Bar Graphs)
Prairie Ecosystem
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)

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.

Classifying Quadrilaterals

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

Classifying Quadrilaterals

3.1.K.5: recognizes:

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

Classifying Quadrilaterals

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

Elevator Operator (Line Graphs)

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.

Cannonball Clowns (Number Line Estimation)
Fido's Flower Bed (Perimeter and Area)

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.

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.

Cannonball Clowns (Number Line Estimation)

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

Cannonball Clowns (Number Line Estimation)

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;

Cannonball Clowns (Number Line Estimation)

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

Cannonball Clowns (Number Line Estimation)

3.2.K.5: finds

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

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

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.

City Tour (Coordinates)

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

City Tour (Coordinates)

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.

Spin the Big Wheel! (Probability)

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);

Mascot Election (Pictographs and Bar Graphs)

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

Graphing Skills

4.2.K.1.f: line plots;

Reaction Time 2 (Graphs and Statistics)

4.2.K.1.h: line graphs;

Elevator Operator (Line Graphs)
Graphing Skills

4.2.K.1.i: circle graphs.

Graphing Skills

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

Reaction Time 2 (Graphs and Statistics)

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,

Reaction Time 1 (Graphs and Statistics)

4.2.K.3.c: mode,

Reaction Time 1 (Graphs and Statistics)

4.2.K.3.d: median when data set has an odd number of data points,

Reaction Time 1 (Graphs and Statistics)