### 1: Number and Computation

#### 1.1: The student demonstrates number sense for integers, fractions, decimals, and money in a variety of situations.

1.1.K1: knows, explains, and uses equivalent representations for:

1.1.K1.a: whole numbers from 0 through 1,000,000;

1.1.K1.b: fractions greater than or equal to zero (including mixed numbers);

1.1.K1.c: decimals greater than or equal to zero through hundredths place and when used as monetary amounts.

1.1.K2: compares and orders:

1.1.K2.b: fractions greater than or equal to zero (including mixed numbers),

1.1.K2.c: decimals greater than or equal to zero through hundredths place.

1.1.K3: explains the numerical relationships (relative magnitude) between whole numbers, fractions greater than or equal to zero (including mixed numbers), and decimals greater than or equal to zero through hundredths place.

1.1.K4: knows equivalent percents and decimals for one whole, one-half, one-fourth, three-fourths, and one tenth through nine tenths, e.g., 1 = 100% = 1.0, 3/4 = 75% =.75, 3/10 = 30% =.3.

#### 1.2: The student demonstrates an understanding of the whole number system; recognizes, uses, and explains the concepts of properties as they relate to the whole number system; and extends these properties to integers, fractions (including mixed numbers), and decimals.

1.2.K2: identifies prime and composite numbers from 0 through 50.

1.2.K3: uses the concepts of these properties with whole numbers, integers, fractions greater than or equal to zero (including mixed numbers), and decimals greater than or equal to zero and demonstrates their meaning including the use of concrete objects:

1.2.K3.a: commutative properties of addition and multiplication, e.g., 43 + 34 = 34 + 43 and 12 x 15 = 15 x 12;

1.2.K3.f: distributive property, e.g., 7(3 + 5) = 7(3) + 7(5);

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

1.3.K1: estimates whole numbers quantities from 0 through 100,000; fractions greater than or equal to zero (including mixed numbers); decimals greater than or equal to zero through hundredths place; and monetary amounts to \$10,000 using various computational methods including mental math, paper and pencil, concrete materials, and appropriate technology.

1.3.K2: uses various estimation strategies to estimate whole number quantities from 0 through 100,000; fractions greater than or equal to zero (including mixed numbers); decimals greater than or equal to zero through hundredths place; and monetary amounts to \$10,000 and explains the process used.

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

1.4.K2: performs and explains these computational procedures:

1.4.K2.a: divides whole numbers through a 2-digit divisor and a 4-digit dividend with the remainder as a whole number or a fraction using paper and pencil, e.g., 7452 ÷ 24 = 310 r 12 or 310 ½;

1.4.K2.b: divides whole numbers beyond a 2-digit divisor and a 4-digit dividend using appropriate technology, e.g., 73,368 ÷ 36 = 2,038;

1.4.K2.c: adds and subtracts decimals from thousands place through hundredths place;

### 2: Algebra

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

2.1.K2: uses these attributes to generate patterns:

2.1.K2.b: whole numbers, e.g., 10; 100; 1,000; 10,000; 100,000; ... (powers of ten);

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: a pattern (repeating, growing).

2.1.K4.b: a pattern using a function table (input/output machines, T-tables).

#### 2.3: The student recognizes, describes, and examines whole number relationships in a variety of situations.

2.3.K1: states mathematical relationships between whole numbers from 0 through 10,000 using various methods including mental math, paper and pencil, concrete objects, and appropriate technology.

2.3.K2: finds the values, determines the rule, and states the rule using symbolic notation with one operation of whole numbers from 0 through 10,000 using a vertical or horizontal function table (input/output machine, T-table),

2.3.K3: generalizes numerical patterns using whole numbers from 0 through 5,000 up to two operations by stating the rule using words, e.g., If the sequence is 2400, 1200, 600, 300, 150, ...; in words, the rule could be split the number in half or divide the number before by 2 or if the sequence is 4, 11, 25, 53, 109, ...; in words, the rule could be double the number and add 3 to get the next number or multiply the number by 2 and add 3.

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

2.3.K6: describes whole number relationships using letters and symbols.

#### 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.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, diagrams, number lines, hundred charts, measurement tools, multiplication arrays, division sets, or coordinate planes/grids) to model computational procedures and mathematical relationships and to solve equations;

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 and mixed number models (fraction strips or pattern blocks) and decimal and money models (base ten blocks or coins) to compare, order, and represent numerical quantities;

2.4.K1.e: equations and inequalities to model numerical relationships;

2.4.K1.f: function tables (input/output machines, T-tables) to model numerical and algebraic relationships;

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

2.4.K1.j: graphs using concrete objects, pictographs, frequency tables, bar graphs, line graphs, circle graphs, Venn diagrams, line plots, charts, tables, and single stem-and-leaf plots to organize and display data;

### 3: Geometry

#### 3.1: The student recognizes geometric shapes and compares their properties in a variety of situations.

3.1.K1: recognizes and investigates properties of plane figures and solids using concrete objects, drawings, and appropriate technology.

3.1.K2: recognizes and describes:

3.1.K2.a: regular polygons having up to and including ten sides;

3.1.K5: recognizes, draws, and describes:

3.1.K5.a: points, lines, line segments, and rays;

3.1.K5.b: angles as right, obtuse, or acute.

#### 3.2: The student estimates, measures, and uses measurement formulas in a variety of situations.

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

3.2.K2: selects, explains the selection of, and uses measurement tools, units of measure, and degree of accuracy appropriate for a given situation to measure length, width, weight, volume, temperature, time, perimeter, and area using:

3.2.K2.c: nonstandard units of measure to the nearest whole unit,

3.2.K2.d: time including elapsed time.

3.2.K3: states the number of feet and yards in a mile.

3.2.K4: converts:

3.2.K4.a: within the customary system: inches and feet, feet and yards, inches and yards, cups and pints, pints and quarts, quarts and gallons, pounds and ounces;

3.2.K4.b: within the metric system: centimeters and meters, meters and kilometers, milliliters and liters, grams and kilograms.

3.2.K5: knows and uses perimeter and area formulas for squares and rectangles.

#### 3.3: The student recognizes and performs transformations on geometric shapes including the use of concrete objects in a variety of situations.

3.3.K1: recognizes and performs through two transformations (reflection, rotation, translation) 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: explains mathematical relationships between whole numbers, fractions, and decimals and where they appear on a number line.

3.4.K3: identifies and plots points as 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.K1: recognizes that all probabilities range from zero (impossible) through one (certain).

4.1.K3: recognizes a simple event in an experiment or simulation where the probabilities of all outcomes are equal.

4.1.K4: represents the probability of a simple event in an experiment or simulation using fractions.

#### 4.2: The student collects, organizes, displays, explains, and interprets numerical (rational numbers) and non-numerical data sets in a variety of situations with a special emphasis on measures of central tendency.

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 and decimal intervals using these data displays:

4.2.K1.c: frequency tables,

4.2.K1.d: bar and line graphs,

4.2.K1.f: line plots,

4.2.K1.h: circle graphs,

4.2.K1.i: single stem-and-leaf plots.

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

4.2.K3: identifies, explains, and calculates or finds these statistical measures of a whole number data set of up to twenty whole number data points from 0 through 1,000:

4.2.K3.b: range,

4.2.K3.c: mode (no-, uni-, bi-),

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.