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;

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

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

Equivalent Fractions (Fraction Tiles)
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.K1.c: decimals greater than or equal to zero through hundredths place and when used as monetary amounts.

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

1.1.K2: compares and orders:

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

Adding Fractions (Fraction Tiles)
Equivalent Fractions (Fraction Tiles)
Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)
Fraction Garden (Comparing Fractions)
Modeling Fractions (Area Models)
Toy Factory (Set Models of Fractions)

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

Adding Whole Numbers and Decimals (Base-10 Blocks)
Comparing and Ordering Decimals
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)

1.1.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.

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

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.

Fraction, Decimal, Percent (Area and Grid Models)
Modeling Decimals (Area and Grid Models)

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.

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

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;

Chocomatic (Multiplication, Arrays, and Area)

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

Chocomatic (Multiplication, Arrays, and Area)

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.

Adding Whole Numbers and Decimals (Base-10 Blocks)
Subtracting Whole Numbers and Decimals (Base-10 Blocks)

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.

Adding Whole Numbers and Decimals (Base-10 Blocks)
Subtracting Whole Numbers and Decimals (Base-10 Blocks)

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;

No Alien Left Behind (Division with Remainders)

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;

No Alien Left Behind (Division with Remainders)

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

Adding Whole Numbers and Decimals (Base-10 Blocks)
Subtracting Whole Numbers and Decimals (Base-10 Blocks)

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);

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

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.

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

2.1.K4: generates:

2.1.K4.a: a pattern (repeating, growing).

Pattern Flip (Patterns)

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

Function Machines 1 (Functions and 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.

Modeling Whole Numbers and Decimals (Base-10 Blocks)

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),

Function Machines 1 (Functions and Tables)

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.

Function Machines 1 (Functions and Tables)

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.

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

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

Modeling Whole Numbers and Decimals (Base-10 Blocks)

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;

Comparing and Ordering Decimals
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.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;

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

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;

Comparing and Ordering Decimals
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.K1.e: equations and inequalities to model numerical relationships;

Comparing and Ordering Decimals

2.4.K1.f: 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)
Points, Lines, and Equations

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;

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

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;

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

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.

Classifying Quadrilaterals

3.1.K2: recognizes and describes:

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

Classifying Quadrilaterals

3.1.K5: recognizes, draws, and describes:

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

City Tour (Coordinates)
Elevator Operator (Line Graphs)
Points in the Coordinate Plane

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

Classifying Quadrilaterals

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.

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

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,

Cannonball Clowns (Number Line Estimation)

3.2.K2.d: time including elapsed time.

Elapsed Time

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

Cannonball Clowns (Number Line Estimation)

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;

Cannonball Clowns (Number Line Estimation)

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

Cannonball Clowns (Number Line Estimation)

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

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

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.

Rock Art (Transformations)

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.

Fraction, Decimal, Percent (Area and Grid Models)
Modeling Decimals (Area and Grid Models)

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

City Tour (Coordinates)
Points in the Coordinate Plane

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).

Spin the Big Wheel! (Probability)

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

Spin the Big Wheel! (Probability)

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

Spin the Big Wheel! (Probability)

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,

Mascot Election (Pictographs and Bar Graphs)

4.2.K1.d: bar and line graphs,

Elevator Operator (Line Graphs)
Graphing Skills
Mascot Election (Pictographs and Bar Graphs)
Reaction Time 1 (Graphs and Statistics)

4.2.K1.f: line plots,

Reaction Time 2 (Graphs and Statistics)

4.2.K1.h: circle graphs,

Graphing Skills

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

Reaction Time 2 (Graphs and Statistics)

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

Reaction Time 2 (Graphs and Statistics)

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,

Reaction Time 1 (Graphs and Statistics)

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

Reaction Time 1 (Graphs and Statistics)