A: Students use numbers in everyday and mathematical contexts to quantify or describe phenomena, develop concepts of operations with different types of numbers, use the structure and properties of numbers with operations to solve problems, and perform mathematical computations. Students develop number sense related to magnitude, estimation, and the effects of mathematical operations on different types of numbers. It is expected that students use numbers flexibly, using forms of numbers that best match a situation. Students compute efficiently and accurately. Estimation should always be used when computing with numbers or solving problems.

A.1: Students understand and use number notation and place value to 10,000 in numerals.

A.1.b: Recognize the place values of digits in numbers up to 10,000.

 Cannonball Clowns (Number Line Estimation)
 Modeling Whole Numbers and Decimals (Base-10 Blocks)
 Rounding Whole Numbers (Number Line)
 Target Sum Card Game (Multi-digit Addition)

A.1.c: Compare and order numbers with up to four digits.

 Modeling Whole Numbers and Decimals (Base-10 Blocks)

A.2: Students understand and use procedures to add and subtract whole numbers with up to four digits.

A.2.a: Display an understanding of the base ten place value system.

 Adding Whole Numbers and Decimals (Base-10 Blocks)
 Cargo Captain (Multi-digit Subtraction)
 Subtracting Whole Numbers and Decimals (Base-10 Blocks)

A.2.b: Use an operation appropriate to a given situation.

 Adding Whole Numbers and Decimals (Base-10 Blocks)
 Number Line Frog Hop (Addition and Subtraction)
 Subtracting Whole Numbers and Decimals (Base-10 Blocks)

A.3: Students understand and apply meanings of multiplication and division.

A.3.a: Multiply single-digit numbers and divide using single-digit divisors and up to two-digit dividends (division facts only, but remainders may be present).

 Critter Count (Modeling Multiplication)

A.3.c: Recognize and use models for multiplication and division situations.

 Critter Count (Modeling Multiplication)
 Multiplying Decimals (Area Model)
 No Alien Left Behind (Division with Remainders)

A.3.d: Use multiple strategies for multiplication and division.

 Factor Trees (Factoring Numbers)
 No Alien Left Behind (Division with Remainders)

A.4: Students recognize, name, compare, illustrate, and use simple fractions.

A.4.a: Recognize, name, and illustrate fractions with denominators from two to ten.

 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)
 Fraction, Decimal, Percent (Area and Grid Models)
 Modeling Fractions (Area Models)
 Toy Factory (Set Models of Fractions)

A.4.b: Recognize, name, and illustrate parts of a whole.

 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)

A.4.c: Compare and order fractions with like numerators or with like denominators.

 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)
 Fractions Greater than One (Fraction Tiles)
 Modeling Fractions (Area Models)
 Toy Factory (Set Models of Fractions)

B: Students make measurements and collect, display, evaluate, analyze, and compute with data to describe or model phenomena and to make decisions based on data. Students compute statistics to summarize data sets and use concepts of probability to make predictions and describe the uncertainty inherent in data collection and measurement. It is expected that when working with measurements students: understand that most measurements are approximations and that taking repeated measurements reveals this variability; understand that a number without a unit is not a measurement, and that an appropriate unit must always be attached to a number to provide a measurement; understand that the precision and accuracy of a measurement depends on selecting the appropriate tools and units; and use estimation comparing measures to benchmarks appropriate to the type of measure and units.

B.2: Students read, construct, and interpret bar graphs.

 Prairie Ecosystem
 Reaction Time 1 (Graphs and Statistics)

C: Students use measurement and observation to describe objects based on their sizes and shapes; model or construct two-dimensional and three-dimensional objects; solve problems involving geometric properties; compute areas and volumes based on object properties and dimensions; and perform transformations on geometric figures. When making or calculating measures students use estimation to check the reasonableness of results.

C.2: Students understand how to find the distance around a figure.

C.2.a: Calculate and measure the distance around a figure whose perimeter is comprised of straight edges.

 Fido's Flower Bed (Perimeter and Area)

D: Students use symbols to represent or model quantities, patterns, and relationships and use symbolic manipulation to evaluate expressions and solve equations. Students solve problems using symbols, tables, graphs, and verbal rules choosing the most effective representation and converting among representations.

D.3: Students understand arithmetic relationships among positive whole numbers.

D.3.a: Use the inverse relationships between addition and subtraction and between multiplication and division and the commutative laws of multiplication and addition to solve problems.

 Chocomatic (Multiplication, Arrays, and Area)
 Critter Count (Modeling Multiplication)
 Factor Trees (Factoring Numbers)
 Function Machines 3 (Functions and Problem Solving)

D.3.b: Be able to show that for whole numbers subtraction and division are not commutative and show that multiplication and addition are commutative.

 Chocomatic (Multiplication, Arrays, and Area)
 Critter Count (Modeling Multiplication)

D.4: Students create, describe, explain and extend patterns with numbers and geometric objects.

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

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.