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 100,000 in numerals.

A.1.b: Recognize the place value of digits in numbers to 100,000.

 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 five digits.

 Modeling Whole Numbers and Decimals (Base-10 Blocks)

A.2: Students understand and use the concepts of factor and multiple.

A.2.c: List the first ten multiples of a given number.

 Factor Trees (Factoring Numbers)
 Pattern Flip (Patterns)

A.3: Students understand and use procedures to multiply and divide whole numbers by two-digit numbers.

A.3.a: Multiply up to four-digit numbers by a single-digit number.

 Critter Count (Modeling Multiplication)
 Multiplying Decimals (Area Model)

A.3.c: Divide whole numbers up to four digits by a single-digit number and by ten (remainders may be present).

 No Alien Left Behind (Division with Remainders)

A.4: Students understand, name, compare, illustrate, combine, and use fractions.

A.4.a: Add and subtract fractions with like denominators and use repeated addition to multiply a unit fraction by a whole number.

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

A.4.b: List equivalent fractions.

 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)

A.4.c: Represent fractions greater than one as mixed numbers and mixed numbers as fractions.

 Fractions Greater than One (Fraction Tiles)

A.5: Students understand and use number notation and place value in numbers with two decimal places in real-world contexts including money.

A.5.a: Compare, order, read, round, and interpret decimals with up to two decimal places.

 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)

A.5.b: Add and subtract decimals with up to two decimal places.

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

A.5.c: Multiply and divide decimals with up to two decimal places by a one- digit whole number.

 Multiplying Decimals (Area Model)

A.5.d: Connect equivalent decimals and fractions for 1/10s, 1/4s and 1/2s in meaningful contexts.

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

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 collect and represent data in tables, line plots, and bar graphs, and read and interpret these types of data displays.

 Graphing Skills
 Mascot Election (Pictographs and Bar Graphs)
 Prairie Ecosystem
 Reaction Time 1 (Graphs and Statistics)
 Reaction Time 2 (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.1: Students identify and name angles, lines, relationships between lines, quadrilaterals, and triangles.

C.1.b: Identify and sketch the following quadrilaterals: rectangle, square, parallelogram, rhombus, and trapezoid.

 Classifying Quadrilaterals

C.2: Students understand the concept of area of a figure.

C.2.a: Find the area of shapes in non-standard units.

 Fido's Flower Bed (Perimeter and Area)

C.2.b: Find the area of squares and other rectangles in standard units.

 Fido's Flower Bed (Perimeter and Area)

C.3: Students recognize congruent figures and line symmetry in figures.

C.3.a: Recognize whether a line is a line of symmetry in a figure.

 Quilting Bee (Symmetry)

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 use tables, rules, diagrams, and patterns to represent the relationship between quantities and to extend sequences.

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

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.