### 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.

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

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

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

#### 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.

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

#### 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.

A.4.b: List equivalent fractions.

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

#### 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.

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

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

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

### 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.

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

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

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

#### 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.

### 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.

Correlation last revised: 5/11/2018

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