Tested State Standards

MP.3.1: The student uses mathematical processes to acquire and demonstrate mathematical understanding.

MP.3.1.C: select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

Multiplying Decimals (Area Model)

MP.3.1.D: communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

Fraction, Decimal, Percent (Area and Grid Models)

MP.3.1.E: create and use representations to organize, record, and communicate mathematical ideas;

Fraction, Decimal, Percent (Area and Grid Models)

1.3.2: The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value.

1.3.2.A: compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate;

Number Line Frog Hop (Addition and Subtraction)

1.3.2.B: describe the mathematical relationships found in the base-10 place value system through the hundred thousands place;

Modeling Whole Numbers and Decimals (Base-10 Blocks)

1.3.2.C: represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers; and

Number Line Frog Hop (Addition and Subtraction)

Rounding Whole Numbers (Number Line)

1.3.2.D: compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =.

Modeling Whole Numbers and Decimals (Base-10 Blocks)

1.3.3: The student applies mathematical process standards to represent and explain fractional units.

1.3.3.A: represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines;

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)

1.3.3.B: determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line;

Fraction Garden (Comparing Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

1.3.3.C: explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number;

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Modeling Fractions (Area Models)

1.3.3.D: compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b;

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)

1.3.3.E: solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8;

Fraction Artist 1 (Area Models of Fractions)

Modeling Fractions (Area Models)

1.3.3.F: represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;

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)

1.3.3.G: explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; and

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)

1.3.3.H: compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.

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)

1.3.7: The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement.

1.3.7.A: represent fractions of halves, fourths, and eighths as distances from zero on a number line.

Fraction Garden (Comparing Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

2.3.4: The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.

2.3.4.A: solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction;

Adding Whole Numbers and Decimals (Base-10 Blocks)

Cargo Captain (Multi-digit Subtraction)

Number Line Frog Hop (Addition and Subtraction)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

Target Sum Card Game (Multi-digit Addition)

Whole Numbers with Base-10 Blocks

2.3.4.B: round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems;

Rounding Whole Numbers (Number Line)

2.3.4.D: determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10;

Chocomatic (Multiplication, Arrays, and Area)

2.3.4.E: represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

Number Line Frog Hop (Addition and Subtraction)

2.3.4.F: recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;

Critter Count (Modeling Multiplication)

2.3.4.G: use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;

Chocomatic (Multiplication, Arrays, and Area)

2.3.4.H: determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally;

No Alien Left Behind (Division with Remainders)

2.3.4.K: solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

No Alien Left Behind (Division with Remainders)

2.3.5: The student applies mathematical process standards to analyze and create patterns and relationships.

2.3.5.A: represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations;

Adding Whole Numbers and Decimals (Base-10 Blocks)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

2.3.5.B: represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations;

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

Multiplying Decimals (Area Model)

No Alien Left Behind (Division with Remainders)

3.3.6: The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties.

3.3.6.A: classify and sort two- and three-dimensional solids, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language;

3.3.6.B: use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories;

3.3.6.C: determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row;

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

3.3.6.D: decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area; and

Fido's Flower Bed (Perimeter and Area)

3.3.7: The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement.

3.3.7.B: determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems;

Fido's Flower Bed (Perimeter and Area)

3.3.7.C: determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes;

4.3.8: The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.

4.3.8.A: summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and

Forest Ecosystem

Mascot Election (Pictographs and Bar Graphs)

Prairie Ecosystem

Reaction Time 1 (Graphs and Statistics)

4.3.8.B: solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 1 (Graphs and Statistics)

Correlation last revised: 9/16/2020

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.