### 1: Students will acquire number sense and perform operations with rational numbers.

#### 1.1: Represent whole numbers and decimals in a variety of ways.

1.1.e: Classify whole numbers to 100 as prime, composite, or neither.

#### 1.2: Identify relationships among whole numbers, fractions (rational numbers), decimals, and percents.

1.2.b: Compare and order rational numbers, including mixed fractions, using a variety of methods and symbols.

1.2.c: Locate positive rational numbers on a number line.

1.2.d: Convert common fractions, decimals, and percents from one form to another (e.g., 3/4= 0.75 = 75%).

#### 1.3: Model and illustrate meanings of operations and describe how they relate.

1.3.b: Model addition, subtraction, multiplication, and division of fractions and decimals in a variety of ways (e.g., objects, a number line).

1.3.d: Select or write a number sentence that can be used to solve a multi-step problem and write a word problem when given a two-step expression or equation.

#### 1.4: Use fractions and percents to communicate parts of the whole.

1.4.c: Write a fraction or ratio in simplest form.

1.4.d: Name equivalent forms for fractions (halves, thirds, fourths, fifths, tenths), ratios, percents, and decimals, including repeating or terminating decimals.

1.4.e: Relate percents less than 1% or greater than 100% to equivalent fractions, decimals, whole numbers, and mixed numbers.

#### 1.5: Solve problems using the four operations with whole numbers, decimals, and fractions.

1.5.c: Multiply up to a three-digit factor by a one- or two-digit factor including decimals.

1.5.e: Add and subtract decimals to the thousandths place (e.g., 34.567+3.45; 65.3-5.987).

1.5.f: Add, subtract, multiply, and divide fractions and mixed numbers.

1.5.g: Solve problems using ratios and proportions.

1.5.h: Simplify expressions, with exponents, using the order of operations.

#### 1.6: Model, illustrate, and perform the operations of addition and subtraction of integers.

1.6.a: Recognize that the sum of an integer and its opposite is zero.

1.6.b: Model addition and subtraction of integers using manipulatives and a number line.

### 2: Students will use patterns, relations, and functions to represent and analyze mathematical situations using algebraic symbols.

#### 2.1: Recognize, analyze, and use multiple representations of patterns and functions and describe their attributes.

2.1.a: Analyze patterns on graphs and tables and write a generalization to predict how the patterns will continue.

2.1.b: Create tables and graphs to represent given patterns and algebraic expressions.

2.1.c: Write an algebraic expression from a graph or a table of values.

2.1.d: Draw a graph from a table of values or to represent an equation.

#### 2.2: Represent, solve, and analyze mathematical situations using algebraic symbols.

2.2.a: Recognize that a number in front of a variable indicates multiplication (e.g., 3y means 3 times the quantity y).

2.2.b: Solve two-step equations involving whole numbers and a single variable (e.g., 3x+4=19).

### 3: Students will use spatial and logical reasoning to recognize, describe, and identify geometric shapes and principles.

#### 3.1: Identify and analyze characteristics and properties of geometric shapes.

3.1.c: Identify the center, radius, diameter, and circumference of a circle.

3.1.d: Identify the number of faces, edges, and vertices of prisms and pyramids.

#### 3.2: Specify locations and describe spatial relationships using coordinate geometry.

3.2.a: Graph points defined by ordered pairs in all four quadrants.

3.2.b: Write the ordered pair for a point in any quadrant.

#### 3.3: Visualize and identify geometric shapes after applying transformations.

3.3.a: Turn (rotate) a shape around a point and identify the location of the new vertices.

3.3.b: Slide (translate) a polygon either horizontally or vertically on a coordinate grid and identify the location of the new vertices.

3.3.c: Flip (reflect) a shape across either the x- or y-axis and identify the location of the new vertices.

### 4: Students will understand and apply measurement tools and techniques.

#### 4.1: Identify and describe measurable attributes of objects and units of measurement.

4.1.c: Explain how the size of the unit used in measuring affects the precision.

#### 4.2: Determine measurements using appropriate tools and formulas.

4.2.a: Measure length to the nearest one-sixteenth of an inch and to the nearest millimeter.

4.2.c: Calculate the circumference of a circle using a given formula.

4.2.d: Calculate elapsed time across a.m. and p.m. time periods.

4.2.e: Calculate the areas of triangles, rectangles, and parallelograms using given formulas.

4.2.f: Calculate the surface area and volume of right, rectangular prisms using given formulas.

### 5: Students will collect, analyze, and draw conclusions from data and apply basic concepts of probability.

#### 5.1: Design investigations to reach conclusions using statistical methods to make inferences based on data.

5.1.a: Design investigations to answer questions by collecting and organizing data in a variety of ways (e.g., bar graphs, line graphs, frequency tables, stem and leaf plots).

5.1.b: Collect, compare, and display data using an appropriate format (i.e., bar graphs, line graphs, line plots, circle graphs, scatter plots).

5.1.c: Compare two similar sets of data on the same graph and compare two graphs representing the same set of data.

#### 5.2: Apply basic concepts of probability.

5.2.a: Write the results of a probability experiment as a fraction, ratio, or percent between zero and one.

5.2.b: Compare experimental results with anticipated results (e.g., experimental: 7 out of 10 tails; whereas, anticipated 5 out of 10 tails).

5.2.c: Compare individual, small group, and large group results for a probability experiment.

Correlation last revised: 10/24/2008

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