### NS: Number Sense

#### NS.1: Students understand the place value of whole numbers and decimals to two decimal places and how whole numbers and decimals relate to simple fractions. Students use the concepts of negative numbers:

NS.1.2: Order and compare whole numbers and decimals to two decimal places.

NS.1.3: Round whole numbers through the millions to the nearest ten, hundred, thousand, ten thousand, or hundred thousand.

NS.1.4: Decide when a rounded solution is called for and explain why such a solution may be appropriate.

NS.1.5: Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions (see Standard 4).

NS.1.7: Write the fraction represented by a drawing of parts of a figure; represent a given fraction by using drawings; and relate a fraction to a simple decimal on a number line.

NS.1.9: Identify on a number line the relative position of positive fractions, positive mixed numbers, and positive decimals to two decimal places.

#### NS.2: Students extend their use and understanding of whole numbers to the addition and subtraction of simple decimals:

NS.2.1: Estimate and compute the sum or difference of whole numbers and positive decimals to two places.

#### NS.3: Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations:

NS.3.1: Demonstrate an understanding of, and the ability to use, standard algorithms for the addition and subtraction of multidigit numbers.

NS.3.2: Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multidigit number by a two-digit number and for dividing a multidigit number by a one-digit number; use relationships between them to simplify computations and to check results.

#### NS.4: Students know how to factor small whole numbers:

NS.4.1: Understand that many whole numbers break down in different ways (e.g., 12 = 4 x 3 = 2 x 6 = 2 x 2 x 3).

NS.4.2: Know that numbers such as 2, 3, 5, 7, and 11 do not have any factors except 1 and themselves and that such numbers are called prime numbers.

### AF: Algebra and Functions

#### AF.1: Students use and interpret variables, mathematical symbols, and properties to write and simplify expressions and sentences:

AF.1.5: Understand that an equation such as y = 3x + 5 is a prescription for determining a second number when a first number is given.

### MG: Measurement and Geometry

#### MG.1: Students understand perimeter and area:

MG.1.1: Measure the area of rectangular shapes by using appropriate units, such as square centimeter (cm²), square meter (m²), square kilometer (km²), square inch (in²), square yard (yd²), or square mile (mi²).

MG.1.2: Recognize that rectangles that have the same area can have different perimeters.

MG.1.3: Understand that rectangles that have the same perimeter can have different areas.

MG.1.4: Understand and use formulas to solve problems involving perimeters and areas of rectangles and squares. Use those formulas to find the areas of more complex figures by dividing the figures into basic shapes.

#### MG.2: Students use two-dimensional coordinate grids to represent points and graph lines and simple figures:

MG.2.1: Draw the points corresponding to linear relationships on graph paper (e.g., draw 10 points on the graph of the equation y = 3x and connect them by using a straight line).

MG.2.2: Understand that the length of a horizontal line segment equals the difference of the x-coordinates.

MG.2.3: Understand that the length of a vertical line segment equals the difference of the y-coordinates.

#### MG.3: Students demonstrate an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems:

MG.3.2: Identify the radius and diameter of a circle.

MG.3.4: Identify figures that have bilateral and rotational symmetry.

### SDAP: Statistics, Data Analysis, and Probability

#### SDAP.1: Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings:

SDAP.1.1: Formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables, and charts.

SDAP.1.2: Identify the mode(s) for sets of categorical data and the mode(s), median, and any apparent outliers for numerical data sets.

SDAP.1.3: Interpret one- and two-variable data graphs to answer questions about a situation.

#### SDAP.2: Students make predictions for simple probability situations:

SDAP.2.2: Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; 3 /4).

### MR: Mathematical Reasoning

#### MR.1: Students make decisions about how to approach problems:

MR.1.1: Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

#### MR.2: Students use strategies, skills, and concepts in finding solutions:

MR.2.1: Use estimation to verify the reasonableness of calculated results.

#### MR.3: Students move beyond a particular problem by generalizing to other situations:

MR.3.1: Evaluate the reasonableness of the solution in the context of the original situation.

Correlation last revised: 9/11/2014

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