### NO: Number and Operations

#### NO.1: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems.

NO.1.3.1: Recognize equivalent representations for the same whole number and generate them by composing and decomposing numbers

NO.1.3.2: Use the place-value structure of the base-ten number system and be able to represent and compare whole numbers including thousands (using models, illustrations, symbols, expanded notation and problem solving)

NO.1.3.4: Represent fractions (halves, thirds, fourths, sixths and eighths) using words, numerals and physical models

NO.1.3.5: Utilize models to recognize that the size of the whole determines the size of the fraction depending on the original quantity

NO.1.3.6: Use the place-value structure of the baseten number system and be able to represent and compare decimals to hundredths in money (using models, illustrations, symbols, expanded notation and problem solving)

NO.1.3.7: Write a fraction that is equivalent to a given fraction with the use of models

#### NO.2: Students shall understand meanings of operations and how they relate to one another.

NO.2.3.1: Develop an understanding of the commutative and identity properties of multiplication using objects

NO.2.3.2: Apply number theory

NO.2.3.2.b: use the terms multiple, factor, product and quotient in an appropriate context (e.g., Since 3x4=12, 3 and 4 are factors; 12 is the product , 3,6,9,12 are multiples of 3; 4, 8,12,16 are multiples of 4; 12 ÷ 4 = 3, the quotient)

#### NO.3: Students shall compute fluently and make reasonable estimates.

NO.3.3.1: Develop, with and without appropriate technology, computational fluency, in multi-digit addition and subtraction through 999 using contextual problems

NO.3.3.1.a: strategies for adding and subtracting numbers

NO.3.3.1.b: Estimation of sums and differences in appropriate situations

NO.3.3.1.c: relationships between operations

NO.3.3.3: Develop, with and without appropriate technology, computational fluency in multiplication and division up to two-digit by one-digit numbers using two-digit by onedigit number contextual problems using

NO.3.3.3.a: strategies for multiplying and dividing numbers,

NO.3.3.3.b: performance of operations in more than one way,

NO.3.3.3.d: relationships between operations

NO.3.3.4: Solve simple problems using one operation involving addition and subtraction using a variety of methods and tools (e.g., objects, mental computation, paper and pencil and with and without appropriate technology)

NO.3.3.5: Use Estimation strategies to solve problems and judge the reasonableness of the answer

### A: Algebra

#### A.4: Students shall recognize, describe and develop patterns, relations and functions.

A.4.3.2: Relate skip-counting patterns to multiplication

#### A.7: Students shall analyze change in various contexts.

A.7.3.1: Identify the change over time

### G: Geometry

#### G.9: Students shall apply transformations and the use of symmetry to analyze mathematical situations.

G.9.3.2: Describe the motion (transformation) of a two-dimensional figure as a flip (reflection), slide (translation) or turn (rotation)

### M: Measurement

#### M.12: Students shall use attributes of measurement to describe and compare mathematical and real-world objects.

M.12.3.4: Demonstrate the relationship among different standard units

M.12.3.4.a: Length: 12 in = 1 ft, 3 ft = 1 yd, 36 in = 1 yd

M.12.3.4.b: Capacity: 2 cups = 1 pint, 2 pints = 1 quart 4 quarts = 1gallon

M.12.3.4.c: Weight: 16 ounces = 1 lb

#### M.13: Students shall identify and use units, systems and processes of measurement.

M.13.3.4: Determine elapsed time in contextual situations to five-minute intervals

M.13.3.4.a: End time unknown

M.13.3.4.b: Elapsed hours unknown

M.13.3.6: Apply money concepts in contextual situations up to \$10.00

M.13.3.8: Use appropriate customary measurement tools for length, capacity and mass

M.13.3.9: Estimate and measure length, capacity/volume and mass using appropriate customary units

M.13.3.9.a: Length: 1 inch

M.13.3.10: Find the perimeter of a figure by measuring the length of the sides

M.13.3.11: Find the area of any region counting squares and half-squares

M.13.3.12: Develop strategies for finding the volume (cubic units) of rectangular prisms and cubes using models

### DAP: Data Analysis and Probability

#### DAP.14: Students shall formulate questions that can be addressed with data and collect, organize and display relevant data to answer them.

DAP.14.3.1: Design a survey question after being given a topic and collect, organize, display and describe simple data using frequency tables or line plots, pictographs, and bar graphs

#### DAP.15: Students shall select and use appropriate statistical methods to analyze data.

DAP.15.3.1: Read and interpret pictographs and bar graphs in which symbols or intervals are greater than one

DAP.15.3.2: Match a set of data with a graphical representation of the data

#### DAP.17: Students shall understand and apply basic concepts of probability.

DAP.17.3.2: Conduct simple probability experiments, record the data and draw conclusions about the likelihood of possible outcomes (roll number cubes, pull tiles from a bag, spin a spinner, or determine the fairness of games)

Correlation last revised: 5/8/2018

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