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

Equivalent Fractions (Fraction Tiles)
Modeling Whole Numbers and Decimals (Base-10 Blocks)
Number Line Frog Hop (Addition and Subtraction)

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)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

NO.1.3.4: Represent fractions (halves, thirds, fourths, sixths and eighths) using words, numerals and physical 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)
Fraction, Decimal, Percent (Area and Grid Models)
Modeling Fractions (Area Models)
Toy Factory (Set Models of Fractions)

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

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)

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)

Modeling Decimals (Area and Grid Models)
Modeling Whole Numbers and Decimals (Base-10 Blocks)

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

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)

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

Chocomatic (Multiplication, Arrays, and Area)

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)

Chocomatic (Multiplication, Arrays, and Area)
Critter Count (Modeling Multiplication)
Factor Trees (Factoring Numbers)
No Alien Left Behind (Division with Remainders)
Pattern Flip (Patterns)

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

Adding Fractions (Fraction Tiles)
Adding Whole Numbers and Decimals (Base-10 Blocks)
Cargo Captain (Multi-digit Subtraction)
Equivalent Fractions (Fraction Tiles)
Fractions Greater than One (Fraction Tiles)
Modeling Fractions (Area Models)
Number Line Frog Hop (Addition and Subtraction)
Subtracting Whole Numbers and Decimals (Base-10 Blocks)
Target Sum Card Game (Multi-digit Addition)

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

Adding Whole Numbers and Decimals (Base-10 Blocks)
Subtracting Whole Numbers and Decimals (Base-10 Blocks)

NO.3.3.1.c: relationships between operations

Cargo Captain (Multi-digit Subtraction)
Function Machines 3 (Functions and Problem Solving)

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,

Estimating Population Size
Factor Trees (Factoring Numbers)
No Alien Left Behind (Division with Remainders)

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

Cargo Captain (Multi-digit Subtraction)
Factor Trees (Factoring Numbers)
Function Machines 3 (Functions and Problem Solving)
Number Line Frog Hop (Addition and Subtraction)

NO.3.3.3.d: relationships between operations

Cargo Captain (Multi-digit Subtraction)
Factor Trees (Factoring Numbers)
Function Machines 3 (Functions and Problem Solving)
Number Line Frog Hop (Addition and Subtraction)

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)

Adding Fractions (Fraction Tiles)
Cargo Captain (Multi-digit Subtraction)
Equivalent Fractions (Fraction Tiles)
Fractions Greater than One (Fraction Tiles)
Modeling Fractions (Area Models)
Number Line Frog Hop (Addition and Subtraction)
Target Sum Card Game (Multi-digit Addition)

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

Cannonball Clowns (Number Line Estimation)
Multiplying Decimals (Area Model)

A: Algebra

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

A.4.3.2: Relate skip-counting patterns to multiplication

Chocomatic (Multiplication, Arrays, and Area)
Critter Count (Modeling Multiplication)

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

A.7.3.1: Identify the change over time

Elapsed 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)

Rock Art (Transformations)

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

Cannonball Clowns (Number Line Estimation)

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

Cannonball Clowns (Number Line Estimation)

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

Cannonball Clowns (Number Line Estimation)

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

Elapsed Time

M.13.3.4.b: Elapsed hours unknown

Elapsed Time

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

Modeling Decimals (Area and Grid Models)
Modeling Whole Numbers and Decimals (Base-10 Blocks)

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

Cannonball Clowns (Number Line Estimation)
Measuring Trees

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

M.13.3.9.a: Length: 1 inch

Cannonball Clowns (Number Line Estimation)

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

Fido's Flower Bed (Perimeter and Area)

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

Balancing Blocks (Volume)
Chocomatic (Multiplication, Arrays, and Area)
Fido's Flower Bed (Perimeter and Area)

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

Balancing Blocks (Volume)

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

Graphing Skills
Reaction Time 1 (Graphs and Statistics)

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

Forest Ecosystem
Prairie Ecosystem
Reaction Time 1 (Graphs and Statistics)

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

Mascot Election (Pictographs and Bar Graphs)

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)

Spin the Big Wheel! (Probability)