Mathematics Resources
Number and Operations
The student will identify, represent,
order, and compare numbers; and estimate, compute, and solve problems.
Key
|
Reporting
Category
|
|
|
A |
N |
Read and write numbers from
hundred-thousands to hundredths.
Place value |
|
A |
N |
Represent whole numbers to 9999. |
|
A |
N |
Identify the place value of a
given digit from hundred-thousands to hundredths.
Place Value Game
Math Slice |
|
A |
N |
Compare and order whole numbers
to 9999 using the appropriate symbols (>, <, and =).
|
|
A |
N |
Identify fractions as parts of
whole units, as parts of sets, as locations on number lines, and
as divisions of whole numbers.
Bowling for Fractions |
|
A |
N |
Generate equivalent forms of
whole numbers, commonly used fractions, and decimals.
Wise up Fractions |
|
A |
N |
Represent numbers as both
improper fractions and mixed numbers.
Cool Math Lessons |
|
D |
|
Use concrete or pictorial
representations to compare and order commonly used fractions.
Comparing Fractions |
|
D |
|
Use concrete and pictorial
representations to compare decimals.
Ordering Decimals |
|
D |
|
Use various models and equivalent
forms to represent, order, and compare whole numbers and
commonly used fractions and mixed numbers (e.g., number lines,
base ten blocks, expanded notation, Venn diagrams, and hundreds
boards). |
|
A |
N |
Represent whole numbers up to
10,000 in expanded form (1,000’s + 100’s +10’s +1’s).
Expanded Form |
|
D |
|
Demonstrate knowledge and
understanding of grade level mathematical terms. |
|
D |
|
Explain the relationship between
addition and subtraction. |
|
I |
|
Explain the relationship between
multiplication and division. |
|
I |
|
Explain how addition,
subtraction, multiplication, and division affect the size and
order of numbers. |
|
D |
|
Estimate the results of
whole-number computations. |
|
A |
N |
Use estimation to select a
reasonable solution to a whole number computation involving
addition, subtraction, or multiplication.
Estimation |
|
A |
C |
Add and subtract fractions with
like denominators.
Add or Subtract
practice |
|
A |
C |
Multiply efficiently and
accurately with single-digit whole numbers.
Video
game practice
Brain Pop |
|
D |
|
Divide efficiently and accurately
with single-digit whole numbers. |
|
A |
C |
Add and subtract decimals
(includes monetary units).
Game
Practice |
|
I |
|
Multiply decimals (includes
monetary units).
Money practice
Game |
|
I |
|
Select appropriate methods and
tools for computing with whole numbers (e.g., mental
computation, estimation, calculators, paper and pencil, guess
and check). |
|
A |
C |
Solve one-step real-world
problems involving addition or subtraction of whole numbers
and/or decimals.
Brain Pop |
|
A |
R |
Solve one-step real-world
problems involving multiplication of whole numbers and/or
decimals.
Practice |
|
I |
|
Identify missing information
and/or too much information in word problems. |
|
I |
|
Apply logical reasoning to solve
real-world problems. |
|
D |
|
Select the appropriate
computational and operational method to solve word problems. |
|
D |
|
Solve story problems using whole
numbers, fractions, and decimals (includes money). |
Algebra
The student will analyze and use symbols
to generalize patterns, use properties of operations, and analyze change
in various situations.
|
|
|
Generalize and extend or complete
patterns involving geometric figures or numbers. |
|
A |
AT |
Extend numerical and geometric
patterns.
Patterns |
|
D |
|
Represent and analyze patterns
and relationships using words, tables, and graphs. |
|
A |
AT |
Determine the function rule for
data in a function table.
Practice |
|
A |
AT |
Apply basic function rules.
Practice |
|
A |
AT |
Solve open sentences involving
addition and subtraction.
explanation
practice
More |
|
A |
AT |
Solve open sentences involving
multiplication and division. |
|
A |
AT |
Connect open sentences to
real-world situations. |
|
I |
|
Represent the idea of a variable
as an unknown quantity by using a letter or a symbol.
|
|
D |
|
Demonstrate understanding that an
equation is a number sentence stating that two quantities are
equal. |
|
D |
|
Use the commutative, associative,
zero, and identity properties for addition and multiplication.
|
|
I |
|
Investigate how a change in one
variable relates to a change in a second variable. |
Geometry
The student will
analyze and describe characteristics and properties of 2- and
3-dimensional shapes, locate and specify points on a grid, and use
geometric concepts (e.g., symmetry and transformations) and reasoning to
solve problems.
|
D |
|
Identify, compare, and analyze
attributes of two- and three-dimensional shapes. |
|
A |
G |
Identify two- or
three-dimensional shapes given defining attributes.
Defining attributes
Brain Pop |
|
D |
|
Develop and use mathematical
language to describe characteristics and properties of geometric
figures. |
|
D |
|
Identify and draw points, lines,
line segments, rays, and angles. |
|
A |
G |
Identify points, lines, and rays.
Points, lines, rays |
|
I |
|
Describe the relationships
between lines and the characteristics of angles (e.g., parallel,
perpendicular, intersecting, right, acute, and obtuse).
Brain Pop |
|
D |
|
Compare properties of two- and
three-dimensional geometric figures. |
|
D |
|
Investigate and describe the
results of subdividing and combining two-dimensional geometric
figures. |
|
A |
G |
Recognize congruent geometric
figures.
Congruency |
|
D |
|
Identify and draw lines of
symmetry for two-dimensional geometric figures. |
|
A |
G |
Identify lines of symmetry for
two-dimensional geometric figures.
2 dimensional lines of symmetry |
|
A |
AT |
Locate and specify points in
Quadrant 1 of a coordinate system.
Locating points on Quadrants |
|
D |
|
Identify, predict, and describe
the results of transformations of two-dimensional geometric
figures (i.e., slides, flips, and turns). |
|
A |
G |
Identify the result of a
transformation (flip or slide) that has been applied to a simple
two-dimensional geometric shape.
Transformations
Brain Pop |
|
I |
|
Describe a motion that will show
that two shapes are congruent. |
|
D |
|
Construct and draw two- and
three-dimensional geometric figures. |
|
D |
|
Create and describe mental images
of objects, patterns, and paths. |
|
I |
|
Use geometric models to solve
real-world problems. |
Measurement
The student will estimate and
determine time, length, perimeter, area, weight, capacity, and
temperature and solve real-world problems involving measurement.
|
D |
|
Demonstrate understanding of the
concepts of length, perimeter, area, weight, capacity, volume,
time, and angle measure. |
|
D |
|
Estimate using standard units of
measure. |
|
A |
ME |
Select appropriate standard units
to measure length, perimeter, area, capacity, volume, weight,
time, temperature, and angles.
Teacher
Resource |
|
A |
ME |
Use estimation to determine if a
length or volume measurement is reasonable.
Estimating Volume
Length |
|
I |
|
Demonstrate understanding that
measurements are approximations. |
|
D |
|
Demonstrate understanding of the
relationships among units of length. |
|
D |
|
Explore perimeter and area using
a variety of models (e.g., geoboards, graph paper). |
|
A |
ME |
Find the perimeter of rectangles.
Finding Perimeter |
|
D |
|
Select and use tools to measure
weight and volume in customary or metric units. |
|
A |
ME |
Measure length to the nearest 1/4
inch or nearest centimeter.
Measuring in Centimeters |
|
A |
ME |
Tell time to the nearest minute.
Time |
|
A |
ME |
Read temperature using Fahrenheit
and Celsius thermometers.
Reading Temperatures |
|
D |
|
Develop strategies for estimating
the perimeters and areas (such as counting square units) of
geometric figures.
Estimating Perimeters |
|
A |
ME |
Apply the formula for finding the
area of a rectangle.
Area |
|
A |
R |
Solve real-world problems
involving addition and subtraction of measurements.
Addition & Subtraction |
|
A |
R |
Solve real-world problems
involving elapsed time to the quarter-hour.
Elapsed time
more |
Data Analysis and Probability
The student will collect, organize,
analyze, interpret, and display data in tables and graphs and determine
the probabilities of outcomes in simple experiments.
|
I |
|
Collect data using observations,
surveys, and experiments. |
|
I |
|
Understand how data-collection
methods could affect the results. |
|
D |
|
Construct tables, pictographs,
line graphs, and bar graphs.
|
|
D |
|
Interpret simple charts, tables,
pictographs, line graphs, and bar graphs. |
|
A |
DP |
Interpret data displayed in bar
graphs and pictographs. |
|
A |
DP |
Connect data in tables to
pictographs, line graphs, or bar graphs. |
|
I |
|
Evaluate how well various
representations show the collected data. |
|
D |
|
Explore and determine measures of
central tendency (i.e., mean, median, and mode). |
|
A |
DP |
Determine the median of a data
set.
Median |
|
D |
|
Make predictions from data.
|
|
I |
|
|
