Mathematics and the World We Live In  Mathematics Resources

## Number and Operations

The student will identify, represent, order, and compare numbers and compute and solve problems.

### Category

A

N

Count by 10’s, 100’s, or 1,000’s.

D

Skip count by 10’s from any whole number less than 1,000.

D

Read and write whole numbers to 9,999.

A

N

Represent whole numbers to 9,999 with models.

A

N

Identify whole numbers as odd or even.

A

N

Identify the place value of a given digit up to thousands.

A

N

Represent whole numbers up to 10,000 in expanded form (e.g., 1,000’s + 100’s + 10’s + 1’s)

D

Connect the spoken or written word names and concrete or pictorial representations (regions or sets) of fractions with denominators up to ten.

A

N

Connect written and pictorial representations of fractions with denominators up to ten.

A

N

Compare fractions with numerators of 1 and denominators up to 10.

I

Compare and order decimal amounts written as money.

A

R

Recognize the value of combinations of coins and bills up to \$5.

A

R

Determine the correct change from a transaction that is less than \$1.00.

D

Order and sequence whole numbers up to 4 digits.

A

N

Compare and order whole numbers up to 9999 using the appropriate symbol (i.e., <, >, and =).

I

Relate skip counting to multiplication.

I

Connect division to sharing situations.

I/D

Demonstrate multiplication using repeated addition (e.g., arrays).

D

Write and identify number sentences that describe situations involving addition, subtraction, and multiplication.

D

Write and explain related addition and subtraction sentences.

A

R

Solve real-world problems using addition or subtraction of whole numbers.

A

C

Add and subtract efficiently and accurately with single-digit whole numbers.

A

C

Add efficiently and accurately with two- and/or three-digit whole numbers.

A

C

Subtract efficiently and accurately with two- and/or three-digit whole numbers.

D

Use a variety of thinking strategies to add and subtract whole numbers (e.g., sums of ten, doubles plus one).

D

Explain the reasonableness of a solution to a computation or to a word problem.

A

N

Use estimation to select a reasonable solution in problem solving (addition and subtraction only)

I

Relate adding doubles to multiplying by two.

I

Use known multiplication facts to determine a related product (e.g., 9 x 7 is 7 less than 10 x 7).

A

C

Use the multiplication facts 0, 1, 2, 5, and 10 efficiently and accurately.

D

Explain and justify solution strategies used in problem solving.

D

Select and use an appropriate strategy to solve word problems (e.g., organized list, guess and check, diagram, and table).

I

Mentally calculate the sum or difference of any two numbers up to 100.

D

Use strategies, including rounding, to estimate in story problems.

##### Algebra

The student will sort and classify objects; create, extend, and describe patterns; and represent number sentences with words, objects, and pictures.

 A AT Sort objects by two attributes. D Sort objects by two or more attributes. M Devise, carry out, and explain how a group of objects has been sorted. A AT Identify the rules by which objects or numbers have been sorted. D Recognize, describe, complete, translate, or create patterns of figures or numbers. A AT Extend repeating and growing numerical or geometric patterns. A AT Represent repeating geometric patterns as repeating numerical patterns. D Describe a growing pattern, involving objects, shapes, or numbers. A AT Determine the output number for a particular input number given a one-operation function rule involving addition or subtraction. D Demonstrate knowledge (with words or symbols) of the commutative properties of addition and multiplication. D Show or represent and solve open sentences, involving addition, subtraction, and multiplication, with concrete objects or pictures. A AT Solve open sentences that involve addition and subtraction of whole numbers zero to twenty. A AT Connect open sentences to real-world situations. D Demonstrate knowledge and understanding of grade level mathematical terms. I Demonstrate understanding that an equation is a number sentence stating two quantities are equal. D Use the commutative property of addition and multiplication. D Show that subtraction is not commutative. M Apply the addition and subtraction properties of 0 (adding or subtracting 0 doesn’t change a number). I Apply the zero and identity properties of multiplication (adding 0 or multiplying by 1 doesn’t change a number). I Use arrays to represent the commutative property of multiplication. D Describe qualitative change (e.g., a student growing taller). D Describe quantitative change (e.g., a student growing two inches in one year).

Geometry

The student will identify, describe, and create basic shapes and describe relative positions and directions.

 D Identify, build, draw, and compare two- and three-dimensional geometric figures (e.g. rectangle, square, triangle, circle, cube, cylinder, sphere, and cone). A G Name two-dimensional geometric figures (e.g., rectangle, square, triangle, circle, cube, cylinder, sphere, and cone). A G Name three-dimensional geometric figures (e.g., rectangle, square, triangle, circle, cube, cylinder, sphere, and cone). A G Recognize geometric figures that are the same size and shape. A G Identify the line of symmetry in a two-dimensional design or shape. D Draw lines of symmetry in two-dimensional designs and shape. I Identify and draw horizontal and vertical lines. I Identify and draw diagonals of polygons. D Identify the position of 1/2, 1/3, or 1/4 on the number line. I Identify a location on a grid using whole number coordinates. A AT Use appropriate mathematical language to find a point on a grid using whole number coordinates. D Predict and identify the results of sliding, flipping, or turning two-dimensional shapes. A G Identify the result of a transformation that has been applied to a simple two-dimensional geometric shape (i.e., flips or slides).

### The student will apply measurement concepts of time, length, weight, capacity, and temperature.

 D Determine when an estimate of a measurement is sufficient. D Demonstrate understanding of the concepts of perimeter, area, and capacity. A R Solve real-world problems using a calendar. A R Solve real-world problems involving addition and subtraction of one- or two-digit measurements. D Use strategies to estimate or determine length, perimeter, area, capacity, weight, time, and temperature. A ME Use estimation to determine if a length measurement is reasonable. D Explain the relationships among inches, feet, and yards. D Measure to the nearest centimeter, foot, half-inch, and inch. A ME Measure length to the nearest centimeter and inch. D Measure to the nearest liter, cup, pint, quart, and gallon. D Measure to the nearest ounce, pound, kilogram, and gram. D Find the perimeter of polygons. A ME Find the perimeter of a rectangle on a grid. D Select and apply the most appropriate standard units of length, area, capacity, weight, time, and temperature. A ME Select an appropriate standard unit to measure length. D Solve real-world problems involving measurement. A R Solve real-world problems involving elapsed time to the half-hour. A ME Read thermometers with Fahrenheit and Celsius scales (positive whole number temperatures). A ME Read and write time at five-minute intervals. A ME Read and write time to the nearest hour, half-hour, and quarter-hour.

### Data Analysis and Probability

The student will make simple graphs using concrete objects and pictures and describe events as likely or unlikely.

 D Write questions and gather data to answer questions. D Interpret and construct tables using tally marks. D Construct pictographs and bar graphs. A DP Interpret pictographs. A DP Interpret bar graphs. D Read and interpret tables, bar graphs, and pictographs. D Make and justify predictions based on data gathered and displayed. D Identify all possible outcomes of a simple experiment (e.g., spinner, coin toss, and number cubes). A DP Determine whether an event is certain, possible, or impossible. A DP Determine the most likely, least likely, or equally likely outcomes in simple experiments (i.e., spinner, number or color cube). A DP Select all possible outcomes of a simple experiment (i.e., spinner, coin toss, number or color cube). A DP Solve real-world problems in which data is represented in tables.

Kindergarten

Elementary Resources

Worksheets

Algebra I

Secondary Resources

Worksheets

Science Fair

Dynamic Curriculum

Math/Science Integration

Math Online