| PS.1 |
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway, rather than simply jumping into a solution attempt. They consider analogous problems and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” and "Is my answer reasonable?" They understand the approaches of others to solving complex problems and identify correspondences between different approaches. Mathematically proficient students understand how mathematical ideas interconnect and build on one another to produce a coherent whole. |
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| PS.2 |
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. |
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| PS.3 |
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They analyze situations by breaking them into cases and recognize and use counterexamples. They organize their mathematical thinking, justify their conclusions and communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. They justify whether a given statement is true always, sometimes, or never. Mathematically proficient students participate and collaborate in a mathematics community. They listen to or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. |
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| PS.4 |
Model with mathematics. Mathematically proficient students apply the mathematics they know to solve problems arising in everyday life, society, and the workplace using a variety of appropriate strategies. They create and use a variety of representations to solve problems and to organize and communicate mathematical ideas. Mathematically proficient students apply what they know and are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. |
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| PS.5 |
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Mathematically proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. Mathematically proficient students identify relevant external mathematical resources, such as digital content, and use them to pose or solve problems. They use technological tools to explore and deepen their understanding of concepts and to support the development of learning mathematics. They use technology to contribute to concept development, simulation, representation, reasoning, communication and problem solving. |
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| PS.6 |
Attend to precision. Mathematically proficient students communicate precisely to others. They use clear definitions, including correct mathematical language, in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They express solutions clearly and logically by using the appropriate mathematical terms and notation. They specify units of measure and label axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently and check the validity of their results in the context of the problem. They express numerical answers with a degree of precision appropriate for the problem context. |
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| PS.7 |
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. They step back for an overview and shift perspective. They recognize and use properties of operations and equality. They organize and classify geometric shapes based on their attributes. They see expressions, equations, and geometric figures as single objects or as being composed of several objects. |
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| PS.8 |
Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated and look for general methods and shortcuts. They notice regularity in mathematical problems and their work to create a rule or formula. Mathematically proficient students maintain oversight of the process, while attending to the details as they solve a problem. They continually evaluate the reasonableness of their intermediate results. |
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| K.NS.1 |
Count to at least 100 by ones and tens and count on by one from any number. |
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| K.NS.2 |
Write whole numbers from zero to 20 and recognize number words from zero to 10. Represent a number of objects with a written numeral zero to 20 (with zero representing a count of no objects). |
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| K.NS.3 |
Find the number that is one more than or one less than any whole number up to 20. |
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| K.NS.4 |
Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. |
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| K.NS.5 |
Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from one to 20. |
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| K.NS.6 |
Recognize sets of one to 10 objects in patterned arrangements and tell how many without counting. |
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| K.NS.7 |
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g. by using matching and counting strategies). |
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| K.NS.8 |
Compare the values of two numbers from 1 to 20 presented as written numerals. |
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| K.NS.9 |
Correctly use the words for comparison, including: one and many; none, some and all; more and less; most and least; and equal to, more than and less than. |
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| K.NS.10 |
Separate sets of 10 or fewer objects into equal groups. |
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| K.NS.11 |
Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings. |
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| K.CA.1 |
Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. |
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| K.CA.2 |
Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). |
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| K.CA.3 |
Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] |
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| K.CA.4 |
Find the number that makes 10 when added to the given number for any number from one to nine (e.g., by using objects or drawings), and record the answer with a drawing or an equation. |
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| K.CA.5 |
Create, extend, and give an appropriate rule for simple repeating and growing patterns with numbers and shapes. |
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| K.G.1 |
Describe the positions of objects and geometric shapes in space using the terms inside, outside, between, above, below, near, far, under, over, up, down, behind, in front of, next to, to the left of and to the right of. |
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| K.G.2 |
Compare two- and three-dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). |
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| K.G.3 |
Model shapes in the world by composing shapes from objects (e.g., sticks and clay balls) and drawing shapes. |
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| K.G.4 |
Compose simple geometric shapes to form larger shapes (e.g., create a rectangle composed of two triangles). |
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| K.M.1 |
Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. |
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| K.M.2 |
Understand concepts of time, including: morning, afternoon, evening, today, yesterday, tomorrow, day, week, month, and year. Understand that clocks and calendars are tools that measure time. |
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| K.DA.1 |
Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. |
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| 1.NS.1 |
Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral. |
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| 1.NS.2 |
Understand that 10 can be thought of as a group of ten ones — called a “ten." Understand that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). |
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| 1.NS.3 |
Match the ordinal numbers first, second, third, etc., with an ordered set up to 10 items. |
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| 1.NS.4 |
Use place value understanding to compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. |
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| 1.NS.5 |
Find mentally ten more or ten less than a given two-digit number without having to count, and explain the thinking process used to get the answer. |
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| 1.NS.6 |
Show equivalent forms of whole numbers as groups of tens and ones, and understand that the individual digits of a two-digit number represent amounts of tens and ones. |
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| 1.CA.1 |
Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a 10 (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the role of 0 in addition and subtraction. |
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| 1.CA.2 |
Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). |
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| 1.CA.3 |
Create a real-world problem to represent a given equation involving addition and subtraction within 20. |
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| 1.CA.4 |
Solve real-world problems that call for addition of three whole numbers whose sum is within 20 (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). |
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| 1.CA.5 |
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. |
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| 1.CA.6 |
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). |
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| 1.CA.7 |
Create, extend, and give an appropriate rule for number patterns using addition within 100. |
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| 1.G.1 |
Identify objects as two-dimensional or three-dimensional. Classify and sort two-dimensional and three-dimensional objects by shape, size, roundness and other attributes. Describe how two-dimensional shapes make up the faces of three-dimensional objects. |
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| 1.G.2 |
Distinguish between defining attributes of two- and three-dimensional shapes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size). Create and draw two-dimensional shapes with defining attributes. |
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| 1.G.3 |
Use two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. [In grade 1, students do not need to learn formal names such as "right rectangular prism."] |
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| 1.G.4 |
Partition circles and rectangles into two and four equal parts; describe the parts using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of, the parts. Understand for partitioning circles and rectangles into two and four equal parts that decomposing into equal parts creates smaller parts. |
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| 1.M.1 |
Use direct comparison or a nonstandard unit to compare and order objects according to length, area, capacity, weight, and temperature. |
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| 1.M.2 |
Tell and write time to the nearest half-hour and relate time to events (before/after, shorter/longer) using analog clocks. Understand how to read hours and minutes using digital clocks. |
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| 1.M.3 |
Identify the value of a penny, nickel, dime, and a collection of pennies, nickels, and dimes. |
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| 1.DA.1 |
Organize and interpret data with up to three choices (What is your favorite fruit? apples, bananas, oranges); ask and answer questions about the total number of data points, how many in each choice, and how many more or less in one choice compared to another. |
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| 2.NS.1 |
Count by ones, twos, fives, tens, and hundreds up to at least 1,000 from any given number. |
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| 2.NS.2 |
Read and write whole numbers up to 1,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000. |
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| 2.NS.3 |
Plot and compare whole numbers up to 1,000 on a number line. |
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| 2.NS.4 |
Match the ordinal numbers first, second, third, etc., with an ordered set up to 30 items. |
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| 2.NS.5 |
Determine whether a group of objects (up to 20) has an odd or even number of members (e.g., by placing that number of objects in two groups of the same size and recognizing that for even numbers no object will be left over and for odd numbers one object will be left over, or by pairing objects or counting them by 2s). |
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| 2.NS.6 |
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones (e.g., 706 equals 7 hundreds, 0 tens, and 6 ones). Understand that 100 can be thought of as a group of ten tens - called a “hundred.” Understand that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). |
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| 2.NS.7 |
Use place value understanding to compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. |
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| 2.CA.1 |
Add and subtract fluently within 100. |
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| 2.CA.2 |
Solve real-world problems involving addition and subtraction within 100 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Use estimation to decide whether answers are reasonable in addition problems. |
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| 2.CA.3 |
Solve real-world problems involving addition and subtraction within 100 in situations involving lengths that are given in the same units (e.g., by using drawings, such as drawings of rulers, and equations with a symbol for the unknown number to represent the problem). |
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| 2.CA.4 |
Add and subtract within 1000, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones, and that sometimes it is necessary to compose or decompose tens or hundreds. |
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| 2.CA.5 |
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal groups. |
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| 2.CA.6 |
Show that the order in which two numbers are added (commutative property) and how the numbers are grouped in addition (associative property) will not change the sum. These properties can be used to show that numbers can be added in any order. |
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| 2.CA.7 |
Create, extend, and give an appropriate rule for number patterns using addition and subtraction within 1000. |
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| 2.G.1 |
Identify, describe, and classify two- and three-dimensional shapes (triangle, square, rectangle, cube, right rectangular prism) according to the number and shape of faces and the number of sides and/or vertices. Draw two-dimensional shapes. |
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| 2.G.2 |
Create squares, rectangles, triangles, cubes, and right rectangular prisms using appropriate materials. |
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| 2.G.3 |
Investigate and predict the result of composing and decomposing two- and three-dimensional shapes. |
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| 2.G.4 |
Partition a rectangle into rows and columns of same-size (unit) squares and count to find the total number of same-size squares. |
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| 2.G.5 |
Partition circles and rectangles into two, three, or four equal parts; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, four fourths. Recognize that equal parts of identical wholes need not have the same shape. |
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| 2.M.1 |
Describe the relationships among inch, foot, and yard. Describe the relationship between centimeter and meter. |
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| 2.M.2 |
Estimate and measure the length of an object by selecting and using appropriate tools, such as rulers, yardsticks, meter sticks, and measuring tapes to the nearest inch, foot, yard, centimeter and meter. |
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| 2.M.3 |
Understand that the length of an object does not change regardless of the units used. Measure the length of an object twice using length units of different lengths for the two measurements. Describe how the two measurements relate to the size of the unit chosen. |
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| 2.M.4 |
Estimate and measure volume (capacity) using cups and pints. |
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| 2.M.5 |
Tell and write time to the nearest five minutes from analog clocks, using a.m. and p.m. Solve real-world problems involving addition and subtraction of time intervals on the hour or half hour. |
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| 2.M.6 |
Describe relationships of time, including: seconds in a minute; minutes in an hour; hours in a day; days in a week; and days, weeks, and months in a year. |
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| 2.M.7 |
Find the value of a collection of pennies, nickels, dimes, quarters and dollars. |
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| 2.DA.1 |
Draw a picture graph (with single-unit scale) and a bar graph (with single-unit scale) to represent a data set with up to four choices (What is your favorite color? red, blue, yellow, green). Solve simple put-together, take-apart, and compare problems using information presented in the graphs. |
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| 3.NS.1 |
Read and write whole numbers up to 10,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 10,000. |
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| 3.NS.2 |
Compare two whole numbers up to 10,000 using >, =, and < symbols. |
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| 3.NS.3 |
Understand a fraction, 1/b, as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction, a/b, as the quantity formed by a parts of size 1/b. [In grade 3, limit denominators of fractions to 2, 3, 4, 6, 8.] |
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| 3.NS.4 |
Represent a fraction, 1/b, on a number line by defining the interval from 0 to 1 as the whole, and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. |
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| 3.NS.5 |
Represent a fraction, a/b, on a number line by marking off lengths 1/b from 0. Recognize that the resulting interval has size a/b, and that its endpoint locates the number a/b on the number line. |
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| 3.NS.6 |
Understand two fractions as equivalent (equal) if they are the same size, based on the same whole or the same point on a number line. |
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| 3.NS.7 |
Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model). |
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| 3.NS.8 |
Compare two fractions with the same numerator or the same denominator by reasoning about their size based on the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model). |
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| 3.NS.9 |
Use place value understanding to round 2- and 3-digit whole numbers to the nearest 10 or 100. |
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| 3.C.1 |
Fluently add and subtract whole numbers within 1000 using strategies and algorithms based on place value, properties of operations, and relationships between addition and subtraction. |
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| 3.C.2 |
Represent the concept of multiplication of whole numbers with the following models: equal-sized groups, arrays, area models, and equal "jumps" on a number line. Understand the properties of 0 and 1 in multiplication. |
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| 3.C.3 |
Represent the concept of division of whole numbers with the following models: partitioning, sharing, and an inverse of multiplication. Understand the properties of 0 and 1 in division. |
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| 3.C.4 |
Interpret whole-number quotients of whole numbers (e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each). |
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| 3.C.5 |
Multiply and divide within 100 using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8), or properties of operations. |
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| 3.C.6 |
Demonstrate fluency with mastery of multiplication facts and corresponding division facts of 0 to 10. |
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| 3.AT.1 |
Solve real-world problems involving addition and subtraction of whole numbers within 1000 (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). |
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| 3.AT.2 |
Solve real-world problems involving whole number multiplication and division within 100 in situations involving equal groups, arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). |
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| 3.AT.3 |
Solve two-step real-world problems using the four operations of addition, subtraction, multiplication and division (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). |
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| 3.AT.4 |
Interpret a multiplication equation as equal groups (e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each). Represent verbal statements of equal groups as multiplication equations. |
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| 3.AT.5 |
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. |
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| 3.AT.6 |
Create, extend, and give an appropriate rule for number patterns within 100 (including patterns in the addition table or multiplication table). |
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| 3.G.1 |
Identify and describe the following: cube, sphere, prism, pyramid, cone, and cylinder. |
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| 3.G.2 |
Understand that shapes (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize and draw rhombuses, rectangles, and squares as examples of quadrilaterals. Recognize and draw examples of quadrilaterals that do not belong to any of these subcategories. |
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| 3.G.3 |
Identify, describe and draw points, lines and line segments using appropriate tools (e.g., ruler, straightedge, and technology), and use these terms when describing two-dimensional shapes. |
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| 3.G.4 |
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole (1/2, 1/3, 1/4, 1/6, 1/8). |
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| 3.M.1 |
Estimate and measure the mass of objects in grams (g) and kilograms (kg) and the volume of objects in quarts (qt), gallons (gal), and liters (l). Add, subtract, multiply, or divide to solve one-step real-world problems involving masses or volumes that are given in the same units (e.g., by using drawings, such as a beaker with a measurement scale, to represent the problem). |
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| 3.M.2 |
Choose and use appropriate units and tools to estimate and measure length, weight, and temperature. Estimate and measure length to a quarter-inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit. |
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| 3.M.3 |
Tell and write time to the nearest minute from analog clocks, using a.m. and p.m., and measure time intervals in minutes. Solve real-world problems involving addition and subtraction of time intervals in minutes. |
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| 3.M.4 |
Find the value of any collection of coins and bills. Write amounts less than a dollar using the ¢ symbol and write larger amounts using the $ symbol in the form of dollars and cents (e.g., $4.59). Solve real-world problems to determine whether there is enough money to make a purchase. |
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| 3.M.5 |
Find the area of a rectangle with whole-number side lengths by modeling with unit squares, and show that the area is the same as would be found by multiplying the side lengths. Identify and draw rectangles with the same perimeter and different areas or with the same area and different perimeters. |
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| 3.M.6 |
Multiply side lengths to find areas of rectangles with whole-number side lengths to solve real-world problems and other mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. |
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| 3.M.7 |
Find perimeters of polygons given the side lengths or given an unknown side length. |
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| 3.DA.1 |
Create scaled picture graphs, scaled bar graphs, and frequency tables to represent a data set—including data collected through observations, surveys, and experiments—with several categories. Solve one- and two-step “how many more” and “how many less” problems regarding the data and make predictions based on the data. |
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| 3.DA.2 |
Generate measurement data by measuring lengths with rulers to the nearest quarter of an inch. Display the data by making a line plot, where the horizontal scale is marked off in appropriate units, such as whole numbers, halves, or quarters. |
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| 4.NS.1 |
Read and write whole numbers up to 1,000,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000,000. |
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| 4.NS.2 |
Compare two whole numbers up to 1,000,000 using >, =, and < symbols. |
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| 4.NS.3 |
Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. Name and write mixed numbers using objects or pictures. Name and write mixed numbers as improper fractions using objects or pictures. |
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| 4.NS.4 |
Explain why a fraction, a/b, is equivalent to a fraction, (n × a)/(n × b), by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. [In grade 4, limit denominators of fractions to 2, 3, 4, 5, 6, 8, 10, 25, 100.] |
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| 4.NS.5 |
Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark, such as 0, 1/2, and 1). Recognize comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model). |
Lessons
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| 4.NS.6 |
Write tenths and hundredths in decimal and fraction notations. Use words, models, standard form and expanded form to represent decimal numbers to hundredths. Know the fraction and decimal equivalents for halves and fourths (e.g., 1/2 = 0.5 = 0.50, 7/4 = 1 3/4 = 1.75). |
Lessons
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| 4.NS.7 |
Compare two decimals to hundredths by reasoning about their size based on the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual model). |
Lessons
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| 4.NS.8 |
Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. |
Lessons
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| 4.NS.9 |
Use place value understanding to round multi-digit whole numbers to any given place value. |
Lessons
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| 4.C.1 |
Add and subtract multi-digit whole numbers fluently using a standard algorithmic approach. |
Lessons
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| 4.C.2 |
Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Describe the strategy and explain the reasoning. |
Lessons
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| 4.C.3 |
Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Describe the strategy and explain the reasoning. |
Lessons
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| 4.C.4 |
Multiply fluently within 100. |
Lessons
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| 4.C.5 |
Add and subtract fractions with common denominators. Decompose a fraction into a sum of fractions with common denominators. Understand addition and subtraction of fractions as combining and separating parts referring to the same whole. |
Lessons
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| 4.C.6 |
Add and subtract mixed numbers with common denominators (e.g. by replacing each mixed number with an equivalent fraction and/or by using properties of operations and the relationship between addition and subtraction). |
Lessons
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| 4.C.7 |
Show how the order in which two numbers are multiplied (commutative property) and how numbers are grouped in multiplication (associative property) will not change the product. Use these properties to show that numbers can be multiplied in any order. Understand and use the distributive property. |
Lessons
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| 4.AT.1 |
Solve real-world problems involving addition and subtraction of multi-digit whole numbers (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). |
Lessons
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| 4.AT.2 |
Recognize and apply the relationships between addition and multiplication, between subtraction and division, and the inverse relationship between multiplication and division to solve real-world and other mathematical problems. |
Lessons
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| 4.AT.3 |
Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7, and 7 times as many as 5). Represent verbal statements of multiplicative comparisons as multiplication equations. |
Lessons
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| 4.AT.4 |
Solve real-world problems with whole numbers involving multiplicative comparison (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem), distinguishing multiplicative comparison from additive comparison. [In grade 4, division problems should not include a remainder.] |
Lessons
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| 4.AT.5 |
Solve real-world problems involving addition and subtraction of fractions referring to the same whole and having common denominators (e.g., by using visual fraction models and equations to represent the problem). |
Lessons
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| 4.AT.6 |
Describe a relationship between two variables and use to find a second number when a first number is given. Generate a number pattern that follows a given rule. |
Lessons
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| 4.G.1 |
Identify, describe, and draw parallelograms, rhombuses, and trapezoids using appropriate tools (e.g., ruler, straightedge and technology). |
Lessons
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| 4.G.2 |
Recognize and draw lines of symmetry in two-dimensional figures. Identify figures that have lines of symmetry. |
Lessons
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| 4.G.3 |
Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint. |
Lessons
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| 4.G.4 |
Identify, describe, and draw rays, angles (right, acute, obtuse), and perpendicular and parallel lines using appropriate tools (e.g., ruler, straightedge and technology). Identify these in two-dimensional figures. |
Lessons
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| 4.G.5 |
Classify triangles and quadrilaterals based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles (right, acute, obtuse). |
Lessons
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| 4.M.1 |
Measure length to the nearest quarter-inch, eighth-inch, and millimeter. |
Lessons
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| 4.M.2 |
Know relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec. Express measurements in a larger unit in terms of a smaller unit within a single system of measurement. Record measurement equivalents in a two-column table. |
Lessons
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| 4.M.3 |
Use the four operations to solve real-world problems involving distances, intervals of time, volumes, masses of objects, and money. Include addition and subtraction problems involving simple fractions and problems that require expressing measurements given in a larger unit in terms of a smaller unit. |
Lessons
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| 4.M.4 |
Apply the area and perimeter formulas for rectangles to solve real-world problems and other mathematical problems. Recognize area as additive and find the area of complex shapes composed of rectangles by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts; apply this technique to solve real-world problems and other mathematical problems. |
Lessons
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| 4.M.5 |
Understand that an angle is measured with reference to a circle, with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. Understand an angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure other angles. Understand an angle that turns through n one-degree angles is said to have an angle measure of n degrees. |
Lessons
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| 4.M.6 |
Measure angles in whole-number degrees using appropriate tools. Sketch angles of specified measure. |
Lessons
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| 4.DA.1 |
Formulate questions that can be addressed with data. Use observations, surveys, and experiments to collect, represent, and interpret the data using tables (including frequency tables), line plots, and bar graphs. |
Lessons
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| 4.DA.2 |
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using data displayed in line plots. |
Lessons
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| 4.DA.3 |
Interpret data displayed in a circle graph. |
Lessons
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| 5.NS.1 |
Use a number line to compare and order fractions, mixed numbers, and decimals to thousandths. Write the results using >, =, and < symbols. |
Lessons
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| 5.NS.2 |
Explain different interpretations of fractions, including: as parts of a whole, parts of a set, and division of whole numbers by whole numbers. |
Lessons
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| 5.NS.3 |
Recognize the relationship that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right, and inversely, a digit in one place represents 1/10 of what it represents in the place to its left. |
Lessons
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| 5.NS.4 |
Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. |
Lessons
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| 5.NS.5 |
Use place value understanding to round decimal numbers up to thousandths to any given place value. |
Lessons
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| 5.NS.6 |
Understand, interpret, and model percents as part of a hundred (e.g. by using pictures, diagrams, and other visual models). |
Lessons
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| 5.C.1 |
Multiply multi-digit whole numbers fluently using a standard algorithmic approach. |
Lessons
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| 5.C.2 |
Find whole-number quotients and remainders with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Describe the strategy and explain the reasoning used. |
Lessons
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| 5.C.3 |
Compare the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. |
Lessons
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| 5.C.4 |
Add and subtract fractions with unlike denominators, including mixed numbers. |
Lessons
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| 5.C.5 |
Use visual fraction models and numbers to multiply a fraction by a fraction or a whole number. |
Lessons
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| 5.C.6 |
Explain why multiplying a positive number by a fraction greater than one results in a product greater than the given number. Explain why multiplying a positive number by a fraction less than 1 results in a product smaller than the given number. Relate the principle of fraction equivalence, a/b = (n x a)/(n x b), to the effect of multiplying a/b by one. |
Lessons
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| 5.C.7 |
Use visual fraction models and numbers to divide a unit fraction by a non-zero whole number and to divide a whole number by a unit fraction. |
Lessons
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| 5.C.8 |
Add, subtract, multiply, and divide decimals to hundredths, using models or drawings and strategies based on place value or the properties of operations. Describe the strategy and explain the reasoning. |
Lessons
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| 5.C.9 |
Evaluate expressions with parentheses or brackets involving whole numbers using the commutative properties of addition and multiplication, associative properties of addition and multiplication, and distributive property. |
Lessons
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| 5.AT.1 |
Solve real-world problems involving multiplication and division of whole numbers (e.g. by using equations to represent the problem). In division problems that involve a remainder, explain how the remainder affects the solution to the problem. |
Lessons
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| 5.AT.2 |
Solve real-world problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators (e.g., by using visual fraction models and equations to represent the problem). Use benchmark fractions and number sense of fractions to estimate mentally and assess whether the answer is reasonable. |
Lessons
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| 5.AT.3 |
Solve real-world problems involving multiplication of fractions, including mixed numbers (e.g., by using visual fraction models and equations to represent the problem). |
Lessons
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| 5.AT.4 |
Solve real-world problems involving division of unit fractions by non-zero whole numbers, and division of whole numbers by unit fractions (e.g., by using visual fraction models and equations to represent the problem). |
Lessons
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| 5.AT.5 |
Solve real-world problems involving addition, subtraction, multiplication, and division with decimals to hundredths, including problems that involve money in decimal notation (e.g. by using equations, models or drawings and strategies based on place value or properties of operations to represent the problem). |
Lessons
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| 5.AT.6 |
Graph points with whole number coordinates on a coordinate plane. Explain how the coordinates relate the point as the distance from the origin on each axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). |
Lessons
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| 5.AT.7 |
Represent real-world problems and equations by graphing ordered pairs in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. |
Lessons
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| 5.AT.8 |
Define and use up to two variables to write linear expressions that arise from real-world problems, and evaluate them for given values. |
Lessons
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| 5.G.1 |
Identify, describe, and draw triangles (right, acute, obtuse) and circles using appropriate tools (e.g., ruler or straightedge, compass and technology). Understand the relationship between radius and diameter. |
Lessons
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| 5.G.2 |
Identify and classify polygons including quadrilaterals, pentagons, hexagons, and triangles (equilateral, isosceles, scalene, right, acute and obtuse) based on angle measures and sides. Classify polygons in a hierarchy based on properties. |
Lessons
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| 5.M.1 |
Convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi-step real-world problems. |
Lessons
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| 5.M.2 |
Find the area of a rectangle with fractional side lengths by modeling with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. |
Lessons
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| 5.M.3 |
Develop and use formulas for the area of triangles, parallelograms and trapezoids. Solve real-world and other mathematical problems that involve perimeter and area of triangles, parallelograms and trapezoids, using appropriate units for measures. |
Lessons
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| 5.M.4 |
Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths or multiplying the height by the area of the base. |
Lessons
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| 5.M.5 |
Apply the formulas V = l × w × h and V = B × h for right rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths to solve real-world problems and other mathematical problems. |
Lessons
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| 5.M.6 |
Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real-world problems and other mathematical problems. |
Lessons
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| 5.DS.1 |
Formulate questions that can be addressed with data and make predictions about the data. Use observations, surveys, and experiments to collect, represent, and interpret the data using tables (including frequency tables), line plots, bar graphs, and line graphs. Recognize the differences in representing categorical and numerical data. |
Lessons
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| 5.DS.2 |
Understand and use measures of center (mean and median) and frequency (mode), to describe a data set. |
Lessons
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