### I: Students will understand the base-ten numeration system, place value concepts, simple fractions and perform operations with whole numbers.

#### I.1: Represent whole numbers up to 10,000, comprehend place value concepts, and identify relationships among whole numbers using base-ten models and symbolic notation.

I.1.a: Read, write, and represent whole numbers using standard and expanded form.

I.1.b: Demonstrate multiple ways to represent numbers using models and symbolic representations (e.g., fifty is the same as two groups of 25, the number of pennies in five dimes, or 75 - 25).

I.1.c: Identify the place and the value of a given digit in a four-digit numeral and round numbers to the nearest ten, hundred, and thousand.

I.1.e: Identify factors and multiples of whole numbers.

#### I.2: Use fractions to describe and compare parts of the whole.

I.2.a: Identify the denominator of a fraction as the number of equal parts of the unit whole and the numerator of a fraction as the number of equal parts being considered.

I.2.b: Define regions and sets of objects as a whole and divide the whole into equal parts using a variety of objects, models, and illustrations.

I.2.c: Name and write a fraction to represent a portion of a unit whole for halves, thirds, fourths, sixths, and eighths.

I.2.d: Place fractions on the number line and compare and order fractions using models, pictures, the number line, and symbols.

I.2.e: Find equivalent fractions using concrete and pictorial representations.

#### I.3: Model problems involving addition, subtraction, multiplication, and division.

I.3.a: Demonstrate the meaning of multiplication and division of whole numbers through the use of a variety of representations (e.g., equal-sized groups, arrays, area models, and equal jumps on a number line for multiplication, partitioning and sharing for division).

I.3.b: Use a variety of strategies and tools, such as repeated addition or subtraction, equal jumps on the number line, and counters arranged in arrays to model multiplication and division problems.

I.3.e: Write a story problem that relates to a given addition, subtraction, or multiplication equation, and write a number sentence to solve a problem related to the students? environment.

#### I.4: Compute and solve problems involving addition and subtraction of 3- and 4- digit numbers and basic facts of multiplication and division.

I.4.b: Find the sum or difference of numbers, including monetary amounts, using models and strategies such as expanded form, compensation, partial sums, and the standard algorithm.

### II: Students will use patterns, symbols, operations, and properties of addition and multiplication to represent and describe simple number relationships.

#### II.1: Create, represent, and analyze growing patterns.

II.1.b: Describe how patterns are extended using manipulatives, pictures, and numerical representations.

### III: Students will describe and analyze attributes of two-dimensional shapes.

#### III.2: Demonstrate the meaning of congruence through applying transformations.

III.2.b: Determine whether two polygons are congruent by reflecting, translating, or rotating one polygon to physically fit on top of the other.

### IV: Students will select and use appropriate units and measurement tools to solve problems.

#### IV.1: Select and use appropriate tools and units to estimate and measure length, weight, capacity, time, and perimeter of two-dimensional figures.

IV.1.a: Describe the part-whole relationships (e.g., 3 feet in a yard, a foot is 1/3 of a yard) between metric units of length (i.e., centimeter, meter), and among customary units of length (i.e., inch, foot, yard), capacity (i.e., cup, quart), and weight (i.e., pound, ounce).

IV.1.e: Describe perimeter as a measurable attribute of two-dimensional figures, and estimate and measure perimeter with metric and customary units.

#### IV.2: Solve problems involving measurements.

IV.2.a: Determine simple equivalence's of measurements (e.g., 30 inches = 2 feet and 6 inches; 6 cups = 1½ quarts; 90 min. = 1 hr. 30 min.).

IV.2.b: Compare given objects according to measurable attributes (i.e., length, weight, capacity).

IV.2.c: Solve problems involving perimeter.

IV.2.d: Determine elapsed time in hours (e.g., 7:00 a.m. to 2:00 p.m.).

### V: Students will collect and organize data to make predictions and identify basic concepts of probability.

#### V.1: Collect, organize, and display data to make predictions.

V.1.a: Collect, read, represent, and interpret data using tables, graphs, and charts, including keys (e.g., pictographs, bar graphs, frequency tables, line plots).

#### V.2: Identify basic concepts of probability.

V.2.a: Describe the results of events using the terms ?certain,? ?likely,? ?unlikely,? and ?impossible.?

Correlation last revised: 5/24/2018

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