### 1: The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.

1.3.1: The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money.

1.3.1.A: use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999;

1.3.1.B: use place value to compare and order whole numbers through 9,999; and

1.3.2: The student uses fraction names and symbols (with denominators of 12 or less) to describe fractional parts of whole objects or sets of objects.

1.3.2.C: use fraction names and symbols to describe fractional parts of whole objects or sets of objects.

1.3.3: The student adds and subtracts to solve meaningful problems involving whole numbers.

1.3.3.A: model addition and subtraction using pictures, words, and numbers; and

1.3.3.B: select addition or subtraction and use the operation to solve problems involving whole numbers through 999.

1.3.4: The student recognizes and solves problems in multiplication and division situations.

1.3.4.A: learn and apply multiplication facts through 12 by 12 using [concrete] models [and objects];

1.3.4.C: use models to solve division problems and use number sentences to record the solutions.

1.3.5: The student estimates to determine reasonable results.

1.3.5.A: round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations; and

1.3.5.B: use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems.

### 2: The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning.

2.3.6: The student uses patterns to solve problems.

2.3.6.A: identify and extend whole-number and geometric patterns to make predictions and solve problems;

2.3.6.B: identify patterns in multiplication facts using [concrete objects,] pictorial models, [or technology]; and

2.3.6.C: identify patterns in related multiplication and division sentences (fact families) such as 2 x 3 = 6, 3 x 2 = 6, 6 ÷ 2 = 3, 6 ÷ 3 = 2.

2.3.7: The student uses lists, tables, and charts to express patterns and relationships.

2.3.7.B: identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table.

### 3: The student will demonstrate an understanding of geometry and spatial reasoning.

3.3.9: The student recognizes congruence and symmetry.

3.3.9.C: identify lines of symmetry in two-dimensional geometric figures.

3.3.10: The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships.

3.3.10.A: locate and name points on a number line using whole numbers and fractions, including halves and fourths.

### 4: The student will demonstrate an understanding of the concepts and uses of measurement.

4.3.11: The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses standard units to describe length, area, capacity/volume, and weight/mass.

4.3.11.A: use linear measurement tools to estimate and measure lengths using standard units;

4.3.11.C: use [concrete and] pictorial models of square units to determine the area of two-dimensional surfaces.

### 5: The student will demonstrate an understanding of probability and statistics.

5.3.13: The student solves problems by collecting, organizing, displaying, and interpreting sets of data.

5.3.13.A: collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data;

5.3.13.B: interpret information from pictographs and bar graphs; and

5.3.13.C: use data to describe events as more likely than, less likely than, or equally likely as.

### 6: These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 75% of the test questions in reporting categories 1?5 and will be identified along with content standards.

6.3.16: The student uses logical reasoning.

6.3.16.A: make generalizations from patterns or sets of examples and nonexamples; and

Correlation last revised: 8/7/2014

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