Number Sense

1.2 Identify and name numbers and parts of numbers using place value (ones through 999,999)

1.3/1.4  in 86,500, the 6 is in the thousands place.

1.6  in 86,500, the 6 has a value of 6 thousand

1.7 ADJ. Generate multiple equivalent representations of numbers (ones through 10,000).

• 1.6 1,243 = 12 hundreds + 43 ones
• 1.7 800 + 2 + 802
• 3,246 = 3,000 + 200 + 40 + 6

2.1  Compare and order positive rational numbers.

`http://www.topmarks.co.uk/ordering-and-sequencing/caterpillar-ordering`

2.2  Read, write and use symbols to show relationships (=, ≠, >, <) between and among numbers (ones to thousands).

2.3  Round positive rational numbers.

`http://www.funbrain.com/tens/index.html`

2.4 Round numbers to any given place (tens to thousands).

```http://www.sheppardsoftware.com/mathgames/round/mathman_round_hundreds.htm

http://www.sheppardsoftware.com/mathgames/round/mathman_round_thousands.htm```

4.2  Apply Commutative, Associative and Zero Properties of Addition.

4.3  Estimate sums.

4.4  Use a number line.

`http://www.sheppardsoftware.com/mathgames/earlymath/FS_NumberLine_minus.htm`

Add whole numbers (through thousands) with regrouping.

`http://mrnussbaum.com/drag-and-drop-math`

5.1  Subtract positive rational numbers.

5.2  Recognize that subtraction is the inverse of addition.

5.3  Estimate differences.

5.4  Find a difference by adding up on a number line.

`http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=16180`

5.5  Subtract whole numbers (through thousands) with regrouping.

```http://mrnussbaum.com/drag-and-drop-math

http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=7636```

8.1  Demonstrate meaning of multiplication and division with whole numbers.

8.2  Use mental math to multiply with 2, 4, 5, 10, 1, and 0

8.3  Model multiplication (combining groups of equal size, repeated addition, array/area model)

8.4  Count by multiples of 5 to 200

`http://www.sheppardsoftware.com/mathgames/multiple/multiple_frenzy.htm`

8.5  Count by multiples of 10 to 400

`http://www.sheppardsoftware.com/mathgames/multiple/multiple_frenzy.htm`

8.6  Understand the Commutative Property of Multiplication

`http://www.aaamath.com/pro74bx2.htm`

8.8  Understand the Identity Property of Multiplication and the Zero Property of Multiplication

9.2  Demonstrate the meaning of multiplication with whole numbers.

9.3  Use mental math to multiply with 3, 6, 7, 8, and 9

9.4  Model multiplication (combining groups of equal size, repeated addition, array/area model)

9.5  Apply the Distributive Property

`http://www.aaamath.com/pro74bx2.htm`

9.6  Apply the Commutative Property of Multiplication

`http://www.aaamath.com/pro74bx2.htm`

9.8  Understand and apply the Associative Property of Multiplication

`http://www.aaamath.com/pro74bx2.htm`

9.9  Select and apply appropriate strategies to solve problems.

18.1  Generate multiple equivalent representations of numbers.

`http://www.321know.com/fra16_x2.htm`

18.3  Find fractional parts of a whole.

18.4  Find fractional parts of a set.

`http://harcourtschool.com/activity/fraction_race_b/`

Basic Facts:

Mixed Addition and subtraction facts through 20.

Multiplication facts 0 – 10.

Division facts 0 – 10.

19.1  Compare and order positive rational numbers.

19.2  Read, write, and use symbols to show relationships (>, <, =) between and among fractions

20.1  Read and write positive rational numbers.

20.2  Generate multiple equivalent representations of numbers o read and write decimals through the tenths place

```http://nlvm.usu.edu/en/nav/frames_asid_264_g_1_t_1.html?open=instructions&from=search.html

http://www.sheppardsoftware.com/mathgames/decimals/BalloonDecimalPatterns.htm

http://www.sheppardsoftware.com/mathgames/decimals/CompareDecimals.htm```

20.3  Write fractions with denominators of 100 as decimals

`http://www.sheppardsoftware.com/mathgames/fractions/FractionsToDecimals.htm`

21.1  Estimate products

21.2  Model multiplication (combining groups of equal size, repeated addition, array/area model)

21.3  Compose and decompose numbers to facilitate mental math strategies (see p. 591) [e.g. 12 × 4 = (10 × 4) + (2 × 4)]

21.4  Apply the Distributive Property

`http://www.aaamath.com/pro74bx2.htm`

22.1  Estimate quotients

22.2  Use mental math, patterns, and basic facts to divide

22.3  Model multiplication (combining groups of equal size, repeated addition, array/area model)

22.4  Recognize that division is the inverse of multiplication (make connections among fact families) understand remainders

Algebra

10.1/11.2  Demonstrate the meaning of division with whole numbers.

10.2/11.3  Use mental math to divide with 2, 5, 10, 1, and 0

10.3/11.4  Model division (separating groups of equal size, repeated subtraction, array/area model)

10.4/11.5  Recognize that division is the inverse of multiplication (make connections among fact families)

10.5 – 10.9/11.7 – 11.9  Understand rules for dividing with 1 and 0

10.8  Select and apply appropriate strategies to solve problems.

13.4  Use logical reasoning to solve problems.

`http://www2.smarttutor.com/player/swf/Algebra_Functions_L3_V1_T4a.swf`

14.4  Draw a model to solve problems.

15.5  Identify, describe and extend numeric and non-numeric patterns.

Geometry

12.1  Read and write measurements involving time.

```http://www.abcya.com/tangrams.htm

http://harcourtschool.com/activity/con_math/g03c05.html```

12.2  Identify time of day (e.g. noon, a.m.).

12.3  State multiple ways for the same time using 15-minute intervals (e.g. quarter past two, 2:15 p.m.).

12.4  Use a number line to find elapsed time.

13.1  Customary units of measure in the real world

13.3/13.6/13.7  Identify the appropriate unit to measure length, weight and capacity.

`http://www.harcourtschool.com/activity/ounces_pounds/`

14.2  ADJ  Compare and Order objects according to length using centimeters and meters.

```http://www.funbrain.com/cgi-bin/meas.cgi?A1=s&A2=1&A3=0

http://www.harcourtschool.com/activity/length_strength2_centi/

http://mrnussbaum.com/measurement-workshop/```

15.1  Draw, identify, classify and label characteristics of two-dimensional figures (e.g. parallel, ray).

15.2  Identify two-dimensional figures and their attributes (e.g. triangle, side).

`http://www.mathlearningcenter.org/web-apps/pattern-shapes/`

15.5  Identify, describe and extend numeric and non-numeric patterns. [

16.1  Identify congruent figures.

16.2  Identify lines of symmetry.

```http://www.adrianbruce.com/Symmetry/index.html#symindex

http://www.softschools.com/math/geometry/symmetry_game/

http://www.softschools.com/math/geometry/transformations/reflection/```

17.2  Measure two-dimensional shapes and solids.

17.4  Find the perimeter of a figure.

```http://www.shodor.org/interactivate/activities/PerimeterExplorer/

http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/PerimeterShapesShoot.htm```

find the area of a figure (don’t use a formula)

Data Analysis & Probability

6.4  Represent and interpret data.

6.5  Represent data using tables and bar graphs.

```http://www.mathgoodies.com/lessons/toc_vol11.html
http://nces.ed.gov/nceskids/createagraph/ http://illuminations.nctm.org/ActivityDetail.aspx?ID=204 http://www.amblesideprimary.com/ambleweb/mentalmaths/grapher.html```

6.6  Use comparative language to describe data.

6.7  Generate questions and answers from data represented in bar graphs.

6.7/EXT  Graph ordered pairs in the first quadrant of the coordinate plane.

```http://www.oswego.org/ocsd-web/games/BillyBug/bugcoord.html

http://www.mathplayground.com/locate_aliens.html```