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1 STANDARD 1 Number Sense: Develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Number and Numeration) Unit 2 Identify places in whole numbers and the values of the digits in those places. Read and write numbers and then identify the values of digits in specified places to 1 billion. Give equivalent names for whole numbers Unit 3 Explain and provide examples for the meaning of factor, multiple, and product Name factors for a given number (24). Use numerical expressions involving one or more of the basic four operations to give equivalent names for whole numbers. Unit 4 Identify the values of digits in whole numbers. Identify the values of decimal digits. Write decimals through hundredths. Read aloud 1-, 2-, and 3-place decimals. Write 1-, 2-, and 3-place decimals. Write factors and multiples. Compare decimals through hundredths. Compare decimals through thousandths. Order decimals. Write numbers between 2 whole numbers. Unit 5 Compare numbers up to 1 billion. Identify places in decimals and the values of the digits in those places. Unit 8 Rename fractions with denominators of 10 and 100 as decimals and percents. Unit 9 Solve percent-of and fraction-of problems. Write a ratio as a fraction and a percent Interpret a percent. Shade a percent of a region. Write the percent as a fraction and as a decimal. Fill in a table of equivalent fractions, decimals and percents. Find equivalent fractions. Rename fourths, fifths, tenths, and hundredths as decimals and percents. Write equivalent decimals and percents for fractions. Give fraction, decimal, and percent equivalents. Compare fractions. 32

2 STANDARD 1 Number Sense (Continued): Develop number sense and use numbers and number relationships in problemsolving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Number and Numeration) Unit 7 Explain that fractions are equal parts of a whole. Solve fraction-of problems. Explain the relationship between a whole and its fractional parts. Name fractions of regions or collections; find the ONE. Describe a method for determining fraction equivalency. Rename tenths and hundredths as decimals. Write equivalent decimals for fractions with denominators of 10 or 100 and write equivalent fractions for decimals. Write equivalent fractions. Unit 11 Find multiples of whole numbers less than 10. Unit 12 Find factors and factor pairs. Compare integers between 100 and 100. Order integers. Compare fractions and explain strategies. Order fractions. 33

3 STANDARD 2 Algebraic Thinking: Use algebraic methods to explore, model, and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Patterns, Functions, and Algebra) Unit 3 Use rules to complete What s My Rule? tables. Use conventional notation to write multiplication and division number sentences. Determine whether number sentences are true or false. Use and explain a strategy for solving open number sentences. Explain why 18 divided by 6 (18/6) is not a number sentence. Fill in missing Fact Triangle numbers. Goals 2 and 3 Tell whether a number sentence is true, false, or can t tell ( and 3). Make a true sentence by filling in a missing number ( and 3). Make a true sentence by inserting parentheses ( and 3). Unit 4 Solve open sentences. Unit 5 Describe numerical patterns. Determine whether a number sentence is true or false. Use the Distributive Property of Multiplication over Addition to find partial products. Write number models to represent number stories. Solve open sentence involving multiplication and division facts. Unit 9 Insert parentheses to make number sentences true. Describe a pattern and use it to solve problems. Unit 12 Describe a rule for a pattern and use the rule to solve problems. Solve open sentences. Insert grouping symbols to make number sentences true. Explain and show how parentheses can be used when writing a number model for number stories.. 34

4 STANDARD 3 Data and Probability: Use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Data and Chance) Construct a bar graph. Unit 2 Goals 1 and 2 Interpret a tally chart and find the maximum, range, mode, and median for a set of data.. Identify the maximum, minimum, range, and mode of a data set in a line plot. Use data landmarks and a bar graph to draw conclusions about a data set. Explain how to find the mode, median, and range of a data set. Unit 3 Use a bar graph to find the median, range, and mode of a data set. Unit 4 Identify data landmarks (maximum, minimum, range, mode and median). Create a bar graph. Unit 7 Use basic probability terms to describe the likelihood of an event (certain, very likely, more likely, equally likely, less likely, unlikely, very unlikely, impossible). Express the probability of an event as a fraction. Predict the outcome of an experiment and test the predictions using manipulatives. Calculate expected probability of an event. Unit 8 Use data to create a line graph. Calculate the probability of an event. Predict the outcomes of a spinner (with four congruent sectors) or a number cube experiment. Express the probability of a block-drawing event as a fraction. Unit 9 Draw conclusions from a data representation. Express the probability of an event as a fraction. Unit 11 Use probability terms to describe events. Unit 12 Use given data to create a line graph. 35

5 STANDARD 4 Geometry: Use geometric concepts, properties. and relationships in problem-solving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Geometry) Unit 1 Describe a line segment and a line. Draw quadrangles with parallel line segments. Draw a quadrangle with one right angle. Point out examples of line segments, lines, rays, right angles, and parallel line segments in the classroom. Draw parallel and intersecting line segments. Name lines and rays. and 2 Draw geometric figures rhombus, right angle, hexagon, parallel line segments, trapezoid, and triangle. Draw quadrangles (Goals 1 and 2) Compare and contrast plane figures. Explain the properties of polygons. Construct circles with a compass. Name polygons. Identify properties of polygons. Draw a polygon congruent to a given polygon. Draw an example of an acute, an obtuse, a straight, and a reflex angle. Classify and measure angles. Sketch and describe a reflection. Identify and sketch an example of a reflection and identify examples of translations and rotations. Identify and draw lines of symmetry. Draw shapes with no, one, two, or multiple lines of symmetry. Use a transparent mirror to draw the other half of the figure across the line of symmetry. Unit 11 Describe a rectangular prism. Name geometric solids. Identify pentagonal pyramid faces. Mark the vertices of a triangular prism. Identify rectangular pyramid edges. Name the base of a pyramid. Describe a triangular prism. Describe a translation. Identify an example of rotation. Unit 2 Draw a polygon and mark the right angles. Explain whether or not a given polygon is a parallelogram. 36

6 STANDARD 5 Measurement: Use a variety of tools and techniques to measure, apply the results in problem-solving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Measurement and Reference Frames) Unit 2 Measure line segments to the nearest halfcentimeter. Draw a line segment to the nearest halfcentimeter. Unit 4 Measure line segments to the nearest centimeter. Measure and draw line segments to the nearest ½ centimeter. Unit 5 Measure to the nearest ¼ in. and.5 cm. Draw angles less than or greater than 90. Classify and measure angles. Compare coordinate grid systems. Plot points on a coordinate grid. Unit 7 Plot coordinates on a grid. Unit 8 Count squares and half squares to find the area of a polygon. Count unit squares and fractions of unit squares to estimate the area of an irregular figure. Find the perimeter of a figure. Describe a strategy for finding and comparing the area of a square and a polygon. Explain the differences between area and perimeter. Find the area of a polygon drawn on a grid. Draw a rectangle with a given area and perimeter. Solve number stories involving area. Unit 9 Find the area and perimeter of a rectangle, parallelogram and a triangle. Draw and identify different types of angles. Plot points in the first quadrant of a coordinate grid. 37

7 STANDARD 5 Measurement (Continued): Use a variety of tools and techniques to measure, apply the results in problemsolving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Measurement and Reference Frames) Unit 11 Make reasonable weight estimates. Find the volume of stacks of centimeter cubes. Describe the relationship among U.S. customary units of length and among metric units of length. Solve problems involving equivalent measures. Calculate volume. Unit 12 Determine equivalence of quantities measured in different U.S. customary units of capacity. Find equivalent capacities. 38

8 Standard 6 Computation: Link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Operations and Computation) Unit 1 Demonstrate automaticity with addition facts. Demonstrate automaticity with subtraction facts. Unit 2 Demonstrate automaticity with extended addition facts. Demonstrate automaticity with basic addition facts. Solve multidigit addition problems. Solve multidigit subtraction problems. Unit 3 Solve multidigit addition and subtraction problems. Use and explain a strategy for solving an addition number story. Solve addition and subtraction number stories. Unit 4 Add and subtract decimals. Demonstrate automaticity with multiplication facts. Estimate sums of decimals and explain the estimation strategy. Unit 5 Add and subtract decimals. Explain how to use basic facts to compute fact extensions. Demonstrate automaticity with basic multiplication facts. Use extended multiplication facts in a problemsolving situation. Demonstrate automaticity with multiplication facts through 10 * 10. Multiply using What s My Rule? tables. Use the partial-products algorithm to multiply a 1-digit number by a 2-digit number. Unit 8 Solve fraction addition and subtraction problems with the same denominators. Unit 9 Divide a multidigit whole number by a 1-digit divisor. Estimate the product of a whole number and a decimal. Estimate the quotient of a decimal divided by a whole number. Goal 7 Interpret a map scale. Solve addition and subtraction problems involving fractions and explain solution strategies. Add and subtract fractions. Round numbers to the nearest tenth and explain how. 39

9 Standard 6 Computation (Continued): Link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Operations and Computation) Demonstrate automaticity with multiplication facts through 10 * 10. Demonstrate proficiency with basic division facts. Fill in missing Fact Triangle numbers. Tell whether a number sentence is true, false, or can t tell. Make a true sentence by filling in a missing number. Make a true sentence by inserting parentheses. Solve What s My Rule? problems. Estimate reasonable solutions for wholenumber addition and subtraction problems. Goal 7 Use a map scale to estimate distances. Explain how estimation was used to solve addition problems. Estimate reasonable solutions to whole-number multiplication problems. Describe the strategy used to estimate the sum of addition problems. Estimate sums. Multiply multidigit whole numbers. Solve decimal addition and subtraction problems. Solve division problems and number stories with 1-digit divisors and 2-digit dividends. Solve multidigit multiplication number stories. Solve problems involving the division of multidigit whole numbers by 1-digit divisors. Solve a number story and explain how to show the remainder. Solve division number stories; interpret remainders. Divide multidigit numbers by 1-digit divisors; express remainders as fractions. Multiply multidigit numbers and compare them. Unit 11 Solve multiplication and division facts. Unit 12 Demonstrate automaticity with multiplication facts through 10 * 10. Goal 7 Use scaling to model multiplication and division. Solve rate problems. Solve problems involving unit prices, rounding answers to the nearest tenth of a cent. Round numbers. 40

10 Standard 6 Computation (Continued): Link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Operations and Computation) Unit 7 Multiply multidigit numbers by one-digit divisors. Use pattern blocks to solve fraction addition problems. 41