The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to:
Solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction;
The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value. The student is expected to:
Compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =.
The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:
Summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and
The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value. The student is expected to:
Describe the mathematical relationships found in the base-10 place value system through the hundred thousands place;
The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to:
Describe the relationship between the availability or scarcity of resources and how that impacts cost;
The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to:
Determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems;
The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to:
Represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations
The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value. The student is expected to:
Represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers; and
The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to:
Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;
The student applies mathematical process standards to represent and explain fractional units. The student is expected to:
Explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number;
The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to:
Determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10;
The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties. The student is expected to:
Use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories;
The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to:
Represent real-world relationships using number pairs in a table and verbal descriptions.
The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:
Solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to:
Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations;
The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties. The student is expected to:
Decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape.
The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to:
Round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems;
The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to:
Solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.
The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties. The student is expected to:
Determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row;
The student applies mathematical process standards to represent and explain fractional units. The student is expected to:
Represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;
The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to:
Explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, usually with interest;
The student applies mathematical process standards to represent and explain fractional units. The student is expected to:
Compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.
The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties. The student is expected to:
Classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language;
The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to:
Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;
The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to:
Determine when it is appropriate to use measurements of liquid volume (capacity) or weight; and
The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value. The student is expected to:
Compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate;
Track each student's skills and progress in your Mastery dashboards
