The student applies mathematical process standards to represent, compare, and order positive rational numbers and understand relationships as related to place value. The student is expected to:
Compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =; and
The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:
Describe the meaning of parentheses and brackets in a numeric expression;
The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:
Simplify numerical expressions that do not involve exponents, including up to two levels of grouping;
The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to:
Represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models;
The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to:
Solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers;
The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to:
Represent quotients of decimals to the hundredths, up to four-digit dividends and twodigit whole number divisors, using objects and pictorial models, including area models;
The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to:
Solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm;
The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to:
Represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations;
The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to:
Represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models;
The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to:
Add and subtract positive rational numbers fluently; and
The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to:
Divide whole numbers by unit fractions and unit fractions by whole numbers.
The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:
Represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity;
The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:
Generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph;
The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:
Represent and solve problems related to perimeter and/or area and related to volume.
The student applies mathematical process standards to classify twodimensional figures by attributes and properties. The student is expected to classify twodimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.
The student applies mathematical process standards to identify locations on a coordinate plane. The student is expected to:
Graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table.
The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:
Represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-andleaf plots;
The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:
Represent discrete paired data on a scatterplot; and
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 data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot
The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to:
Define income tax, payroll tax, sales tax, and property tax;
The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to:
Explain the difference between gross income and net income;
The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to:
Describe actions that might be taken to balance a budget when expenses exceed income; and
The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to:
Balance a simple budget.
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