Number, Operation, and Computation Sense (State Goal 6)

·          Number sense for whole numbers and fractions: For whole numbers through 100,000: show, read write, identify place value, compare/order using <, >, =, ǂ, and round (lead digit to nearest 10, 100, and dollar); model and write fractions for equal-size parts of a whole and set; compare fractions using models to help or check.

·          Operation Sense involving all four operations with whole numbers: Know whether to add, subtraction, multiply, or divide when solving 1- and multi-step problems; (for smaller numbers) use models to check problem solution; write number sentences to describe problem solutions; create problems for given number sentences; explain solution approach in orally and/or in writing.

·          Computation Sense involving whole numbers: Know multiplication and division facts with factors of 0, 1, 2, 5, and 9; mentally add and subtract 2-digit numbers; add and subtract 3-digit numbers with and without regrouping; multiply whole numbers by a 1-digit factor; estimate to check reasonableness of results; use a 4-function calculators for problem solving involving all four operations and “large” numbers.

 

Measurement (State Goal 7)

·          Measurement skills. Select appropriate units for measuring different attributes of objects; use a balance scale to measure weight in grams, kilograms, pounds, and ounces; measure lengths to the nearest ½”, measure and compare capacity in liters, cups, pints, quarts, and gallons; read a thermometer in Fahrenheit and Celsius; calculate perimeters of shapes using a model/picture; calculate and compare areas of rectangles and squares; draw shapes for given perimeters and draw rectangles/squares for given areas.

·          Time/money skills: Use a clock (analog and digital) to tell time to the nearest minute; for amounts to $1, count up from cost to check change received; solve “money” problems for amounts to $1 using a calculator.

·          Estimation skills: Approximate lengths in both customary and metric systems and check by measuring.

 

Algebra Readiness (State Goal 8)

·          Patterning: Recognize, create, analyze, and extend geometric and numeric patterns.

·          Numbering properties: Explain computations using number properties (e.g. commutative, associative, and zero).

 

Geometry (State Goal 9)

·          Spatial sense: Build physical models of 3-dimensional shapes from nets; identify, describe, and draw polygons (with 3, 4, 5, 6, and 8 sides) and 3-dimensional shapes.

·          Logical reasoning: Compare and contrast the number of faces, edges, and vertices of simple solids; compare and contrast geometric figures on the basis of their properties including parallel, congruence, line symmetry, whether they have right angles; draw symmetry figures; draw logical conclusions based on properties of shapes and communicate reasoning about simple geometric figures and patterns—using concrete materials, diagrams, and contemporary technology.

 

Statistics and Probability (State Goal 10)

·          Statistics: Collect, organize, display, analyze and interpret data using pictures, tallies, tables, pictographs, and bar, coordinate graphs or line; formulate questions, make predictions and decisions based on data and communicate reasoning.

·          List possible outcomes of simple 1-stage chance situations; compare the likelihood of events in terms of certain, more likely, or impossible, find and interpret experimental probabilities through simulations and activities; assign probabilities (chance) of an event happening; use numbers to describe the chance of an equally likely event occurring (e.g., 1 out of 4, ¼…); make predictions/decisions based on probabilities and communicate reasoning.