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State Standards
Want to know how our mats align with your current state standards? Check out these lists to help you easily integrate our math mats into your curriculum.
We are currently working to add more state standards. Please contact us if you are looking for a particular state standard!
Common Core State Standards
Kindergarten Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| K.CC Counting and Cardinality | Know number names and the count sequence | |
| CC.K.CC.1 | Count to 100 by ones and by tens. | Add/Subtract Mat Hop by Tens Mat Hopscotch for Threes Mat |
| CC.K.CC.2 | Count forward beginning from a given number within the known sequence (instead of having to begin at 1). | Add/Subtract Mat Hopscotch for Threes Mat |
| CC.K.CC.3 | Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). | Skip Counting by 2s Mat Hopscotch for Threes Mat |
| K.CC Counting and Cardinality | Count to tell the number of objects. | |
| CC.K.CC.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. | Add/Subtract Mat Hopscotch for Threes Mat |
| CC.K.CC.4a | When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. | Skip Counting by 2s Mat Add/Subtract Mat Hopscotch for Threes Mat |
| CC.K.CC.4b | Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. | Skip Counting by 2s Mat Add/Subtract Mat Hopscotch for Threes Mat |
| CC.K.CC.4c | Understand that each successive number name refers to a quantity that is one larger. | Skip Counting by 2s Mat Add/Subtract Mat Hopscotch for Threes Mat |
Showing 1 to 10 of 40 entries
First Grade Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| 1.OA Operations and Algebraic Thinking | Represent and solve problems involving addition and subtraction. | |
| CC.1.OA.1 | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. | Skip Counting by 2s Mat |
| CC.1.OA.2 | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. | Skip Counting by 2s Mat |
| 1.OA Operations and Algebraic Thinking | Understand and apply properties of operations and the relationship between addition and subtraction. | |
| CC.1.OA.3 | Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties.) | Skip Counting by 2s Mat Hopscotch for Threes Mat |
| CC.1.OA.4 | Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. | Skip Counting by 2s Mat |
| 1.OA Operations and Algebraic Thinking | Add and subtract within 20. | |
| CC.1.OA.5 | Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). | Skip Counting by 2s Mat |
Showing 1 to 10 of 45 entries
Second Grade Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| 2.OA Operations and Algebraic Thinking | Represent and solve problems involving addition and subtraction. | |
| CC.2.OA.1 | Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. | Add/Subtract Floor Mat |
| 2.OA Operations and Algebraic Thinking | Add and subtract within 20. | |
| CC.2.OA.2 | Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. | Skip Counting by 2s Mat Hopscotch For Threes Mat |
| 2.OA Operations and Algebraic Thinking | Work with equal groups of objects to gain foundations for multiplication. | |
| CC.2.OA.3 | Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. | Skip Counting by 2s Mat Add/Subtract Floor Mat |
| CC.2.OA.4 | Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. | |
Showing 1 to 10 of 47 entries
Third Grade Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| 3.OA Operations and Algebraic Thinking | Represent and solve problems involving multiplication and division. | |
| CC.3.OA.1 | Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. | Skip Counting Mats Set Factor Fun Hop Mat Multiplication Hop |
| CC.3.OA.2 | Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. | Skip Counting Mats Set Multiplication Hop |
| CC.3.OA.3 | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. | Skip Counting Mats Set Multiplication Hop |
| CC.3.OA.4 | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __÷ 3, 6 × 6 = ?. | Skip Counting Mats Set Multiplication Hop |
| 3.OA Operations and Algebraic Thinking | Understand properties of multiplication and the relationship between multiplication and division. | |
| CC.3.OA.5 | Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15 then 15 × 2 = 30, or by 5 × 2 = 10 then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) (Students need not use formal terms for these properties.) | Skip Counting Mats Set Multiplication Hop |
| CC.3.OA.6 | Understand division as an unknown-factor problem. For example, divide 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. | Skip Counting Mats Set Factor Fun Hop Mat Multiplication Hop |
Showing 1 to 10 of 58 entries
Fourth Grade Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| CC.4.OA.1 | Use the four operations with whole numbers to solve problems. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. | Skip Counting Mats Set Factor Fun Hop |
| CC.4.OA.2 | Use the four operations with whole numbers to solve problems. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. | Multiplication Hop |
| CC.4.OA.3 | Use the four operations with whole numbers to solve problems. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. | Add/Subtract Floor Mat Operations Floor Mat Geometric Shapes Hop Multiplication Hop |
| CC.4.OA.4 | Gain familiarity with factors and multiples. Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. | Multiplication Hop Factor Fun Hop |
| CC.4.OA.5 | Generate and analyze patterns. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. | Add/Subtract Mat |
| CC.4.NBT.1 | Generalize place value understanding for multi-digit whole numbers. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.) | Place Value Mats |
| CC.4.NBT.2 | Generalize place value understanding for multi-digit whole numbers. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.) | Add/Subtract Floor Mat Operations Floor Mat |
| CC.4.NBT.3 | Generalize place value understanding for multi-digit whole numbers. Use place value understanding to round multi-digit whole numbers to any place. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.) | Place Value – Decimals (P3) Add/Subtract Floor Mat |
| CC.4.NBT.4 | Use place value understanding and properties of operations to perform multi-digit arithmetic. Fluently add and subtract multi-digit whole numbers using the standard algorithm. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.) | Add/Subtract Floor Mat |
| CC.4.NBT.5 | Use place value understanding and properties of operations to perform multi-digit arithmetic. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.) | Skip Counting Mats Set Multiplication Hop |
Showing 1 to 10 of 37 entries
Fifth Grade Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| CC.5.OA.1 | Write and interpret numerical expressions. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. | PEMDAS Hop |
| CC.5.OA.2 | Write and interpret numerical expressions. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. | PEMDAS Hop |
| CC.5.OA.3 | Analyze patterns and relationships. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. | Cartesian Coordinate Hop |
| CC.5.NBT.1 | Understand the place value system. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. | Place Value Hop – Decimals (P3) |
| CC.5.NBT.2 | Understand the place value system. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole number exponents to denote powers of 10. | Place Value Hop – Decimals (P3) |
| CC.5.NBT.3 | Understand the place value system. Read, write, and compare decimals to thousandths. | Place Value Hop – Decimals (P3) |
| CC.5.NBT.3a | Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000). | Place Value Hop – Decimals (P3) PEMDAS Hop |
| CC.5.NBT.3b | Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. | Place Value Hop – Decimals (P3) PEMDAS Hop |
| CC.5.NBT.4 | Understand the place value system. Use place value understanding to round decimals to any place. | Place Value Hop – Decimals (P3) |
| CC.5.NBT.5 | Perform operations with multi-digit whole numbers and with decimals to hundredths. Fluently multiply multi-digit whole numbers using the standard algorithm. | Place Value Hop – Decimals (P3) Skip Counting Mat Set |
Showing 1 to 10 of 36 entries
New York Next Generation Learning Standards
Kindergarten Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| Counting and Cardinality | ||
| NY-K.CC.1 | Count to 100 by ones and by tens. | Add/Subtract, Hop by Tens, Hundred Number Grid |
| NY-K.CC.2 | Count to 100 by ones beginning from any given number (instead of beginning at 1). | Add/Subtract, Count to 10, Hopscotch for 3’s, Hundred Number Grid |
| NY-K.CC.3 | Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). | Add/Subtract, Make Sums Set, Number Line 0-10 Fruits and Vegetables, Number Word Hop, Place Value Hop, Skip Counting by 2s, Open Number Line, Hundred Number Grid, Number Word Hop, Connect the Dots |
| NY-K.CC.4 | Understand the relationship between numbers and quantities up to 20; connect counting to cardinality. | Ten Frame Hop, Skip Counting (all), Add/Subtract, Make Sums Set, Number Line 0-10 Fruits and Vegetables, Number Word Hop, Place Value Hop, Number line to 10, Hopscotch for 3’s, Count to 10, Hundred Number Grid, Number Word Hop |
| NY-K.CC.4a | When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (1:1 correspondence) | Add/Subtract, Number Line 0-10 Fruits and Vegetables, Number Word Hop, Count to 10, Place Value Hop, Skip Counting (all), Hundred Number Grid, Number Word Hop |
| NY-K.CC.4b | Understand that the last number name said tells the number of objects counted, (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted. | Add/Subtract, Number Line 0-10 Fruits and Vegetables, Number Word Hop, Count to 10, Place Value Hop, Skip Counting (all), Hundred Number Grid, Number Word Hop |
| NY-K.CC.4c | Understand the concept that each successive number name refers to a quantity that is one larger. | Add/Subtract, Number Line 0-10 Fruits and Vegetables, Number Word Hop, Count to 10, Place Value Hop, Skip Counting (all), Make Sums Set, Number Line to 10, Hundred Number Grid, Number Word Hop |
| NY-K.CC.4d | Understand the concept of ordinal numbers (first through tenth) to describe the relative position and magnitude of whole numbers. | Ordinal Number Hop, Open Number Line |
| NY-K.CC.5a | Answer counting questions using as many as 20 objects arranged in a line, a rectangular array, and a circle. Answer counting questions using as many as 10 objects in a scattered configuration. e.g., “How many_____ are there?” | Number Line 0-10 Fruits and Vegetables, Number Word Hop, Count to 10, Place Value Hop, Number Line to 10, Number Word Hop |
Showing 1 to 10 of 35 entries
First Grade Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| Operations and Algebraic Thinking | ||
| NY-1.OA.1 | Use addition and subtraction within 20 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and/or comparing, with unknowns in all positions. | Add/Subtract, Count to Ten, Make Sums Set, Place Value Hop, Skip Count by 2’s, 10 Frame Hop, Whole Part and Number Bond, Doubles Hopscotch, Hundred Number Grid |
| Note: Problems should be represented using objects, drawings, and equations with a symbol for the unknown number. Problems should be solved using objects or drawings, and equations. | ||
| NY-1.OA.2 | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. | Add/Subtract, Skip Count by 2’s, Place Value, Hundred Number Grid |
| NY-1.OA.3 | Apply properties of operations as strategies to add and subtract. e.g., • If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) • To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) | Add/Subtract, Skip Count by 2’s, Place Value, Hundred Number Grid |
| Note: Students need not use formal terms for these properties. | ||
| NY-1.OA.4 | Understand subtraction as an unknown- addend problem within 20. e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8. | Add/Subtract, Skip Count by 2’s, Whole Part Number Bond, Hundred Number Grid |
| NY-1.OA.5 | Relate counting to addition and subtraction. e.g., by counting on 2 to add 2 | Add/Subtract, Count to 10, Hopscotch for 3’s, Hundred Number Grid |
| NY-1.OA.6a | Add and subtract within 20. Use strategies such as: • counting on; • making ten; • decomposing a number leading to a ten; • using the relationship between addition and subtraction; and • creating equivalent but easier or known sums. | Make Sums Set, Place Value Hop, Skip Counting by 2’s, Ten Frame Hop, Whole Part and Number Bond, Add/Subtract, Count to Ten, Doubles Hopscotch, Hundred Number Grid |
| NY-1.OA.6b | Fluently add and subtract within 10. Note: Fluency involves a mixture of just knowing some answers, knowing some answers from patterns, and knowing some answers from the use of strategies. | Count to 10, Make Sums Set, Number Line 0-10 Fruits and Vegetables, Number Line to 10, Place Value, Ten Frame Hop, Whole Part and Number Bond Floor Mat, Open Number Line |
Showing 1 to 10 of 36 entries
Second Grade Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| Operations and Algebraic Thinking | ||
| NY-2.OA.1a | Use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. e.g., using drawings and equations with a symbol for the unknown number to represent the problem. | Add/Subtract, Place Value, Measurement Hop, Dollar Hop, Hundred Number Grid |
| NY-2.OA.1b | Use addition and subtraction within 100 to develop an understanding of solving two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. e.g., using drawings and equations with a symbol for the unknown number to represent the problem. | Add/Subtract, Place Value, Measurement Hop, Dollar Hop, Hundred Number Grid |
| NY-2.OA.2a | Fluently add and subtract within 20 using mental strategies. Strategies could include: • counting on; • making ten; • decomposing a number leading to a ten; • using the relationship between addition and subtraction; and • creating equivalent but easier or known sums. Note: Fluency involves a mixture of just knowing some answers, knowing some answers from patterns, and knowing some answers from the use of strategies. NY-2.OA.2b Know from memory all sums within 20 of two one-digit numbers. | Skip Counting by 2’s, Add/Subtract, Count to Ten, Make Sums Set, Place Value, Hundred Number Grid |
| NY-2.OA.3a | Determine whether a group of objects (up to 20) has an odd or even number of members. e.g., by pairing objects or counting them by 2’s. | Skip Counting by 2’s, Make Sums Set, Place Value |
| NY-2.OA.3b | Write an equation to express an even number as a sum of two equal addends. | Doubles Hop Scotch |
| NY-2.OA.4 | NY-2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns. Write an equation to express the total as a sum of equal addends. | Skip Counting by 2’s, Skip Counting by 3’s, Skip Counting by 4’s |
| Number and Operations in Base Ten | ||
| NY-2.NBT.1 | Understand that the digits of a three-digit number represent amounts of hundreds, tens, and ones. e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. | Place Value |
| NY-2.NBT.1a | Understand 100 can be thought of as a bundle of ten tens, called a “hundred.” | Place Value, Hop by Ten |
Showing 1 to 10 of 39 entries
Third Grade Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| Operations and Algebraic Thinking | ||
| NY-3.OA.1 | Interpret products of whole numbers. e.g., Interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. Describe a context in which a total number of objects can be expressed as 5 × 7. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos |
| NY-3.OA.2 | Interpret whole-number quotients of whole numbers. e.g., Interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. Describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, |
| NY-3.OA.3 | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. e.g., using drawings and equations with a symbol for the unknown number to represent the problem. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, |
| NY-3.OA.4 | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. e.g., Determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ÷ 3, 6 × 6 = ?. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, |
| NY-3.OA.5 | Apply properties of operations as strategies to multiply and divide. e.g., • If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication) • 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication) • Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property) Note: Students need not use formal terms for these properties. Note: A variety of representations can be used when applying the properties of operations, which may or may not include parentheses. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, |
| NY-3.OA.6 | Understand division as an unknown-factor problem. e.g., Find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, |
| NY-3.OA.7a | Fluently solve single-digit multiplication and related divisions, using strategies such as the relationship between multiplication and division or properties of operations. e.g., Knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, |
| NY-3.OA.7b | Know from memory all products of two one-digit numbers. Note: Fluency involves a mixture of just knowing some answers, knowing some answers from patterns, and knowing some answers from the use of strategies. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, |
| NY-3.OA.8 | Solve two-step word problems posed with whole numbers and having whole-number answers using the four operations. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, Add/Subtract, Hundred Number Grid, Open Number Line, Place Value, Operations Hop |
Showing 1 to 10 of 49 entries
Fourth Grade Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| Operations and Algebraic Thinking | ||
| NY-4.OA.1 | Interpret a multiplication equation as a comparison. Represent verbal statements of multiplicative comparisons as multiplication equations. e.g., • Interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 or 7 times as many as 5. • Represent “Four times as many as eight is thirty-two” as an equation, 4 x 8 = 32. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos |
| NY-4.OA.2 | Multiply or divide to solve word problems involving multiplicative comparison, distinguishing multiplicative comparison from additive comparison. Use drawings and equations with a symbol for the unknown number to represent the problem. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos |
| NY-4.OA.3 | Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, Operations Hop, PEMDAS Hop |
| NY-4.OA.3a | Represent these problems using equations or expressions with a letter standing for the unknown quantity. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, Operations Hop |
| NY-4.OA.3b | Assess the reasonableness of answers using mental computation and estimation strategies including rounding. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos |
| Note: Multistep problems need not be represented by a single expression or equation. | ||
| NY-4.OA.4 | Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, Factor Fun |
| NY-4.OA.5 | Generate a number or shape pattern that follows a given rule. Identify and informally explain apparent features of the pattern that were not explicit in the rule itself. e.g., Given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. | Add/Subtract, Hundred Number Grid, Multiplication Hop, Skip Counting Mats, Skip Counting Wall Banners, Hopscotch by Threes and Twos |
| Number and Operations in Base Ten |
Showing 1 to 10 of 56 entries
Fifth Grade Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| Operations and Algebraic Thinking | ||
| NY-5.OA.1 | Apply the order of operations to evaluate numerical expressions. e.g., • 6 + 8 ÷ 2 • (6 + 8) ÷ 2 Note: Exponents and nested grouping symbols are not included. | Operations Hop |
| NY-5.OA.2 | Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. e.g., Express the calculation “add 8 and 7, then multiply by 2” as (8 + 7) × 2. Recognize that 3 × (18,932 + 921) is three times as large as 18,932 + 921, without having to calculate the indicated sum or product. | Place Value |
| NY-5.OA.3 | Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. e.g., Given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. | Skip Counting Mats, Skip Counting Wall Banners, Cartesian Coordinate |
| Number and Operations in Base Ten | ||
| NY-5.NBT. 1 | Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1 / 10 of what it represents in the place to its left. | Place Value (P1, P2, P3) |
| NY-5.NBT.2 | Use whole-number exponents to denote powers of 10. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. | Exponent Hop, Place Value |
| NY-5.NBT.3 | Read, write, and compare decimals to thousandths. | Place Value (P3) |
| NY-5.NBT.3a | Read and write decimals to thousandths using base-ten numerals, number names, and expanded form. e.g., • 47.392 = 4 × 10 + 7 × 1 + 3 × 𝟏/𝟏𝟎 + 9 × 𝟏/𝟏𝟎𝟎 + 2 × 𝟏/𝟏𝟎𝟎𝟎 • 47.392 = (4 × 10) + (7 × 1) + (3 × 𝟏/𝟏𝟎 ) + (9 × 𝟏/𝟏𝟎𝟎 ) + (2 ×𝟏/𝟏𝟎𝟎𝟎) • 47.392 = (4 × 10) + (7 × 1) + (3 × 0.1) + (9 × 0.01) + (2 × 0.001) | Place Value (P3) |
| NY-5.NBT.3b | Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. | Operations Hop, Place Value (P3) |
Showing 1 to 10 of 46 entries
Texas Essential Knowledge and Skills
Kindergarten Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| 111.xx.Kindergarten(b) | Know number names and the count sequence. | |
| 111.xx.Kindergarten(b)(1) | Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: | |
| 111.xx.Kindergarten(b)(1)(A) | apply mathematics to problems arising in everyday life society and the workplace; | Number Line 1-10 Fruits and Vegetables US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat |
| 111.xx.Kindergarten(b)(1)(B) | use a problem-solving model that incorporates: – analyzing given information – formulating a plan or strategy – determining a solution – justifying the solution – and evaluating the problem-solving process and the reasonableness of the solution; | Number Line 1-10 Fruits and Vegetables US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop |
| 111.xx.Kindergarten(b)(1)(C) | select tools including: real objects manipulatives paper and pencil and technology as appropriate and techniques including: mental math estimation and number sense as appropriate to solve problems; | |
| 111.xx.Kindergarten(b)(1)(D) | communicate mathematical ideas and reasoning and their implications using multiple representations including: symbols diagrams graphs and language as appropriate; | |
| 111.xx.Kindergarten(b)(1)(E) | create and use representations to organize and record and communicate mathematical ideas; | |
| 111.xx.Kindergarten(b)(1)(F) | analyze mathematical relationships to connect and communicate mathematical ideas; | |
| 111.xx.Kindergarten(b)(1)(G) | display and explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. |
Showing 1 to 10 of 55 entries
First Grade Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| 111.xx.Grade1(b) | Knowledge and Skills | |
| 111.xx.Grade1(b)(1) | Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: | |
| 111.xx.Grade1(b)(1)(A) | apply mathematics to problems arising in everyday life and society and the workplace | Number Line 1-10 Fruits and Vegetables US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat |
| 111.xx.Grade1(b)(1)(B) | use a problem-solving model that incorporates: analyzing given information formulating a plan or strategy determining a solution justifying the solution and evaluating the problem-solving process and the reasonableness of the solution | Number Line 1-10 Fruits and Vegetables US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat |
| 111.xx.Grade1(b)(1)(C) | select tools including: real objects manipulatives paper/pencil and technology as appropriate and techniques including mental math estimation and number sense as appropriate to solve problems | Number Line 1-10 Fruits and Vegetables US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop |
| 111.xx.Grade1(b)(1)(D) | communicate mathematical ideas and reasoning and their implications using multiple representations including: symbols diagrams graphs and language as appropriate | Number Line 1-10 Fruits and Vegetables US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Cartesian Coordinate Hop Operations Hop |
| 111.xx.Grade1(b)(1)(E) | create and use representations to organize and record and communicate mathematical ideas | |
| 111.xx.Grade1(b)(1)(F) | analyze mathematical relationships to connect and communicate mathematical ideas | |
| 111.xx.Grade1(b)(1)(G) | display and explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication | Operations Hop |
Showing 1 to 10 of 64 entries
Second Grade Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| 111.xx.Grade2(b) | Knowledge and Skills | |
| 111.xx.Grade2(b)(1) | Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: | |
| 111.xx.Grade2(b)(1)(A) | apply mathematics to problems arising in everyday life and society and the workplace | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade2(b)(1)(B) | use a problem-solving model that incorporates: analyzing given information formulating a plan or strategy determining a solution justifying the solution and evaluating the problem-solving process and the reasonableness of the solution; | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade2(b)(1)(C) | select tools including: real objects manipulatives paper/pencil and technology as appropriate and techniques including: mental math estimation and number sense as appropriate to solve problems | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade2(b)(1)(D) | communicate mathematical ideas and reasoning and their implications using multiple representations including: symbols diagrams graphs and language as appropriate | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade2(b)(1)(E) | create and use representations to organize record and communicate mathematical ideas | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade2(b)(1)(F) | analyze mathematical relationships to connect and communicate mathematical ideas | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade2(b)(1)(G) | display and explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
Showing 1 to 10 of 67 entries
Third Grade Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| 111.xx.Grade3(b) | Knowledge and Skills | |
| 111.xx.Grade3(b)(1) | Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: | |
| 111.xx.Grade3(b)(1)(A) | apply mathematics to problems arising in everyday life and society and the workplace | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade3(b)(1)(B) | use a problem-solving model that incorporates: analyzing given information formulating a plan or strategy determining a solution justifying the solution and evaluating the problem-solving process and the reasonableness of the solution | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade3(b)(1)(C) | select tools including: real objects manipulatives paper/pencil and technology as appropriate and techniques including: mental math estimation and number sense as appropriate to solve problems | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade3(b)(1)(D) | communicate mathematical ideas and reasoning and their implications using multiple representations including: symbols diagrams graphs and language as appropriate | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade3(b)(1)(E) | create and use representations to organize and record and communicate mathematical ideas | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade3(b)(1)(F) | analyze mathematical relationships to connect and communicate mathematical ideas | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Floor Mat Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade3(b)(1)(G) | display and explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Operations Floor Mat Cartesian Coordinate Hop Fraction Walk Floor Mats |
Showing 1 to 10 of 62 entries
Fourth Grade Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| 111.xx.Grade4(b) | Knowledge and skills | |
| 111.xx.Grade4(b)(1) | Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: | |
| 111.xx.Grade4(b)(1)(A) | apply mathematics to problems arising in everyday life and society and the workplace | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade4(b)(1)(B) | use a problem-solving model that incorporates: analyzing given information formulating a plan or strategy determining a solution justifying the solution and evaluating the problem-solving process and the reasonableness of the solution | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade4(b)(1)(C) | select tools including: real objects manipulatives paper/pencil and technology as appropriate and techniques including: mental math estimation and number sense as appropriate to solve problems | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade4(b)(1)(D) | communicate mathematical ideas and reasoning and their implications using multiple representations including: symbols diagrams graphs and language as appropriate | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade4(b)(1)(E) | create and use representations to organize and record and communicate mathematical ideas | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade4(b)(1)(F) | analyze mathematical relationships to connect and communicate mathematical ideas | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade4(b)(1)(G) | display and explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
Showing 1 to 10 of 69 entries
Fifth Grade Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| 111.xx.Grade5(b) | Knowledge and skills | |
| 111.xx.Grade5(b)(1) | Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: | |
| 111.xx.Grade5(b)(1)(A) | apply mathematics to problems arising in everyday life and society and the workplace | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade5(b)(1)(B) | use a problem-solving model that incorporates analyzing given information and formulating a plan or strategy and determining a solution and justifying the solution and evaluating the problem-solving process and the reasonableness of the solution | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade5(b)(1)(C) | select tools including: real objects manipulatives paper/pencil and technology as appropriate and techniques including: mental math estimation and number sense as appropriate to solve problems | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade5(b)(1)(D) | communicate mathematical ideas and reasoning and their implications using multiple representations including symbols and diagrams and graphs and language as appropriate | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade5(b)(1)(E) | create and use representations to organize and record and communicate mathematical ideas | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade5(b)(1)(F) | analyze mathematical relationships to connect and communicate mathematical ideas | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade5(b)(1)(G) | display and explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communications | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
| 111.xx.Grade5(b)(2) | Number and Operations. The student applies mathematical process standards to represent and compare and order positive rational numbers and understand relationships as related to place value. The student is expected to: |
Showing 1 to 10 of 52 entries
Kindergarten Literacy
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| 111.xx.Kindergarten(b)(1) | Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: | |
| 11.xx.Kindergarten(b)(1)(A) | recognize that spoken words can be represented by print for communication | Word Hop Floor Mats |
| 111.xx.Kindergarten(b)(1)(B) | identify upper- and lower-case letters | Alphabet Hop |
| 111.xx.Kindergarten(b)(1)(C) | demonstrate the one-to-one correspondence between a spoken word and a printed word in text | Word Hop Floor Mats |
| 111.xx.Kindergarten(b)(1)(D) | recognize the difference between a letter and a printed word | Alphabet Hop Word Hop Floor Mats Word Blending Mats |
| 111.xx.Kindergarten(b)(1)(E) | recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g. through kinesthetic or tactile actions such as clapping and jumping); | Sentence Hops |
| 111.xx.Kindergarten(b)(1)(F) | hold a book right side up and turn its pages correctly and know that reading moves from top to bottom and left to right | |
| 111.xx.Kindergarten(b)(1)(G) | identify different parts of a book (e.g. front and back covers; title page) | |
| 111.xx.Kindergarten(b)(2) | (2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: | |
| 111.xx.Kindergarten(b)(2)(A) | identify a sentence made up of a group of words | Sentence Hops |
Showing 1 to 10 of 99 entries
Virginia Standards of Learning
Kindergarten Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| Number and Number Sense | Focus: Whole Number Concepts | |
| K.1 | The student, given two sets, each containing 10 or fewer concrete objects, will identify and describe one set as having more, fewer, or the same number of members as the other set, using the concept of one-to-one correspondence. | Number Line 1-10 Floor Mat |
| K.2 | The student, given a set containing 15 or fewer concrete objects, will a) tell how many are in the set by counting the number of objects orally; b) write the numeral to tell how many are in the set; and c) select the corresponding numeral from a given set of numerals. | Number Line 1-10 Floor Mat Skip Counting by 2s Add/Subtract Floor Mat |
| K.3 | The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth, and the ordered position of each object. | Ordinal Numbers Hop |
| K.4 | The student will a) count forward to 100 and backward from 10; b) identify one more than a number and one less than a number; and c) count by fives and tens to 100. | Add/Subtract Floor Mat Skip Counting by 2s Hop by Tens Clock Hop |
| K.5 | The student will identify the parts of a set and/or region that represent fractions for halves and fourths. | Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fraction Hop |
| Computation and Estimation | Focus: Whole Number Operations | |
| K.6 | The student will model adding and subtracting whole numbers, using up to 10 concrete objects. | Skip Counting by 2s |
| Measurement |
Showing 1 to 10 of 27 entries
First Grade Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| Number and Number Sense | Focus: Place Value and Fraction Concepts | |
| 1.1 | The student will a) count from 0 to 100 and write the corresponding numerals; and b) group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value. | Add/Subtract Floor Mat Place Value Mat (P1) |
| 1.2 | The student count forward by ones, twos, fives, and tens to 100 and backward by ones from 30. | Skip Counting by 2s Clock Hop Hop Mat by Tens Skip Counting by 3s |
| 1.3 | The student will identify the parts of a set and/or region that represent fractions for halves, thirds, and fourths and write the fractions. | Unit Circle Hop Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fraction Hop |
| Computation and Estimation | Focus: Whole Number Operations | |
| 1.4 | The student, given a familiar problem situation involving magnitude, will a) select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500); and b) explain the reasonableness of the choice. | |
| 1.5 | The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts. | Skip Counting by 2s Mat |
| 1.6 | The student will create and solve one-step story and picture problems using basic addition facts with sums to 18 or less and the corresponding subtraction facts. | |
| Measurement | Focus: Time and Nonstandard Measurement | |
| 1.7 | The student will a) identify the number of pennies equivalent to a nickel, a dime, and a quarter; and b) determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less. | Dollar Hop Mat |
Showing 1 to 10 of 24 entries
Second Grade Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| Number and Number Sense | Focus: Place Value, Number Patterns, and Fraction Concepts | |
| 2.1 | The student will a) read, write, and identify the place value of each digit in a three-digit numeral, using numeration models; b) round two-digit numbers to the nearest ten; and c) compare two whole numbers between 0 and 999, using symbols (>, <, or =) and words (greater than, less than, or equal to). | Place Value Mat (P1) Operations Floor Mat |
| 2.2 | The student will a) identify the ordinal positions first through twentieth, using an ordered set of objects; and b) write the ordinal numbers. | Ordinal Numbers Hop |
| 2.3 | The student will a) identify the parts of a set and/or region that represent fractions for halves, thirds, fourths, sixths, eighths, and tenths; b) write the fractions; and c) compare the unit fractions for halves, thirds, fourths, sixths, eighths, and tenths. | Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fractions Hop Floor Mat |
| 2.4 | The student will a) count forward by twos, fives, and tens to 100, starting at various multiples of 2, 5, or 10; b) count backward by tens from 100; and c) recognize even and odd numbers. | Skip Counting by 2s Hop Mat by Tens Add/Subtract Mat |
| Computation and Estimation | Focus: Number Relationships and Operations | |
| 2.5 | The student will recall addition facts with sums to 20 or less and the corresponding subtraction facts. | Skip Counting by 2s |
| 2.6 | The student, given two whole numbers whose sum is 99 or less, will a) estimate the sum; and b) find the sum, using various methods of calculation. | Add/Subtract Mat |
| 2.7 | The student, given two whole numbers, each of which is 99 or less, will a) estimate the difference; and b) find the difference, using various methods of calculation. | Add/Subtract Mat |
| 2.8 | The student will create and solve one- and two-step addition and subtraction problems, using data from simple tables, picture graphs, and bar graphs. | Cartesian Coordinate Hop |
Showing 1 to 10 of 26 entries
Third Grade Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| Number and Number Sense | Focus: Place Value and Fractions | |
| 3.1 | The student will read and write six-digit numerals and identify the place value and value of each digit; round whole numbers, 9,999 or less, to the nearest ten, hundred, and thousand; and compare two whole numbers between 0 and 9,999, using symbols (>, <, or = ) and words (greater than, less than, or equal to). | Place Value Mat Mat P2 Place Value Mat P1 |
| 3.2 | The student will recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. The student will use these relationships to solve problems. | Skip Counting Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Factor Fun Hop Mat Multiplication Hop Hopscotch For Threes Mat Skip Counting Stencils |
| 3.3 | The student will name and write fractions (including mixed numbers) represented by a model; model fractions (including mixed numbers) and write the fractions’ names; and compare fractions having like and unlike denominators, using words and symbols (>, <, or =). | Fraction Walk for Halves/Quarters and Thirds/Sixths Equivalent Fraction Hop Floor Mat Operations Floor Mat |
| Computation and Estimation | Focus: Computation and Fraction Operations | |
| 3.4 | The student will estimate solutions to and solve single-step and multistep problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping. | Add/ Subtract Floor Mat |
| 3.5 | The student will recall multiplication facts through the twelves table, and the corresponding division facts. | Skip Counting Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Factor Fun Hop Mat Multiplication Hop Hopscotch For Threes Mat Skip Counting Hopping Stencil Full Set |
| 3.6 | The student will represent multiplication and division, using area, set, and number line models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less. | Cartesian Coordinate Hop Mat |
| 3.7 | The student will add and subtract proper fractions having like denominators of 12 or less. | Fraction Walk for Halves/Quarters and Thirds/Sixths Equivalent Fraction Hop Floor Mat |
| Measurement | Focus: U.S. Customary and Metric Units, Area and Perimeter, and Time |
Showing 1 to 10 of 26 entries
Fourth Grade Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| Number and Number Sense | Focus: Place Value, Fractions, and Decimals | |
| 4.1 | The student will identify orally and in writing the place value for each digit in a whole number expressed through millions; compare two whole numbers expressed through millions, using symbols (>, <, or = ); and round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand. | Place Value Mat P2 |
| 4.2 | The student will compare and order fractions and mixed numbers; represent equivalent fractions; and identify the division statement that represents a fraction. | Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fractios Floor Mat |
| 4.2 | The student will read, write, represent, and identify decimals expressed through thousandths; round decimals to the nearest whole number, tenth, and hundredth; compare and order decimals; and given a model, write the decimal and fraction equivalents. | Place Value Mat P3 Fraction, Decimal, and Percent Hop 1/2 and 1/4 Fraction, Decimal, and Percent Hop 1/3 and 1/4 |
| Computation and Estimation | Focus: Factors and Multiples, and Fraction and Decimal Operations | |
| 4.4 | The student will estimate sums, differences, products, and quotients of whole numbers; add, subtract, and multiply whole numbers; divide whole numbers, finding quotients with and without remainders; and solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers. | Skip Counting Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Factor Fun Hop Mat Multiplication Hop Hopscotch For Threes Mat Skip Counting Stencils Add/Subtract Floor Mat |
| 4.5 | The student will determine common multiples and factors, including least common multiple and greatest common factor; add and subtract fractions having like and unlike denominators that are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fractions, using common multiples and factors; add and subtract with decimals; and solve single-step and multistep practical problems involving addition and subtraction with fractions and with decimals. | Equivalent Fraction Hop Floor Mat Fraction Walk for Halves/Fourths and Thirds/Sixths Fraction, Decimal, and Percent Hop 1/2 and 1/4 Fraction, Decimal, and Percent Hop 1/3 and 1/4 |
| Measurement | Focus: Equivalence within U.S. Customary and Metric Systems | |
| 4.6 | The student will estimate and measure weight/mass and describe the results in U.S. Customary and metric units as appropriate; and identify equivalent measurements between units within the U.S. Customary system (ounces, pounds, and tons) and between units within the metric system (grams and kilograms). | |
| 4.7 | The student will estimate and measure length, and describe the result in both metric and U.S. Customary units; and identify equivalent measurements between units within the U.S. Customary system (inches and feet; feet and yards; inches and yards; yards and miles) and between units within the metric system (millimeters and centimeters; centimeters and meters; and millimeters and meters). | Measurement Hop Mat |
Showing 1 to 10 of 22 entries
Fifth Grade Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| Number and Number Sense | Focus: Prime and Composite Numbers and Rounding Decimals | |
| 5.1 | The student, given a decimal through thousandths, will round to the nearest whole number, tenth, or hundredth. | Place Value Mat P3 |
| 5.2 | The student will recognize and name fractions in their equivalent decimal form and vice versa; and compare and order fractions and decimals in a given set from least to greatest and greatest to least. | Equivalent Fraction Hop Floor Mat Fraction Walk for Halves/Fourths and Thirds/Sixths Fraction, Decimal, and Percent Hop 1/2 and 1/4 Fraction, Decimal, and Percent Hop 1/3 and 1/4 |
| 5.3 | The student will identify and describe the characteristics of prime and composite numbers; and identify and describe the characteristics of even and odd numbers. | Prime Number Hop Skip Counting Mat by 2’s Skip Counting Stencil 2s |
| Computation and Estimation | Focus: Multistep Applications and Order of Operations | |
| 5.4 | The student will create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers. | Add / Subtract Floor Mat |
| 5.5 | The student will find the sum, difference, product, and quotient of two numbers expressed as decimals through thousandths (divisors with only one nonzero digit); and create and solve single-step and multistep practical problems involving decimals. | |
| 5.6 | The student will solve single-step and multistep practical problems involving addition and subtraction with fractions and mixed numbers and express answers in simplest form. | Equivalent Fraction Hop Floor Mat Fraction Walk for Halves/Quarters and Thirds/Sixths Fraction, Decimal, and Percent Hop 1/2 and 1/4 Fraction, Decimal, and Percent Hop 1/3 and 1/4 |
| 5.7 | The student will evaluate whole number numerical expressions, using the order of operations limited to parentheses, addition, subtraction, multiplication, and division. | PEMDAS Hop |
| Measurement | Focus: Perimeter, Area, Volume, and Equivalent Measures |
Showing 1 to 10 of 23 entries
Georgia Standards of Excellence
Kindergarten Math
| Kindergarten Math | ||
|---|---|---|
| Standard: Kindergarten | Description of Standard | Corresponding Floor Mat |
| K.CC Counting and Cardinality | Know number names and the count sequence. | |
| MGSEK.CC.1 | Count to 100 by ones and by tens. | Add/Subtract Mat Hop by Tens Mat Hopscotch For Threes Mat |
| MGSEK.CC.2 | Count forward beginning from a given number within the known sequence (instead of having to begin at 1). | Add/Subtract Mat Hopscotch For Threes Mat |
| MGSEK.CC.3 | Write numbers 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). | Skip Counting Mat by 2’s Hopscotch For Threes Mat Skip Counting Stencil 2s |
| K.CC Counting and Cardinality | Count to tell the number of objects. | |
| MGSEK.CC.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. | Add / Subtract Mat Hopscotch For Threes Mat |
| MGSEK.CC.4a | When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (one-to-one correspondence). | Skip Counting Mat by 2’s Add / Subtract Mat Hopscotch For Threes Mat Skip Counting Stencil 2s |
| MGSEK.CC.4b | Understand that the last number name said tells the number of objects counted (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted. | Skip Counting Mat by 2’s Add / Subtract Mat Hopscotch For Threes Mat Skip Counting Stencil 2s |
| MGSEK.CC.4c | Understand that each successive number name refers to a quantity that is one larger. | Skip Counting Mat by 2’s Add / Subtract Mat Hopscotch For Threes Mat Skip Counting Stencil 2s |
Showing 1 to 10 of 38 entries
First Grade Math
| First Grade Math | ||
|---|---|---|
| Standard: First | Description of Standard | Corresponding Floor Mat |
| 1.OA Operations and Algebraic Thinking | Represent and solve problems involving addition and subtraction. | |
| MGSE1.OA.1 | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g. by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. | Skip Counting Mat by 2’s Skip Counting Stencil 2s |
| MGSE1.OA.2 | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g. by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. | Skip Counting Mat by 2’s Skip Counting Stencil 2s |
| 1.OA Operations and Algebraic Thinking | Understand and apply properties of operations and the relationship between addition and subtraction. | |
| MGSE1.OA.3 | Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) | Skip Counting Mat by 2’s Hopscotch For Threes Mat Skip Counting Stencil 2s |
| MGSE1.OA.4 | Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. | Skip Counting Mat by 2’s Skip Counting Stencil 2s |
| 1.OA Operations and Algebraic Thinking | Add and subtract within 20 | |
| MGSE1.OA.5 | Relate counting to addition and subtraction (e.g. by counting on 2 to add 2). | Skip Counting Mat by 2’s Skip Counting Stencil 2s |
| MGSE1.OA.6 | Add and subtract within 20. | Skip Counting Mat by 2’s Skip Counting Stencil 2s |
Showing 1 to 10 of 39 entries
Second Grade Math
| Second Grade Math | ||
|---|---|---|
| Standard: Second | Description of Standard | Corresponding Floor Mat |
| 2.OA Operations and Algebraic Thinking | Represent and solve problems involving addition and subtraction. | |
| MGSE2.OA.1 | Use addition and subtraction within 100 to solve one- and two-step word problems by using drawings and equations with a symbol for the unknown number to represent the problem. Problems include contexts that involve adding to, taking from, putting together/taking apart (part/part/whole) and comparing with unknowns in all positions. | Add/Subtract Mat |
| 2.OA Operations and Algebraic Thinking | Add and subtract with 20. | |
| MGSE2.OA.2 | Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. | Skip Counting Mat by 2’s Hopscotch For Threes Mat Skip Counting Stencil 2s |
| 2.OA Operations and Algebraic Thinking | Work with equal groups of objects to gain foundations for multiplication. | |
| MGSE2.OA.3 | Determine whether a group of objects (up to 20) has an odd or even number of members, e.g. by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. | Skip Counting Mat by 2’s Skip Counting Stencil 2s |
| MGSE2.OA.4 | Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. | |
| 2.NBT Number and Operations in Base Ten | Understand the place value system. | |
| MGSE2.NBT.1 | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g. 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: | Place Value Mat P1 |
Showing 1 to 10 of 39 entries
Third Grade Math
| Third Grade Math | ||
|---|---|---|
| Standard: Third | Description of Standard | Corresponding Floor Mat |
| 3.OA Operations and Algebraic Thinking | Represent and solve problems involving multiplication and division. | |
| MGSE3.OA.1 | Interpret products of whole numbers e.g. interpret 5 x 7 as the by total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. | Skip Counting Mats by 2’s, 3’s, 4’s, 6’s, 7’s, 8’s, 9’s Factor Fun Hop Mat Multiplication Hop Skip Counting Hoppy Stencil Full Set |
| MGSE3.OA.2 | Interpret whole-number quotients of whole numbers e.g. interpret by 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares (How many in each group?) or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each (How many groups can you make). For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. | Skip Counting Mats by 2’s, 3’s, 4’s, 6’s, 7’s, 8’s, 9’s Factor Fun Hop Mat Multiplication Hop Skip Counting Hoppy Stencil Full Set |
| MGSE3.OA.3 | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g. by using drawings and equations with a symbol for the unknown number to represent the problem. | Skip Counting Mats by 2’s, 3’s, 4’s, 6’s, 7’s, 8’s, 9’s Factor Fun Hop Mat Multiplication Hop Skip Counting Hoppy Stencil Full Set |
| MGSE3.OA.4 | Determine the unknown whole number in a multiplication or division equation relating three whole numbers using the inverse relationship of multiplication and division. For example, determine the unknown number that makes the equation true in each of the equations, 8 ×__ = 48, 5 = □ ÷ 3, 6 × 6 = __. | Skip Counting Mats by 2’s, 3’s, 4’s, 6’s, 7’s, 8’s, 9’s Factor Fun Hop Mat Multiplication Hop Skip Counting Stencil Full Set |
| 3.OA Operations and Algebraic Thinking | Understand properties of multiplication and the relationship between multiplication and division. | |
| MGSE3.OA.5 | Apply properties of operations as strategies to multiply and divide.13 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) | Skip Counting Mats by 2’s, 3’s, 4’s, 6’s, 7’s, 8’s, 9’s Factor Fun Hop Mat Multiplication Hop Skip Counting Stencil Full Set |
| MGSE3.OA.6 | Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. | Skip Counting Mats by 2’s, 3’s, 4’s, 6’s, 7’s, 8’s, 9’s Factor Fun Hop Mat Multiplication Hop Skip Counting Stencil Full Set |
| 3.OA Operations and Algebraic Thinking | Multiply and divide within 100. |
Showing 1 to 10 of 48 entries
Fourth Grade Math
| Fourth Grade Math | ||
|---|---|---|
| Standard: Fourth | Description of Standard | Corresponding Floor Mat |
| 4.OA Operations and Algebraic Thinking | Use the four operations with whole numbers to solve problems. | |
| MGSE4.OA.1 | Interpret a multiplication equation as a comparison e.g. interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. | Skip Counting Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Factor Fun Hop Mat Skip Counting Stencil Full Set |
| MGSE4.OA.2 | Multiply or divide to solve word problems involving multiplicative comparison e.g. by using drawings and equations with a symbol for the unknown number to represent the problem distinguishing multiplicative comparison from additive comparison. | Multiplication Hop |
| MGSE4.OA.3 | Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. | Add / Subtract Mat Operations Floor Mat Geometric Shapes Hop Multiplication Hop |
| 4.OA Operations and Algebraic Thinking | Gain familiarity with factors and multiples. | |
| MGSE4.OA.4 | Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. | Factor Fun Hop Mat Multiplication Hop |
| 4.OA Operations and Algebraic Thinking | Generate and analyze patterns. | |
| MGSE4.OA.5 | Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. | Add / Subtract Mat |
| 4.NBT Number and Operations in Base Ten | Generalize place value understanding for multi-digit whole numbers. |
Showing 1 to 10 of 50 entries
Fifth Grade Math
| Fifth Grade Math | ||
|---|---|---|
| Standard: Fifth | Description of Standard | Corresponding Floor Mat |
| 5.OA Operations and Algebraic Thinking | Write and interpret numerical expressions | |
| MGSE5.OA.1 | Use parentheses, brackets, or braces in numerical expressions and evaluate expressions with these symbols | *PEMDAS Hop |
| MGSE5.OA.2 | Write simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. | *PEMDAS Hop |
| 5.OA Operations and Algebraic Thinking | Analyze patterns and relationships. | |
| MGSE5.OA.3 | Generate two numerical patterns using a given rule. Identify apparent relationships between corresponding terms by completing a function table or input/output table. Using the terms created, form and graph ordered pairs on a coordinate plane. | *Cartesian Coordinate Hop Mat |
| 5.NBT Number and Operations in Base Ten | Understand the place value system. | |
| MGSE5.NBT.1 | Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. | *Place Value Hop Mat P3 |
| MGSE5.NBT.2 | Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. | *Place Value Hop Mat P3 |
| MGSE5.NBT.3 | Read write and compare decimals to thousandths. | *Place Value Hop Mat P3 |
Showing 1 to 10 of 52 entries
Alabama State Standards
Kindergarten Math
| Standard | Description of Standard | Corresponding Floor Mat |
|---|---|---|
| Number and Operations | ||
| AL.1.1. | Students will demonstrate concepts of number sense by using one-to-one correspondence, counting in sequence by ones from 1 to 20, counting backward from 10, recognizing numerals 0-9, and comparing sets of objects up to 10 by using vocabulary terms including more than, less than, most, or least. | |
| AL.1.2. | Students will demonstrate addition by using numbers totaling 5 or less and subtraction by using numbers less than or equal to 5. | |
| AL.1.3. | Students will recognize that a whole object can be divided into parts. | |
| AL.1.3.1. | Dividing a whole object into equal parts. | |
| AL.1.4. | Students will identify a penny, nickel, dime, and quarter. | |
| Algebra | ||
| AL.1.5. | Students will replicate patterns using concrete objects. | |
| AL.1.5.1. | Sorting objects by characteristics. |
Showing 1 to 10 of 25 entries
First Grade Math
| First Grade Math | ||
|---|---|---|
| Standard: First | Description of Standard | Corresponding Floor Mat |
| Number and Operations | ||
| AL.1.1. | Students will demonstrate concepts of number sense by counting forward and backward by ones, twos, fives, and tens up to 100; counting forward and backward from an initial number other than 1; and using multiple representations for a given number. | Number line to 10, Place Value Hop (P1), Skip Counting by 2s, Skip Counting 5s, Hop by Tens, Add/Subtract, Number word Hop, Number Line 0-10 Fruits and Vegetables |
| AL.1.1.1. | Identifying position using the ordinal numbers 1st through 10th. | Ordinal Numbers Hop, Number Line 0-10 Fruits and Vegetables |
| AL.1.1.2. | Using vocabulary, including the terms equal, all, and none, to identify sets of objects. | Number Line 0-10 Fruits and Vegetables, Skip Counting by 2s, Skip Counting by 3s, Skip Counting by 4s, Skip Counting by 5s |
| AL.1.1.3. | Recognizing that the quantity remains the same when the spatial arrangement changes. | Count to Ten, Ten Frame Hop, Number Line 0-10 Fruits and Vegetables, Place Value Hop (P1), Add/Subtract |
| AL.1.1.4. | Determining the value of the digit in the ones place and the value of the digit in the tens place in a numeral. | Place Value Hop (P1), Add/Subtract |
| AL.1.1.5. | Determining the value of a number given the number of tens and ones. | Place Value Hop (P1), Add/Subtract |
| AL.1.1.6. | Determining the value of a number that is 10 more or 10 less than a given number. | Place Value Hop (P1), Add/Subtract, Hop by Tens |
| AL.1.1.7. | Determining the monetary value of individual coins and sets of like coins up to $1.00. | Dollar Hop, Money Hop |
Showing 1 to 10 of 44 entries
Second Grade Math
| Second Grade Math | ||
|---|---|---|
| Standard: Second | Description of Standard | Corresponding Floor Mat |
| Number and Operations | ||
| AL.1.1. | Students will demonstrate concepts of number sense by using multiple representations of whole numbers up to 1000, counting forward and backward by threes from a given number, identifying a number that is 100 more or 100 less than a given number, and differentiating between odd and even numbers. | Hopping by 100s, Add/Subtract, Place Value (P1), Hopscotch by 2s, Skip Counting by 3s, Skip Counting by 2s |
| AL.1.1.1. | Identifying position using ordinal numbers to 100th. | Ordinal Numbers |
| AL.1.1.2. | Determining the value of a digit in the ones, tens, hundreds, and thousands place. | Place Value (P1) |
| AL.1.1.3. | Determining the value of a number expressed in expanded notation. | Place Value (P1) |
| AL.1.2. | Students will apply the operations of addition and subtraction to solve problems involving two-digit numerals, using multiple strategies with and without regrouping. | Place Value (P1), Add/Subtract |
| AL.1.2.1. | Demonstrating computational fluency for basic addition and subtraction facts with sums through 18 and differences with minuends through 18, using horizontal and vertical forms. | Skip Counting by 2s |
| AL.1.2.2. | Interpreting multiplication as repeated addition and division as equal groupings. | Skip Counting by 2s, Skip Counting by 3s, Skip Counting by 4s, Skip Counting by 5s |
| AL.1.2.3. | Solving multistep addition and subtraction problems originating from real-life experiences. | Add/Subtract |
Showing 1 to 10 of 41 entries
Third Grade Math
| Third Grade Math | ||
|---|---|---|
| Standard: Third | Description of Standard | Corresponding Floor Mat |
| Number and Operations | ||
| AL.1.1. | Students will demonstrate number sense by comparing, ordering, and expanding whole numbers through 9999. | Place Value (P1) |
| 1.1.1. | Comparing numbers using the symbols greater than, less than, equal, and not equal. | Operations Hop, Add/Subtract |
| 1.1.2. | Identifying the place value of any digit within a four-digit number. | Place Value (P1) |
| 1.1.3. | Writing a four-digit number in words and locating it on a number line. | Place Value (P1), Open Number Line |
| 1.1.4. | Determining the value of a number written in expanded notation to the ten-thousands place. | Place Value (P2) |
| 1.1.5. | Rounding whole numbers to the nearest ten and hundred and money values to the nearest dollar. | Add/Subtract |
| AL.1.2. | Students will solve addition and subtraction problems, including word problems, involving two- and three-digit numbers with and without regrouping. | Add/Subtract, Place Value |
| 1.2.1. | Estimating sums and differences by using compatible numbers, front-end estimation, and rounding. | Add/Subtract |
Showing 1 to 10 of 36 entries
Fourth Grade Math
| Fourth Grade Math | ||
|---|---|---|
| Standard: Fourth | Description of Standard | Corresponding Floor Mat |
| Number and Operations | ||
| AL.1.1. | Students will demonstrate number sense by comparing and ordering decimals to hundredths and whole numbers to 999,999. | Place Value (P2, P3) |
| 1.1.1. | Identifying a number when given a pictorial representation of tenths and hundredths or groups of ones, tens, hundreds, and thousands. | Place Value (P3) |
| 1.1.2. | Writing a number in expanded notation through the hundred-thousands. | Place Value (P2) |
| 1.1.3. | Determining the place value of a digit in a whole number through the hundred-thousands and in a decimal to the hundredths. | Place Value (P2, P3) |
| AL.1.2. | Students will write money amounts in words and dollar-and-cent notation. | Money Hop |
| 1.2.1. | Identifying equivalent units of money. | Dollar Hop, Money Hop |
| AL.1.3. | Students will rename improper fractions as mixed numbers and mixed numbers as improper fractions. | Fraction Walk 1/2, 1/4, Fraction Walk 1/3, 1/6 |
| 1.3.1. | Using a number line to simplify, compare, and order fractions and mixed numbers. | Open Number Line |
Showing 1 to 10 of 40 entries
Fifth Grade Math
| Fifth Grade Math | ||
|---|---|---|
| Standard: Fifth | Description of Standard | Corresponding Floor Mat |
| Number and Operations | ||
| AL.1.1. | Students will demonstrate number sense by comparing, ordering, rounding, and expanding whole numbers through millions and decimals to thousandths. | Place Value (P2, P3) |
| 1.1.1. | Relating percents to parts out of 100 by using equivalent fractions and decimals. | Fraction, Decimal, and Percentage Hops |
| 1.1.2. | Determining the value of a digit to thousandths. | Place Value (P3) |
| AL.1.2. | Students will solve problems involving basic operations on whole numbers, including addition and subtraction of seven-digit numbers, multiplication with two-digit multipliers, and division with two-digit divisors. | Place Value (P2), Factor fun |
| 1.2.1. | Estimating products and quotients. | Skip Counting, Multiplication Hop |
| 1.2.2. | Determining divisibility by 2, 3, 4, 5, 6, 9, and 10. | Skip Counting, Multiplication Hop |
| 1.2.3. | Demonstrating computational fluency with addition, subtraction, multiplication, and division of whole numbers. | Skip Counting, Multiplication Hop, Add/Subtract |
| AL.1.3. | Students will solve word problems that involve decimals, fractions, or money. | Fractions/Decimals/percents, Dollar Hop |
Showing 1 to 10 of 38 entries
Tennessee State Standards
Kindergarten Math
| TN Standard | Cluster Heading | Description of Standard | Corresponding Floor Mat |
|---|---|---|---|
| Counting and Cardinality | |||
| K.CC.A.1 | A. Know number names and the counting sequence. | Count to 100 by ones, fives, and tens. Count backward from 10. | Add/Subtract Mat Hop by Tens Mat Skip Counting by 5s Clock Hop Count to Ten Number Line to Ten Number Line 0-10 Fruits and Vegetables |
| K.CC.A.2 | A. Know number names and the counting sequence. | Count forward by ones beginning from any given number within the known sequence (instead of having to begin at 1). | Add/Subtract Mat Count to Ten Number Line to Ten Ten Frame Hop Number Line 0-10 Fruits and Vegetables Skip Counting by 2s |
| K.CC.A.3 | A. Know number names and the counting sequence. | Write numbers from 0 to 20. Represent a quantity of objects with a written number 0-20. | Add/Subtract Mat Skip Counting by 2s Mat Hopscotch for Threes Mat Place Value Hop P1 |
| K.CC.A.4 | A. Know number names and the counting sequence. | Recognize, describe, extend, and create patterns and explain a simple rule for a pattern using concrete materials. Analyze the structure of the repeating pattern by identifying the unit (core) of the pattern. | Add/Subtract Mat Open Number line |
| K.CC.B.5 | B. Count to tell the number of objects. | Understand the relationship between numbers and quantities; connect counting to cardinality. | Add/Subtract Mat Hopscotch for Threes Mat Count to Ten Number Line to Ten Ten Frame Hop Number Line 0-10 Fruits and Vegetables Skip Counting by 2s Place Value P1 Whole/Part Number Bond Mat |
| K.CC.B.5 a. | B. Count to tell the number of objects. | When counting objects 1-20, say the number names in the standard order, using one-to-one correspondence. | Add/Subtract Mat Hopscotch for Threes Mat Count to Ten Number Line to Ten Ten Frame Hop Number Line 0-10 Fruits and Vegetables Skip Counting by 2s Place Value P1 |
| K.CC.B.5 b. | B. Count to tell the number of objects. | Recognize that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. | Add/Subtract Mat Hopscotch for Threes Mat Count to Ten Number Line to Ten Ten Frame Hop Number Line 0-10 Fruits and Vegetables Skip Counting by 2s Place Value P1 |
| K.CC.B.5 c. | B. Count to tell the number of objects. | Recognize that each successive number name refers to a quantity that is one greater and each previous number is one less. | Add/Subtract Mat Hopscotch for Threes Mat Count to Ten Number Line to Ten Ten Frame Hop Number Line 0-10 Fruits and Vegetables Skip Counting by 2s Place Value P1 |
| K.CC.B.6 | B. Count to tell the number of objects. | Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration. Given a number from 1-20, count out that many objects. | Add/Subtract Mat Count to Ten Number Line to Ten Ten Frame Hop Number Line 0-10 Fruits and Vegetables Skip Counting by 2s Place Value P1 |
Showing 1 to 10 of 33 entries
First Grade Math
| TN Standard | Cluster Heading | Description of Standard | Corresponding Floor Mat |
|---|---|---|---|
| Operations and Algebraic Thinking (OA) | |||
| 1.OA.A.1 | A. Represent and solve problems involving addition and subtraction. | Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. | Skip Counting by 2s Mat Add/Subtract Whole Part and Number Bond Place Value P1 Ten Frame Mat |
| 1.OA.A.2 | A. Represent and solve problems involving addition and subtraction. | Add three whole numbers whose sum is within 20 to solve contextual problems using objects, drawings, and equations with a symbol for the unknown number to represent the problem. | Skip Counting by 2s Mat Add/subtract Whole Part and Number Bond Place Value P1 |
| 1.OA.B.3 | B. Understand and apply properties of operations and the relationship between addition and subtraction. | Apply properties of operations (additive identity, commutative, and associative) as strategies to add and subtract. | Skip Counting by 2s Mat Hopscotch for Threes Mat Add/Subtract Place Value P1 |
| 1.OA.B.4 | B. Understand and apply properties of operations and the relationship between addition and subtraction. | Understand the relationship between addition and subtraction by representing subtraction as an unknown-addend problem. | Skip Counting by 2s Mat Add/Subtract Whole Part and Number Bond Place Value P1 Ten Frame Make Sums |
| 1.OA.B.5 | C. Add and subtract within 20. | Add and subtract within 20 using strategies such as counting on, counting back, making 10, related known facts, and composing/decomposing numbers with an emphasis on making ten | Skip Counting by 2s Mat Add/subtract Whole Part and Number Bond Place Value P1 |
| 1.OA.B.6 | C. Add and subtract within 20. | Use mental strategies flexibly and efficiently to develop fluency in addition and subtraction within 20. By the end of grade 1, know all sums and differences up to 10. | Skip Counting by 2s Mat Add/subtract Whole Part and Number Bond Place Value P1 |
| 1.OA.B.7 | D. Work with addition and subtraction equations. | Understand the meaning of the equal sign (e.g., 6 = 6; 5 + 2 = 4 + 3; 7 = 8 – 1). | Skip Counting by 2s Mat Add/subtract Whole Part and Number Bond Place Value P1 |
| 1.OA.B.8 | D. Work with addition and subtraction equations. | Determine the unknown whole number in an addition or subtraction equation with sums/differences within 20, with the unknown in any position | Skip Counting by 2s Mat Add/subtract Whole Part and Number Bond Place Value P1 |
Number and Operations in Base Ten (NBT) |
Showing 1 to 10 of 27 entries
Second Grade Math
| TN Standard | Cluster Heading | Description of Standard | Corresponding Floor Mat |
|---|---|---|---|
| Operations and Algebraic Thinking (OA) | |||
| 2.OA.A.1 | A. Represent and solve problems involving addition and subtraction. | Add and subtract within 100 to solve one- and two-step contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. | Add/Subtract Floor Mat Place Value (P1) |
| 2.OA.B.2 | B. Add and subtract within 30 | Fluently add and subtract within 30 using mental strategies. By the end of 2nd grade, know all sums of two one-digit numbers and related subtraction facts | Skip Counting by 2s Mat Hopscotch For Threes Mat Add/Subtract Floor Mat Whole Part and Number Bond Place Value (P1) |
| 2.OA.C.3 | C. Work with equal groups of objects to gain foundations for multiplication. | Determine whether a group of objects (up to 20) has an odd or even number of members by pairing objects or counting them by 2s. Write an equation to express an even number as a sum of two equal addends. | Skip Counting by 2s Mat Add/Subtract Floor Mat |
| 2.OA.C.4 | C. Work with equal groups of objects to gain foundations for multiplication. | Use repeated addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. | Skip Counting Mats |
| 2.OA.D.5 | D. Solve problems involving addition and subtraction and identify and explain patterns in arithmetic. | Identify arithmetic patterns in an addition or hundreds chart and explain them using properties of operations. | Add/Subtract Mat |
| Number and Operations in Base Ten (NBT) | |||
| 2.NBT.A.1 | A. Understand place value. | Know that the three digits of a three-digit number represent amounts of hundreds, tens, and ones | Place Value Mat (P1) |
| 2.NBT.A.2 | A. Understand place value. | Recognize, describe, extend, and create patterns when counting by ones, twos, fives, tens, and hundreds and use those patterns to predict the next number in the counting sequence up to 1000 through counting. | Place Value Mat (P1) Hopping by 100s Mat Hop by Tens Mat Skip Counting by 2s Skip Counting 5s Add/Subtract Mat |
| 2.NBT.A.3 | A. Understand place value. | Read and write numbers to 1000 using standard form, word form, and expanded form. | Place Value Mat (P1) |
Showing 1 to 10 of 30 entries
Third Grade Math
| TN Standard | Cluster Heading | Description of Standard | Corresponding Floor Mat |
|---|---|---|---|
| Operations and Algebraic Thinking (OA) | |||
| 3.OA.A.1 | A. Represent and solve problems involving multiplication and division | Interpret the factors and products in whole number multiplication equations. | Skip Counting Mats Set Factor Fun Hop Mat Multiplication Hop |
| 3.OA.A.2 | A. Represent and solve problems involving multiplication and division | Interpret the dividend, divisor, and quotient in whole number division equations. | Skip Counting Mats Set Multiplication Hop |
| 3.OA.A.3 | A. Represent and solve problems involving multiplication and division | Multiply and divide within 100 to solve contextual problems, with the unknown in any positions, in situations involving equal groups, arrays/area, and measurement quantities using strategies based on place value, the properties of operations, and the relationship between multiplication and division. | Skip Counting Mats Set Factor Fun Hop Mat Multiplication Hop |
| 3.OA.A.4 | A. Represent and solve problems involving multiplication and division | Determine the unknown whole number in a multiplication or division equation relating three whole numbers within 100. | Skip Counting Mats Set Multiplication Hop |
| 3.OA.B.5 | B. Understand properties of multiplication and the relationship between multiplication and division. | Apply properties of operations as strategies to multiply and divide. | Skip Counting Mats Set Multiplication Hop Operations Hop |
| 3.OA.B.6 | B. Understand properties of multiplication and the relationship between multiplication and division. | Understand division as an unknown-factor problem. | Skip Counting Mats Set Factor Fun Hop Mat Multiplication Hop |
| 3.OA.C.7 | C. Multiply and divide within 100. | Fluently multiply and divide within 100, using strategies such as the properties of operations or the relationship between multiplication and division | Skip Counting Mats Set Factor Fun Hop Mat Multiplication Hop Hopscotch for Threes Mat |
| 3.OA.D.8 | D. Solve problems involving the four operations and identify and explain patterns in arithmetic. | Solve two-step contextual problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. | Skip Counting Mats Set Add/Subtract Floor Mat Operations Floor Mat |
| 3.OA.D.9 | D. Solve problems involving the four operations and identify and explain patterns in arithmetic. | Identify patterns in a multiplication chart and explain them using properties of operations. | Skip Counting Mats Set Add/Subtract Floor Mat Hopscotch for Threes Mat |
Showing 1 to 10 of 45 entries
Fourth Grade Math
| TN Standard | Cluster Heading | Description of Standard | Corresponding Floor Mat |
|---|---|---|---|
| Operations and Algebraic Thinking (OA) | |||
| 4.OA.A.1 | A. Use the four operations with whole numbers to solve problems. | Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as much as 5). Represent verbal/written statements of multiplicative comparisons as multiplication equations. | Skip Counting Mats Set Multiplication Hop |
| 4.OA.A.2 | A. Use the four operations with whole numbers to solve problems. | Multiply or divide to solve contextual problems involving multiplicative comparison, and distinguish multiplicative comparison from additive comparison. For example, school A has 300 students and school B has 600 students: to say that school B has two times as many students is an example of multiplicative comparison; to say that school B has 300 more students is an example of additive comparison. | Skip Counting Mats Set Multiplication Hop |
| 4.OA.A.3 | A. Use the four operations with whole numbers to solve problems. | Solve multi-step contextual problems (posed with whole numbers and having whole-number answers using the four operations) including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. | Add/Subtract Floor Mat Operations Floor Mat Multiplication Hop Skip Counting Mats |
| 4.OA.B.4 | B. Gain familiarity with factors and multiples. | Find factor pairs for whole numbers in the range 1–100 using models. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number is prime or composite and whether the given number is a multiple of a given one-digit number. | Multiplication Hop Skip Counting Mats Add/Subtract Factor Fun Mat |
| 4.OA.C.5 | C. Generate and analyze patterns. | Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. | Add/Subtract Mat |
| Number and Operations in Base Ten (NBT) | |||
| 4.NBT.A.1 | A. Generalize place value understanding for multi-digit whole numbers | Recognize that in a multi-digit whole number (less than or equal to 1,000,000), a digit in one place represents 10 times as much as it represents in the place to its right. For example, recognize that 7 in 700 is 10 times bigger than the 7 in 70 because 700 ÷ 70 = 10 and 70 x 10 = 700. | Place Value Mats (P2) Operations Floor Mat |
| 4.NBT.A.2 | A. Generalize place value understanding for multi-digit whole numbers | Read and write multi-digit whole numbers (less than or equal to 1,000,000) using standard form, word form, and expanded notation (e.g. the expanded notation of 4256 is written as (4 x 1000) + (2 x 100) + (5 x 10) + (6 x 1)). Compare two multi-digit numbers based on meanings of the digits in each place and use the symbols >, =, and < to show the relationship. | Place Value Mats (P2) Operations Floor Mat |
| 4.NBT.A.3 | A. Generalize place value understanding for multi-digit whole numbers | Round multi-digit whole numbers to any place (up to and including the hundred-thousand place) using understanding of place value and use a number line to explain how the number was rounded. | Place Value Mat (P2) Add/Subtract Floor Mat |
Showing 1 to 10 of 42 entries
Fifth Grade Math
| TN Standard | Cluster Heading | Description of Standard | Corresponding Floor Mat |
|---|---|---|---|
| Operations and Algebraic Thinking (OA) | |||
| 5.OA.A.1 | A. Write and interpret numerical expressions. | Use parentheses and/or brackets in numerical expressions involving whole numbers and evaluate expressions having these symbols using the conventional order by applying the Order of Operations. (When applying the order of operations, the evaluation of exponents need not be included.) | PEMDAS Hop Operations Hop |
| 5.OA.A.2 | A. Write and interpret numerical expressions. | Write numerical expressions that record calculations with numbers and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 x (8 + 7). Recognize that 3 x (18,932 + 921) is three times as large as 18,932 + 921, without having to calculate the indicated sum or product. | PEMDAS Hop Operations Hop |
| 5.OA.B.3 | B. Analyze patterns and relationships. | Generate two numerical patterns using two given rules. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences. | Add/Subtract Mat |
| 5.OA.B.3a | B. Analyze patterns and relationships. | Identify relationships between corresponding terms in two numerical patterns. | Add/Subtract Mat |
| 5.OA.B.3b | B. Analyze patterns and relationships. | Form ordered pairs (limited to first quadrant) consisting of corresponding terms from two numerical patterns and graph the ordered pairs on a coordinate plane. | Add/Subtract Mat Cartesian Coordinates |
| Number and Operations in Base Ten (NBT) | |||
| 5.NBT.A.1 | A. Understand the place value system. | Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. | Place Value Mat (P2, P3) |
| 5.NBT.A.2 | A. Understand the place value system. | Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. | Place Value Mat (P2, P3) |
| 5.NBT.A.3 | A. Understand the place value system. | Read and write decimals to thousandths using standard form, word form, and expanded notation (e.g., the expanded notation of 347.392 is written as (3 x 100) + (4 x 10) + (7 x 1) + (3 x (1/10)) + (9 x (1/100)) + (2 x (1/1000))). Compare two decimals to thousandths based on meanings of the digits in each place and use the symbols >, =, and < to show the relationship. | Place Value Mat (P3) |
Showing 1 to 10 of 44 entries
