## 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 |

CC.K.CC.5 | Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. | Skip Counting by 2s Mat Hopscotch for Threes Mat |

K.CC Counting and Cardinality | Compare numbers. | |

CC.K.CC.6 | Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) | Skip Counting by 2s Mat |

CC.K.CC.7 | Compare two numbers between 1 and 10 presented as written numerals. | Number Line 1-10 Floor Mat |

K.OA Operations and Algebraic Thinking | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. | |

CC.K.OA.1 | Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. | Skip Counting by 2s Mat |

CC.K.OA.2 | Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. | Skip Counting by 2s Mat Number Line 1-10 Floor Mat |

CC.K.OA.3 | Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). | Number Line 1-10 Floor Mat |

CC.K.OA.4 | For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. | Number Line 1-10 Floor Mat |

CC.K.OA.5 | Fluently add and subtract within 5. | Number Line 1-10 Floor Mat |

K.NBT Number and Operations in Base Ten | Work with numbers 11–19 to gain foundations for place value. | |

CC.K.NBT.1 | Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. | Place Value Mat (P1) Skip Counting by 2s Mat |

K.MD Measurement and Data | Describe and compare measurable attributes. | |

CC.K.MD.1 | Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. | Attribute Word Mat |

CC.K.MD.2 | Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. | |

K.MD Measurement and Data | Classify objects and count the number of objects in each category. | |

CC.K.MD.3 | Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.) | Skip Counting by 2s Mat Number Line 1-10 Floor Mat |

K.G Geometry | Identify and describe shapes (squares circles triangles rectangles hexagons cubes cones cylinders and spheres). | |

CC.K.G.1 | Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. | My First Shapes Hop |

CC.K.G.2 | Correctly name shapes regardless of their orientations or overall size. | My First Shapes Hop Geometric Shapes Hop |

CC.K.G.3 | Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). | My First Shapes Hop |

K.G Geometry | Analyze, compare, create, and compose shapes. | |

CC.K.G.4 | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). | My First Shapes Hop |

CC.K.G.5 | Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. | My First Shapes Hop |

CC.K.G.6 | Compose simple shapes to form larger shapes. For example, "can you join these two triangles with full sides touching to make a rectangle?” | My First Shapes Hop |

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 |

CC.1.OA.6 | Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). | Skip Counting by 2s Mat |

1.OA Operations and Algebraic Thinking | Work with addition and subtraction equations. | |

CC.1.OA.7 | Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. | Skip Counting by 2s Mat |

CC.1.OA.8 | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ＿ – 3, 6 + 6 = ＿. | Skip Counting by 2s Mat |

1.NBT Number and Operations in Base Ten | Extend the counting sequence. | |

CC.1.NBT.1 | Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. | Add/Subtract Mat |

1.NBT Number and Operations in Base Ten | Understand place value. | |

CC.1.NBT.2 | Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: | Place Value Mat (P1) |

CC.1.NBT.2a | 10 can be thought of as a bundle of ten ones — called a “ten.” | Place Value Mat (P1) |

CC.1.NBT.2b | The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. | Place Value Mat (P1) |

CC.1.NBT.2c | The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). | Place Value Mat (P1) |

CC.1.NBT.3 | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. | Place Value Mat (P1) |

1.NBT Number and Operations in Base Ten | Use place value understanding and properties of operations to add and subtract. | |

CC.1.NBT.4 | Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. | Add/Subtract Mat |

CC.1.NBT.5 | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. | Add/Subtract Mat |

CC.1.NBT.6 | Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. | Add/Subtract Mat |

1.MD Measurement and Data | Measure lengths indirectly and by iterating length units. | |

CC.1.MD.1 | Order three objects by length; compare the lengths of two objects indirectly by using a third object. | |

CC.1.MD.2 | Measure lengths indirectly and by iterating length units. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. | |

1.MD Measurement and Data | Tell and write time. | |

CC.1.MD.3 | Tell and write time in hours and half-hours using analog and digital clocks. | Clock Hop |

1.MD Measurement and Data | Represent and interpret data. | |

CC.1.MD.4 | Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. | |

1.G Geometry | Reason with shapes and their attributes. | |

CC.1.G.1 | Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); for a wide variety of shapes; build and draw shapes to possess defining attributes. | Geometric Shapes Hop |

CC.1.G.2 | Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as “right rectangular prism.”) | |

CC.1.G.3 | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. | Unit Circle Hop Mat Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |

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. | |

2. NBT Number and Operations in Base Ten | Understand place value. | |

CC.2.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) |

CC.2.NBT.1a | 100 can be thought of as a bundle of ten tens — called a “hundred.” | Place Value Mat (P1) Hopping by 100s Mat |

CC.2.NBT.1b | The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). | Place Value Mat (P1) Hopping by 100s Mat |

CC.2.NBT.2 | CC.2.NBT.2 Understand place value. Count within 1000; skip-count by 5s, 10s, and 100s. | Place Value Mat (P1) Hopping by 100s Mat Add/Subtract Mat |

CC.2.NBT.3 | CC.2.NBT.3 Understand place value. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. | Place Value Mat (P1) |

CC.2.NBT.4 | CC.2.NBT.4 Understand place value. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. | Place Value Mat (P1) |

2. NBT Number and Operations in Base Ten | Use place value understanding and properties of operations to add and subtract. | |

CC.2.NBT.5 | Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. | Place Value Mat (P1) Add/Subtract Mat |

CC.2.NBT.6 | Add up to four two-digit numbers using strategies based on place value and properties of operations. | Place Value Mat (P1) Add/Subtract Mat |

CC.2.NBT.7 | Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. | Place Value Mat (P1) Add/Subtract Mat |

CC.2.NBT.8 | Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. | Place Value Mat (P1) Add/Subtract Mat |

CC.2.NBT.9 | Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) | Place Value Mat (P1) Add/Subtract Mat |

2.MD Measurement and Data | Measure and estimate lengths in standard units. | |

CC.2.MD.1 | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. | Measurement Hop |

CC.2.MD.2 | Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. | Measurement Hop |

CC.2.MD.3 | Estimate lengths using units of inches, feet, centimeters, and meters. | Measurement Hop |

CC.2.MD.4 | Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. | Measurement Hop |

2.MD Measurement and Data | Relate addition and subtraction to length. | |

CC.2.MD.5 | Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. | Add/Subtract Mat |

CC.2.MD.6 | Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, … , and represent whole-number sums and differences within 100 on a number line diagram. | Add/Subtract Mat |

2.MD Measurement and Data | Work with time and money. | |

CC.2.MD.7 | Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. | Clock Hopa |

CC.2.MD.8 | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ (dollars) and ¢ (cents) symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? | Dollar Hop Money Hop |

Represent and interpret data. | ||

CC.2.MD.9 | Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. | Cartesian Coordinate Hop |

CC.2.MD.10 | Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. | Cartesian Coordinate Hop |

2.G Geometry | Reason with shapes and their attributes. | |

CC.2.G.1 | Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (Sizes are compared directly or visually, not compared by measuring.) | Geometric Shapes Hop |

CC.2.G.2 | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. | Equivalent Fraction Hop |

CC.2.G.3 | Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. | Unit Circle Hop Mat Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |

Third 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. | Corresponding Floor 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 |

CC.4.NBT.6 | Use place value understanding and properties of operations to perform multi-digit arithmetic. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. 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 |

CC.4.NF.1 | Extend understanding of fraction equivalence and ordering. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |

CC.4.NF.2 | Extend understanding of fraction equivalence and ordering. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |

CC.4.NF.3 | Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |

CC.4.NF.3a | Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |

CC.4.NF.3b | Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |

CC.4.NF.3c | Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |

CC.4.NF.3d | Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |

CC.4.NF.4 | Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) |

CC.4.NF.4a | Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4). | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) |

CC.4.NF.4b | Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) |

CC.4.NF.4c | Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie? | |

CC.4.NF.5 | Understand decimal notation for fractions, and compare decimal fractions. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100 and add 3/10 + 4/100 = 34/100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) | Fraction, Decimal, and Percentage Hops Place Value Hop - Decimals (P3) |

CC.4.NF.6 | Understand decimal notation for fractions, and compare decimal fractions. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) | Fraction, Decimal, and Percentage Hops Place Value Hop - Decimals (P3) |

CC.4.NF.7 | Understand decimal notation for fractions, and compare decimal fractions. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) | Fraction, Decimal, and Percentage Hops Place Value Hop - Decimals (P3) Operations Floor Mat |

CC.4.MD.1 | Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example: Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), …. | Measurement Hop Clock Hop |

CC.4.MD.2 | Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. | Measurement Hop Clock Hop Dollar Hop Money Hop |

CC.4.MD.3 | Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. | |

CC.4.MD.4 | Represent and interpret data. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) |

CC.4.MD.5 | Geometric measurement: understand concepts of angle and measure angles. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: | Angle Hop Mat |

CC.4.MD.5a | An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. | Unit Circle Hop Mat |

CC.4.MD.5b | An angle that turns through n one-degree angles is said to have an angle measure of n degrees. | Unit Circle Hop Mat |

CC.4.MD.6 | Geometric measurement: understand concepts of angle and measure angles. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. | Unit Circle Hop Mat |

CC.4.MD.7 | Geometric measurement: understand concepts of angle and measure angles. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. | Unit Circle Hop Mat |

CC.4.G.1 | Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. | Angle Hop Mat |

CC.4.G.2 | Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. | Angle Hop Mat |

CC.4.G.3 | Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. | Angle Hop Mat |

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. | Corresponding Floor 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 |

CC.4.NBT.6 | Use place value understanding and properties of operations to perform multi-digit arithmetic. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. 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 |

CC.4.NF.1 | Extend understanding of fraction equivalence and ordering. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |

CC.4.NF.2 | Extend understanding of fraction equivalence and ordering. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |

CC.4.NF.3 | Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |

CC.4.NF.3a | Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |

CC.4.NF.3b | Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |

CC.4.NF.3c | Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |

CC.4.NF.3d | Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |

CC.4.NF.4 | Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) |

CC.4.NF.4a | Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4). | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) |

CC.4.NF.4b | Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) |

CC.4.NF.4c | Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie? | |

CC.4.NF.5 | Understand decimal notation for fractions, and compare decimal fractions. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100 and add 3/10 + 4/100 = 34/100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) | Fraction, Decimal, and Percentage Hops Place Value Hop - Decimals (P3) |

CC.4.NF.6 | Understand decimal notation for fractions, and compare decimal fractions. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) | Fraction, Decimal, and Percentage Hops Place Value Hop - Decimals (P3) |

CC.4.NF.7 | Understand decimal notation for fractions, and compare decimal fractions. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) | Fraction, Decimal, and Percentage Hops Place Value Hop - Decimals (P3) Operations Floor Mat |

CC.4.MD.1 | Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example: Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), …. | Measurement Hop Clock Hop |

CC.4.MD.2 | Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. | Measurement Hop Clock Hop Dollar Hop Money Hop |

CC.4.MD.3 | Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. | |

CC.4.MD.4 | Represent and interpret data. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) |

CC.4.MD.5 | Geometric measurement: understand concepts of angle and measure angles. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: | Angle Hop Mat |

CC.4.MD.5a | An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. | Unit Circle Hop Mat |

CC.4.MD.5b | An angle that turns through n one-degree angles is said to have an angle measure of n degrees. | Unit Circle Hop Mat |

CC.4.MD.6 | Geometric measurement: understand concepts of angle and measure angles. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. | Unit Circle Hop Mat |

CC.4.MD.7 | Geometric measurement: understand concepts of angle and measure angles. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. | Unit Circle Hop Mat |

CC.4.G.1 | Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. | Angle Hop Mat |

CC.4.G.2 | Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. | Angle Hop Mat |

CC.4.G.3 | Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. | Angle Hop Mat |

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 |

CC.5.NBT.6 | Perform operations with multi-digit whole numbers and with decimals to hundredths. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. | Place Value Hop - Decimals (P3) Skip Counting Mat Set |

CC.5.NBT.7 | Perform operations with multi-digit whole numbers and with decimals to hundredths. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. | Place Value Hop - Decimals (P3) Skip Counting Mat Set |

CC.5.NF.1 | Use equivalent fractions as a strategy to add and subtract fractions. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) |

CC.5.NF.2 | Use equivalent fractions as a strategy to add and subtract fractions. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 by observing that 3/7 < 1/2. | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) |

CC.5.NF.3 | Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3 and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop |

CC.5.NF.4 | Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. | Skip Counting Mat Set |

CC.5.NF.4a | Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) |

CC.5.NF.4b | Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) |

CC.5.NF.5 | Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Interpret multiplication as scaling (resizing) by: -- a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. -- b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a) / (n×b) to the effect of multiplying a/b by 1. | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Factor Fun Hop |

CC.5.NF.6 | Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) |

CC.5.NF.7 | Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) |

CC.5.NF.7a | Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4 and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3. | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) |

CC.5.NF.7b | Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5) and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4. | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) |

CC.5.NF.7c | Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) |

CC.5.MD.1 | Convert like measurement units within a given measurement system. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step real world problems. | Measurement Hop |

CC.5.MD.2 | Represent and interpret data. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) |

CC.5.MD.3 | Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. -- a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. -- b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. | |

CC.5.MD.4 | Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. | |

CC.5.MD.5 | Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. | Skip Counting Mat Set |

CC.5.MD.5A | Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent three-fold whole-number products as volumes, e.g., to represent the associative property of multiplication. | |

CC.5.MD.5B | Apply the formulas V =(l)(w)(h) and V = (b)(h) for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. | |

CC.5.MD.5C | Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. | |

CC.5.G.1 | Graph points on the coordinate plane to solve real-world and mathematical problems. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). | Cartesian Coordinate Hop |

CC.5.G.2 | Graph points on the coordinate plane to solve real-world and mathematical problems. Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. | Cartesian Coordinate Hop |

CC.5.G.3 | Classify two-dimensional figures into categories based on their properties. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. | Geometric Shapes Hop |

CC.5.G.4 | Classify two-dimensional figures into categories based on their properties. Classify two-dimensional figures in a hierarchy based on properties. | Geometric Shapes Hop |

## 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. | |

111.xx.Kindergarten(b)(2) | Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers and the relative position and magnitude of whole numbers and relationships within the numeration system. The student is expected to: | |

111.xx.Kindergarten(b)(2)(A) | count forward and backward to at least 20 with and without objects; | Number Line 1-10 Fruits and Vegetables Add/Subtract Floor Mat Skip Counting by 2s Mat |

111.xx.Kindergarten(b)(2)(B) | read and write and represent whole numbers from 0 to at least 20 with and without objects or pictures; | Number Line 1-10 Fruits and Vegetables Add/Subtract Floor Mat Skip Counting by 2s Mat |

111.xx.Kindergarten(b)(2)(C) | count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order; | Number Line 1-10 Fruits and Vegetables Add/Subtract Floor Mat Skip Counting by 2s Mat |

111.xx.Kindergarten(b)(2)(D) | recognize instantly the quantity of a small group of objects in organized and random arrangements | Number Line 1-10 Fruits and Vegetables Add/Subtract Floor Mat Skip Counting by 2s Mat |

111.xx.Kindergarten(b)(2)(E) | generate a set using concrete and pictorial models that represents a number that is more than and less than and equal to a given number up to 20; | Operations Hop Number Line 1-10 Fruits and Vegetables Add/Subtract Floor Mat Skip Counting by 2s Mat |

111.xx.Kindergarten(b)(2)(F) | generate a number that is one more than or one less than another number up to at least 20; | Operations Hop Number Line 1-10 Fruits and Vegetables Add/Subtract Floor Mat Skip Counting by 2s Mat |

111.xx.Kindergarten(b)(2)(G) | compare sets of objects up to at least 20 in each set using comparative language; | Operations Hop Number Line 1-10 Fruits and Vegetables Add/Subtract Floor Mat Skip Counting by 2s Mat |

111.xx.Kindergarten(b)(2)(H) | use comparative language to describe two numbers up to 20 presented as written numerals; | Operations Hop Number Line 1-10 Fruits and Vegetables Add/Subtract Floor Mat Skip Counting by 2s Mat |

111.xx.Kindergarten(b)(2)(I) | compose and decompose numbers up to 10 with objects and pictures; | Number Line 1-10 Fruits and Vegetables |

111.xx.Kindergarten(b)(3) | Number and operations. The student applies mathematical process standards to develop an understanding of addition and subtraction situations in order to solve problems. The student is expected to: | |

111.xx.Kindergarten(b)(3)(A) | model the action of joining to represent addition and the action of separating to represent subtraction; | Add/Subtract Floor Mat Number Line 1-10 Skip Counting by 2s Mat |

111.xx.Kindergarten(b)(3)(B) | solve word problems using objects and drawings to find sums up to 10 and differences within 10; | Add/Subtract Floor Mat Number Line 1-10 Skip Counting by 2s Mat |

111.xx.Kindergarten(b)(3)(C) | explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words and concrete and pictorial models and number sentences. | Number Line 1-10 Fruits and Vegetables Skip Counting by 2s Mat |

111.xx.Kindergarten(b)(4) | Number and operations. The student applies mathematical process standards to identify coins in order to recognize the need for monetary transactions. The student is expected to identify U.S. coins by name including pennies nickels dimes and quarters. | US Money Mats |

111.xx.Kindergarten(b)(5) | Algebraic reasoning. The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to: | |

111.xx.Kindergarten(b)(5)(A) | recite numbers up to at least 100 by ones and tens beginning with any given number; | Add/Subtract Floor Mat Hop by Tens Mat |

111.xx.Kindergarten(b)(5)(B) | represent addition and subtraction with objects drawings situations verbal explanations or number sentences; | Add/Subtract Floor Mat |

111.xx.Kindergarten(b)(6) | Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: | |

111.xx.Kindergarten(b)(6)(A) | identify two-dimensional shapes including circles triangles rectangles and squares as special rectangles; | My First Shapes Hop Geometric Shapes Hop |

111.xx.Kindergarten(b)(6)(B) | identify three-dimensional solids including cylinders cones spheres and cubes in the real world; | My First Shapes Hop Geometric Shapes Hop |

111.xx.Kindergarten(b)(6)(C) | identify two-dimensional components of three-dimensional objects [such as the face of a tissue box is a rectangle]; | My First Shapes Hop Geometric Shapes Hop |

111.xx.Kindergarten(b)(6)(D) | identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably [such as number of corners or vertices and number of sides]; | My First Shapes Hop Geometric Shapes Hop |

111.xx.Kindergarten(b)(6)(E) | classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size; | My First Shapes Hop Geometric Shapes Hop |

111.xx.Kindergarten(b)(6)(F) | create two-dimensional shapes using a variety of materials and drawings. | My First Shapes Hop Geometric Shapes Hop |

111.xx.Kindergarten(b)(7) | Geometry and measurement. The student applies mathematical process standards to directly compare measurable [measureable] attributes. The student is expected to: | |

111.xx.Kindergarten(b)(7)(A) | give an example of a measurable attribute of a given object including length capacity and weight | Cartesian Coordinate Hop any of the mats - measure any of the sides |

111.xx.Kindergarten(b)(7)(B) | compare two objects with a common measurable [measureable] attribute to see which object has more of/less of the attribute and describe the difference. | Cartesian Coordinate Hop any of the mats - measure any of the sides |

111.xx.Kindergarten(b)(8) | Data analysis. The student applies mathematical process standards to collect and organize data to make it useful for interpreting information. The student is expected to: | |

111.xx.Kindergarten(b)(8)(A) | collect sort and organize data into two or three categories; | Add/Subtract Floor Mat |

111.xx.Kindergarten(b)(8)(B) | use data to create real-object and picture graphs; and | Cartesian Coordinate Hop |

111.xx.Kindergarten(b)(8)(C) | draw conclusions from real-object and picture graphs. | Cartesian Coordinate Hop |

111.xx.Kindergarten(b)(9) | Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to: | |

111.xx.Kindergarten(b)(9)(A) | identify ways to earn income; | US Money Mats |

111.xx.Kindergarten(b)(9)(B) | differentiate between money received as income and money received as gifts; | US Money Mats |

111.xx.Kindergarten(b)(9)(C) | use simple skills required for jobs [such as bus driver or librarian or cashier or cook] | US Money Mats |

111.xx.Kindergarten(b)(9)(D) | distinguish between wants and needs and identify income as a source to meet one's wants and needs. | US Money Mats |

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 |

111.xx.Grade1(b)(2) | Number and Operations. The student applies mathematical process standards to represent and compare whole numbers and the relative position and magnitude of whole numbers and relationships within the numeration system related to place value. The student is expected to: | |

111.xx.Grade1(b)(2)(A) | recognize instantly the quantity of structured arrangements such as seen on a die or a tenframe | Place Value Hop (P1) |

111.xx.Grade1(b)(2)(B) | use concrete and pictorial models to compose and decompose numbers up to 120 as so many hundreds and so many tens and so many ones in more than one way | Place Value Hop (P1) Add/Subtract Floor Mat |

111.xx.Grade1(b)(2)(C) | use objects pictures and expanded and standard forms to represent numbers up to 120 | Place Value Hop (P1) |

111.xx.Grade1(b)(2)(D) | generate a number that is greater than or less than a given whole number up to 120 | Place Value Hop (P1) Operations Hop |

111.xx.Grade1(b)(2)(E) | use place value to compare whole numbers to 120 using comparative language | Place Value Hop (P1) Operations Hop |

111.xx.Grade1(b)(2)(F) | order whole numbers to 120 using place value and open number lines. | Place Value Hop (P1) Operations Hop Add/Subtract Floor Mat |

111.xx.Grade1(b)(3) | Number and Operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to: | |

111.xx.Grade1(b)(3)(A) | use concrete and pictorial models to determine the sum of a multiple of ten and a one-digit number in problems up to 99 | Add/Subtract Floor Mat Skip Counting by 2s Mat |

111.xx.Grade1(b)(3)(B) | use objects and pictorial models to solve word problems involving joining separating and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = ?; 3 + ? = 7; and 5 = ? - 3 | Add/Subtract Floor Mat Skip Counting by 2s Mat |

111.xx.Grade1(b)(3)(C) | compose 10 with two or more addends with and without concrete objects; | Add/Subtract Floor Mat Skip Counting by 2s Mat |

111.xx.Grade1(b)(3)(D) | apply basic fact strategies to add and subtract within 20 using strategies including making 10 and decomposing a number leading to a 10 | Add/Subtract Floor Mat Skip Counting by 2s Mat |

111.xx.Grade1(b)(3)(E) | explain strategies used to solve addition and subtraction problems up to 20 using: spoken words objects pictorial models and number sentences | Add/Subtract Floor Mat Skip Counting by 2s Mat |

111.xx.Grade1(b)(3)(F) | generate and solve problem situations when given a number sentence involving addition and subtraction of numbers within 20. | Add/Subtract Floor Mat Skip Counting by 2s Mat |

111.xx.Grade1(b)(4) | Number and Operations. The student applies mathematical process standards to identify coins and their values and the relationships among them in order to recognize the need for monetary transactions. The student is expected to: | |

111.xx.Grade1(b)(4)(A) | identify U.S. coins including pennies nickels dimes and quarters by value and describe the relationships between them; | US Money Mats |

111.xx.Grade1(b)(4)(B) | write a number with the cent symbol to describe the value of a coin | US Money Mats |

111.xx.Grade1(b)(4)(C) | use relationships to count by twos fives and tens to determine the value of pennies nickels and dimes | US Money Mats |

111.xx.Grade1(b)(5) | Algebraic Reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: | |

111.xx.Grade1(b)(5)(A) | recite numbers forward and backward from any given number between 1 and 120 | Place Value Hop (P1) Add/Subtract Floor Mat |

111.xx.Grade1(b)(5)(B) | skip count by twos fives and tens to 100 | Skip Counting by 2s Mat Clock Hop Floor Mat Hop by Tens Mat Add/Subtract Floor Mat |

111.xx.Grade1(b)(5)(C) | skip count by twos fives and tens to determine the total number of objects up to 120 in a set | Skip Counting by 2s Mat Clock Hop Floor Mat Hop by Tens Mat Add/Subtract Floor Mat |

111.xx.Grade1(b)(5)(D) | use relationships to determine the number that is 10 more and 10 less than a given number up to 120 | Skip Counting by 2s Mat Clock Hop Floor Mat Hop by Tens Mat Add/Subtract Floor Mat |

111.xx.Grade1(b)(5)(E) | represent word problems involving addition and subtraction of whole numbers to 20 using concrete and pictorial models and number sentences | Skip Counting by 2s Mat |

111.xx.Grade1(b)(5)(F) | understand that the equal sign represents a relationship where statements on each side of the equal sign are true | Operations Hop Add/Subtract Floor Mat Skip Counting by 2s Mat |

111.xx.Grade1(b)(5)(G) | determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation | Add/Subtract Floor Mat Skip Counting by 2s Mat |

111.xx.Grade1(b)(5)(H) | identify relationships between addition facts and related subtraction sentences such as 3 + 2 = 5 and 5 – 2 = 3 | Add/Subtract Floor Mat Skip Counting by 2s Mat |

111.xx.Grade1(b)(5)(I) | apply properties of operations as strategies to add and subtract such as if 2 + 3 = 5 is known then 3 + 2 = 5. | Add/Subtract Floor Mat Skip Counting by 2s Mat Operations Hop |

111.xx.Grade1(b)(6) | Geometry and Measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: | |

111.xx.Grade1(b)(6)(A) | classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language | My First Shapes Hop Geometric Shapes Hop |

111.xx.Grade1(b)(6)(B) | distinguish between attributes that define a two-dimensional or three- dimensional figure such as a closed figure with three sides is a triangle or a solid with exactly six rectangular faces is a rectangular prism and attributes that do not define the shape such as orientation or color | My First Shapes Hop Geometric Shapes Hop |

111.xx.Grade1(b)(6)(C) | create two-dimensional figures including: circles triangles rectangles squares as special rectangles rhombuses and hexagons | My First Shapes Hop Geometric Shapes Hop |

111.xx.Grade1(b)(6)(D) | create two-dimensional figures including: circles triangles rectangles squares as special rectangles rhombuses and hexagons and describe their attributes using formal language such as vertex and side | My First Shapes Hop Geometric Shapes Hop |

111.xx.Grade1(b)(6)(E) | identify three-dimensional solids including: spheres cones cylinders rectangular prisms (including cubes) and triangular prisms and describe their attributes using formal language such as vertex edge and face | My First Shapes Hop Geometric Shapes Hop |

111.xx.Grade1(b)(6)(F) | compose two-dimensional shapes by joining two three or four figures to produce a target shape in more than one way if possible | My First Shapes Hop Geometric Shapes Hop |

111.xx.Grade1(b)(6)(G) | partition two-dimensional figures such as circles and rectangles into two and four fair shares or equal parts and describe the parts using words such as “halves” “half of” “fourths” or “quarters;” | My First Shapes Hop Geometric Shapes Hop Fraction Walk Floor Mat (Halves & Quarters) |

111.xx.Grade1(b)(6)(H) | identify examples and non-examples of halves and fourths | My First Shapes Hop Geometric Shapes Hop Fraction Walk Floor Mat (Halves & Quarters) |

111.xx.Grade1(b)(7) | Geometry and Measurement. The student applies mathematical process standards to select and use units to describe length and time. The student is expected to: | |

111.xx.Grade1(b)(7)(A) | use measuring tools such as adding machine tape or ribbon or string to measure the length of objects to reinforce the continuous nature of linear measurement | Any mat - measure around the edges or objects in the mat |

111.xx.Grade1(b)(7)(B) | demonstrate that the length of an object is the number of same-size units of length that - when laid end-to-end with no gaps or overlaps - reach from one end of the object to the other | Any mat - measure around the edges or objects in the mat |

111.xx.Grade1(b)(7)(C) | measure the same object/distance with units of two different lengths and describe how and why the measurements differ | Any mat - measure around the edges or objects in the mat |

111.xx.Grade1(b)(7)(D) | describe a length to the nearest whole unit using a number and a unit such as five craft sticks | Any mat - measure around the edges or objects in the mat |

111.xx.Grade1(b)(7)(E) | tell time to the hour and half hour using analog and digital clocks | Clock Hop Floor Mat |

111.xx.Grade1(b)(8) | Data Analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: | |

111.xx.Grade1(b)(8)(A) | collect sort and organize data in up to three categories using models/representations such as tally marks or T-charts | Cartesian Coordinate Hop |

111.xx.Grade1(b)(8)(B) | use data to create picture and bar-type graphs | Cartesian Coordinate Hop |

111.xx.Grade1(b)(8)(C) | draw conclusions and generate and answer questions using information from picture and bar-type graphs | Cartesian Coordinate Hop |

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 |

111.xx.Grade2(b)(2) | Number and Operations. The student applies mathematical process standards to understand how to represent and compare whole numbers and the relative position and magnitude of whole numbers and relationships within the numeration system related to place value. The student is expected to: | |

111.xx.Grade2(b)(2)(A) | use concrete and pictorial models to compose and decompose numbers up to 1200 as a sum of so many thousands hundreds tens and ones in more than one way | Place Value Hop - Millions (P2) |

111.xx.Grade2(b)(2)(B) | use standard and word and expanded forms to represent numbers up to 1200 | Place Value Hop - Millions (P2) |

111.xx.Grade2(b)(2)(C) | generate a number that is greater than or less than a given whole number up to 1200 | Place Value Hop - Millions (P2) Operations Hop |

111.xx.Grade2(b)(2)(D) | use place value to compare whole numbers to 1200 using comparative language and numbers and symbols (> < or =) | Place Value Hop - Millions (P2) Operations Hop |

111.xx.Grade2(b)(2)(E) | locate the position of a given whole number on an open number line; | Place Value Hop - Millions (P2) Cartesian Coordinate Hop |

111.xx.Grade2(b)(2)(F) | name the whole number that corresponds to a specific point on a number line | Place Value Hop - Millions (P2) Cartesian Coordinate Hop |

111.xx.Grade2(b)(2)(G) | order whole numbers to 1200 using place value and open number lines | Place Value Hop - Millions (P2) Cartesian Coordinate Hop |

111.xx.Grade2(b)(3) | Number and Operations. The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to: | |

111.xx.Grade2(b)(3)(A) | partition objects such as strips lines regular polygons and circles into equal parts and name the parts including halves fourths and eighths using words such as “one-half” “three-fourths;” | Fraction Walk Floor Mats Clock Hop Floor Mat My First Shapes Hop |

111.xx.Grade2(b)(3)(B) | explain that the more fractional parts used to make a whole and the smaller the part; and the fewer the fractional parts the larger the part | Fraction Walk Floor Mats |

111.xx.Grade2(b)(3)(C) | use concrete models to count fractional parts beyond one whole using words such as “one-fourth” “two-fourths” “three-fourths” “four-fourths” “five-fourths” or “one and one-fourth” and recognize how many parts it takes to equal one whole such as four-fourths equals one whole | Fraction Walk Floor Mats |

111.xx.Grade2(b)(3)(D) | identify examples and non-examples of halves fourths and eighths | Fraction Walk Floor Mats |

111.xx.Grade2(b)(4) | Number and Operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy. The student is expected to: | |

111.xx.Grade2(b)(4)(A) | recall basic facts to add and subtract within 20 with automaticity | Add/Subtract Floor Mat Skip Counting by 2s Mat |

111.xx.Grade2(b)(4)(B) | use mental strategies and flexible methods and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers | Add/Subtract Floor Mat Skip Counting by 2s Mat Place Value Hop - Millions (P2) |

111.xx.Grade2(b)(4)(C) | solve one-step and multistep word problems involving addition and subtraction of two-digit numbers using a variety of strategies based on place value including algorithms | Add/Subtract Floor Mat Skip Counting by 2s Mat Place Value Hop - Millions (P2) |

111.xx.Grade2(b)(4)(D) | generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 100 | Add/Subtract Floor Mat Place Value Hop (P1) |

111.xx.Grade2(b)(5) | Number and Operations. The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions. The student is expected to: | |

111.xx.Grade2(b)(5)(A) | determine the value of a collection of coins up to one dollar | US Money Mats |

111.xx.Grade2(b)(5)(B) | use the cent symbol and dollar sign and the decimal point to name the value of a collection of coins | US Money Mats |

111.xx.Grade2(b)(6) | Number and Operations. The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares. The student is expected to: | |

111.xx.Grade2(b)(6)(A) | model and create and describe contextual multiplication situations in which equivalent sets of concrete objects are joined | Add/Subtract Floor Mat Multiplication Hop Skip Counting Mats Set |

111.xx.Grade2(b)(6)(B) | model and create and describe contextual division situations in which a set of concrete objects is separated into equivalent sets. | Add/Subtract Floor Mat Multiplication Hop Skip Counting Mats Set |

111.xx.Grade2(b)(7) | Algebraic Reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: | |

111.xx.Grade2(b)(7)(A) | use relationships and objects to determine whether a number up to 40 is even or odd | Skip Counting by 4s Mat Add/Subtract Floor Mat |

111.xx.Grade2(b)(7)(B) | use relationships to determine the number that is 10 or 100 more or less than a given number up to 1200 | Add/Subtract Floor Mat Place Value Hop - Millions (P2) Hop by Tens Mat Hopping by 100’s Mat |

111.xx.Grade2(b)(7)(C) | represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem | Add/Subtract Floor Mat |

111.xx.Grade2(b)(8) | Geometry and Measurement. The student applies mathematical process standards to analyze attributes of two- and three-dimensional geometric figures to develop generalizations about their properties. The student is expected to: | |

111.xx.Grade2(b)(8)(A) | create two-dimensional shapes based on given attributes including number of sides and vertices | Geometric Shapes Hop |

111.xx.Grade2(b)(8)(B) | identify attributes of a quadrilateral a pentagon and an octagon | Geometric Shapes Hop |

111.xx.Grade2(b)(8)(C) | identify three-dimensional solids including: spheres cones cylinders rectangular prisms including cubes and triangular prisms and describe their attributes using formal language such as vertex and edge and face | Geometric Shapes Hop |

111.xx.Grade2(b)(8)(D) | classify polygons with 12 or fewer sides according to attributes including identifying the number of sides and number of vertices | Geometric Shapes Hop |

111.xx.Grade2(b)(8)(E) | compose two-dimensional shapes and three-dimensional solids with given properties or attributes such as build a rectangle out of unit squares; build a rectangular prism out of unit cubes | Geometric Shapes Hop |

111.xx.Grade2(b)(8)(F) | decompose two-dimensional shapes such as cutting out a square from this rectangle - dividing this shape in half - or partitioning a rectangle into identical triangles and identify the resulting geometric parts | Geometric Shapes Hop |

111.xx.Grade2(b)(9) | Geometry and Measurement. The student applies mathematical process standards to select and use units to describe length and area and time. The student is expected to: | |

111.xx.Grade2(b)(9)(A) | find the length of objects using concrete models for standard units of length such as the edges of inch tiles and centimeter cubes | Add/Subtract Floor Mat |

111.xx.Grade2(b)(9)(B) | describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object such as the longer the unit the fewer needed; the shorter the unit the more needed | Add/Subtract Floor Mat |

111.xx.Grade2(b)(9)(C) | represent whole numbers as distances from any given location on a number line | |

111.xx.Grade2(b)(9)(D) | determine the length of an object to the nearest half unit using rulers or yardsticks or meter sticks or measuring tapes; | Any mat - just measure the sides of any aspect of the mat. |

111.xx.Grade2(b)(9)(E) | determine a solution to a problem involving length including estimating lengths | Any mat - just measure the sides of any aspect of the mat. |

111.xx.Grade2(b)(9)(F) | use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps and counting to find the total number of square units and describing the measurement using a number and the unit such as 24 square units | Add/Subtract Floor Mat |

111.xx.Grade2(b)(9)(G) | read and write time to the nearest five- and one-minute increments using analog and digital clocks and distinguish between a.m. and p.m. | Clock Hop Floor Mat |

111.xx.Grade2(b)(10) | Data Analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: | |

111.xx.Grade2(b)(10)(A) | explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category | Cartesian Coordinate Hop |

111.xx.Grade2(b)(10)(B) | organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more | Cartesian Coordinate Hop |

111.xx.Grade2(b)(10)(C) | write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one | Cartesian Coordinate Hop Add/Subtract Floor Mat |

111.xx.Grade2(b)(10)(D) | draw conclusions and make predictions from information in a graph. | Cartesian Coordinate Hop |

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 |

111.xx.Grade3(b)(2) | Number and Operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value. The student is expected to: | |

111.xx.Grade3(b)(2)(A) | compose and decompose numbers to 100000 as a sum of so many ten thousands and so many thousands and so many hundreds and so many tens and so many ones in more than one way using objects and pictorial models and numbers including expanded notation as appropriate | Place Value Hop - Decimals (P3) |

111.xx.Grade3(b)(2)(B) | describe the mathematical relationships found in the base ten place value system through the 100000th place | Place Value Hop - Decimals (P3) |

111.xx.Grade3(b)(2)(C) | represent a number on a number line as being between two consecutive multiples of 10 or 100 or 1000 or 10000 and use words to describe relative size of numbers such as 'closer to' or 'is about' or 'is nearly' in order to round whole numbers | Place Value Hop - Decimals (P3) |

111.xx.Grade3(b)(2)(D) | compare and order whole numbers up to 100000 and represent comparisons using the symbols > or < or = | Place Value Hop - Decimals (P3) |

111.xx.Grade3(b)(3) | Number and Operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to: | |

111.xx.Grade3(b)(3)(A) | represent fractions greater than zero and less than or equal to one using concrete objects and pictorial models including strip diagrams and number lines with denominators of '2' '3' '4' '6' and '8' | Fraction Walk Floor Mats |

111.xx.Grade3(b)(3)(B) | determine the corresponding fraction greater than zero and less than or equal to one with denominators of '2' '3' '4' '6' and '8' of a specified point on a number line | Fraction Walk Floor Mats |

111.xx.Grade3(b)(3)(C) | explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number | Fraction Walk Floor Mats |

111.xx.Grade3(b)(3)(D) | compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b | Fraction Walk Floor Mats |

111.xx.Grade3(b)(3)(E) | solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of '2' '3' '4' '6' and '8' such as two children share five cookies | Fraction Walk Floor Mats |

111.xx.Grade3(b)(3)(F) | represent equivalent fractions with denominators of '2' '3' '4' '6' and '8' using a variety of objects and pictorial models including number lines | Fraction Walk Floor Mats Equivalent Fraction Hop Floor Mat |

111.xx.Grade3(b)(3)(G) | explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model | Fraction Walk Floor Mats Equivalent Fraction Hop Floor Mat |

111.xx.Grade3(b)(3)(H) | compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols and words and objects and pictorial models such as comparing the size of pieces when sharing a candy bar equally among four people or equally among three people | Fraction Walk Floor Mats Equivalent Fraction Hop Floor Mat |

111.xx.Grade3(b)(4) | Number and Operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to: | |

111.xx.Grade3(b)(4)(A) | solve one-step and multistep problems involving addition and subtraction within 1000 using strategies based on place value and properties of operations and the relationship between addition and subtraction with fluency | Operations Hop Add/Subtract Floor Mat Place Value Hop - Millions (P2) |

111.xx.Grade3(b)(4)(B) | use strategies including rounding to the nearest 10 or 100 and compatible numbers to estimate solutions to addition and subtraction problems | Add/Subtract Floor Mat Hopping by 100’s Mat |

111.xx.Grade3(b)(4)(C) | determine the value of a collection of coins and bills | US Money Mats |

111.xx.Grade3(b)(4)(D) | determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to ten by ten | Skip Counting Mats Set |

111.xx.Grade3(b)(4)(E) | represent multiplication facts by using a variety of approaches such as repeated addition and equal-sized groups and arrays and area models and equal jumps on a number line and skip counting | Skip Counting Mats Set Multiplication Hop |

111.xx.Grade3(b)(4)(F) | quickly recall facts to multiply up to ten by ten and recall the corresponding division facts | Skip Counting Mats Set Multiplication Hop |

111.xx.Grade3(b)(4)(G) | use strategies and algorithms including the standard algorithm to multiply a two- digit number by a one-digit number. Strategies may include: mental math partial products and the commutative and associative and distributive properties | Skip Counting Mats Set Multiplication Hop |

111.xx.Grade3(b)(4)(H) | determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally | Skip Counting Mats Set Multiplication Hop |

111.xx.Grade3(b)(4)(I) | use divisibility rules to determine if a number is even or odd | Add/Subtract Floor Mat |

111.xx.Grade3(b)(4)(J) | determine a quotient using the relationship between multiplication and division such as the quotient of 40 ÷ 8 can be found by determining what factor makes 40 when multiplied by 8 | Factor Fun Hop Mat Skip Counting Mats Set Multiplication Hop |

111.xx.Grade3(b)(4)(K) | solve one-step and multistep problems involving multiplication and division within 100 using strategies based on objects and pictorial models including: arrays area models and equal groups properties of operations or recall of facts | Factor Fun Hop Mat Skip Counting Mats Set Multiplication Hop |

111.xx.Grade3(b)(5) | Algebraic Reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to: | |

111.xx.Grade3(b)(5)(A) | represent and solve one- and two-step problems involving addition and subtraction of whole numbers to 1000 using pictorial models such as strip diagrams and number lines and equations | Add/Subtract Floor Mat Place Value Hop - Millions (P2) |

111.xx.Grade3(b)(5)(B) | represent and solve one- and two-step multiplication and division problems within 100 using arrays and strip diagrams and equations | Skip Counting Mats Set Multiplication Hop |

111.xx.Grade3(b)(5)(C) | describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24 | Skip Counting Mats Set Multiplication Hop |

111.xx.Grade3(b)(5)(D) | determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product such as the value 4 for [ ] makes 3 x [ ] = 12 a true equation | Skip Counting Mats Set Multiplication Hop |

111.xx.Grade3(b)(5)(E) | represent real-world relationships using number pairs in a table and verbal descriptions such as 1 insect has 6 legs and 2 insects have 12 legs and so forth | Skip Counting Mats Set Multiplication Hop |

111.xx.Grade3(b)(6) | Geometry and Measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties. The student is expected to | |

111.xx.Grade3(b)(6)(A) | classify and sort two- and three-dimensional solids including: cones cylinders spheres triangular and rectangular prisms and cubes based on attributes using formal geometric language such as faces and edges and vertices | Geometric Shapes Hop |

111.xx.Grade3(b)(6)(B) | determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row | Geometric Shapes Hop Skip Counting Mats Set |

111.xx.Grade3(b)(6)(C) | decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area | Geometric Shapes Hop |

111.xx.Grade3(b)(6)(D) | decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape | Geometric Shapes Hop Fraction Walk Floor Mats |

111.xx.Grade3(b)(7) | Geometry and Measurement. The student applies mathematical process standards to select appropriate units and strategies and tools to solve problems involving customary measurement. The student is expected to: | |

111.xx.Grade3(b)(7)(A) | represent fractions of halves and fourths and eighths as distances from zero on a number line | Fraction Walk Floor Mats Cartesian Coordinate Hop |

111.xx.Grade3(b)(7)(B) | determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems; | Geometric Shapes Hop Add/Subtract Floor Mat |

111.xx.Grade3(b)(7)(C) | determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15- minute event plus a 30-minute event equals 45 minutes | Clock Hop Floor Mat |

111.xx.Grade3(b)(7)(D) | determine when it is appropriate to use measurements of liquid volume (capacity) or weight | |

111.xx.Grade3(b)(7)(E) | determine liquid volume (capacity) or weight using appropriate units and tools | |

111.xx.Grade3(b)(8) | Data Analysis. The student applies mathematical process standards to solve problems by collecting and organizing and displaying and interpreting data. The student is expected to: | |

111.xx.Grade3(b)(8)(A) | summarize a data set with multiple categories using a frequency table or dot plot or pictograph or bar graph with scaled intervals | Cartesian Coordinate Hop |

111.xx.Grade3(b)(8)(B) | solve one- and two-step problems using categorical data represented with a frequency table or dot plot or pictograph or bar graph with scaled intervals | Cartesian Coordinate Hop |

Fourth Grade Math

Standard | Description of Standard | Corresponding Floor Mat |
---|---|---|

111.xx.Grade4(b) | Knowledge and skills | |

111.xx.Grade4(b)(1) | ||

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) | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats | |

111.xx.Grade4(b)(2) | Number and Operations. The student applies mathematical process standards to represent and compare and order whole numbers and decimals and understand relationships related to place value. The student is expected to: | |

111.xx.Grade4(b)(2)(A) | interpret the value of each place-value position as ten times the position to the right and as one-tenth of the value of the place to its left | Place Value Hop - Decimals (P3) |

111.xx.Grade4(b)(2)(B) | represent the value of the digit in whole numbers through 1000000000 and decimals to the hundredths using expanded notation and numerals such as in the number 3.94 the 3 in the ones place is 3; the 9 in the tenths place is 0.9; and 4 in the hundredths place is 0.04; and 3.94 is sum of 3 ones 9 tenths and 4 hundredths | Place Value Hop - Decimals (P3) |

111.xx.Grade4(b)(2)(C) | compare and order whole numbers to 1000000000 and represent comparisons using the symbols > < or = | Place Value Hop - Decimals (P3) |

111.xx.Grade4(b)(2)(D) | round whole numbers to a given place value through the 100000’s place | Place Value Hop - Decimals (P3) |

111.xx.Grade4(b)(2)(E) | represent decimals including tenths and hundredths using concrete and visual models and money | Place Value Hop - Decimals (P3) |

111.xx.Grade4(b)(2)(F) | compare and order decimals using concrete and visual models to the hundredths | Place Value Hop - Decimals (P3) |

111.xx.Grade4(b)(2)(G) | relate decimals to fractions that name tenths and hundredths | Place Value Hop - Decimals (P3) |

111.xx.Grade4(b)(2)(H) | determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line | Place Value Hop - Decimals (P3) |

111.xx.Grade4(b)(3) | Number and Operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: | |

111.xx.Grade4(b)(3)(A) | represent a fraction a/b as a sum of fractions 1/b where a and b are whole numbers and b > 0 including when a > b | Fraction Walk Floor Mats |

111.xx.Grade4(b)(3)(B) | decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations such as 7/8 = 5/8 + 2/8; 7/8 = 3/8 + 4/8; 2 7/8 = 1+ 1 + 7/8; 2 7/8 = 8/8 + 8/8 + 7/8 | Fraction Walk Floor Mats |

111.xx.Grade4(b)(3)(C) | determine if two given fractions are equivalent using a variety of methods including multiplying by a fraction equivalent to one or simplifying a fraction to lowest terms | Fraction Walk Floor Mats Equivalent Fraction Hop Floor Mat |

111.xx.Grade4(b)(3)(D) | generate equivalent fractions to create equal numerators or equal denominators to compare two fractions with unequal numerators and unequal denominators and represent the comparison of two fractions using the symbols > < or = | Fraction Walk Floor Mats Equivalent Fraction Hop Floor Mat |

111.xx.Grade4(b)(3)(E) | represent and solve addition and subtraction of fractions with equal denominators and referring to the same whole using objects and pictorial models that build to the number line such as strip diagrams and properties of operations | Fraction Walk Floor Mats Equivalent Fraction Hop Floor Mat |

111.xx.Grade4(b)(3)(F) | estimate the reasonableness of sums and differences using benchmark fractions 0 and 1/4 and 1/2 and 3/4 and 1 referring to the same whole | Fraction Walk Floor Mats Equivalent Fraction Hop Floor Mat |

111.xx.Grade4(b)(3)(G) | represent fractions and decimals to the tenths or hundredths as distances from zero on a number line | Fraction Walk Floor Mats Equivalent Fraction Hop Floor Mat Fractions Decimals and Percents Hop Mats |

111.xx.Grade4(b)(3)(H) | determine fractional and decimal quantities as being close to 0 and 1/2 and 1 | Fraction Walk Floor Mats Equivalent Fraction Hop Floor Mat Fractions Decimals and Percents Hop Mats |

111.xx.Grade4(b)(4) | Number and Operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: | |

111.xx.Grade4(b)(4)(A) | add and subtract whole numbers and decimals to the hundredths place using a variety of methods including: pictorial models the inverse relationship between operations concepts of place value and efficient algorithms | Add/Subtract Floor Mat Place Value Hop - Decimals (P3) |

111.xx.Grade4(b)(4)(B) | determine products of a number and 10 or 100 using properties of operations and place value understandings | Multiplication Hop Skip Counting Mats Set |

111.xx.Grade4(b)(4)(C) | represent the product of 2 two-digit numbers using arrays or area models or equations including perfect squares through 15 x 15 | Multiplication Hop Skip Counting Mats Set |

111.xx.Grade4(b)(4)(D) | use strategies and algorithms including the standard algorithm to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math and partial products and the commutative and associative and distributive properties | Multiplication Hop Skip Counting Mats Set |

111.xx.Grade4(b)(4)(E) | represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays or area models or equations | Multiplication Hop Skip Counting Mats Set |

111.xx.Grade4(b)(4)(F) | use strategies and algorithms including the standard algorithm to divide up to a four-digit dividend by a one-digit divisor | Multiplication Hop Skip Counting Mats Set |

111.xx.Grade4(b)(4)(G) | use strategies including rounding to the nearest 10 or 100 or 1000 and compatible numbers to estimate solutions | Multiplication Hop Skip Counting Mats Set |

111.xx.Grade4(b)(4)(H) | solve one- and two-step problems involving multiplication and division including interpreting remainders with fluency | Multiplication Hop Skip Counting Mats Set |

111.xx.Grade4(b)(5) | Algebraic Reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: | |

111.xx.Grade4(b)(5)(A) | represent multistep problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity | Operations Hop |

111.xx.Grade4(b)(5)(B) | represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule such as given the rule “Add 3” and the starting number 1 use the expressions 1 + 3 and 2 + 3 and 3 + 3 and so forth to generate a table to represent the relationship of the values in the resulting sequence and their position in the sequence | Add/Subtract Floor Mat Skip Counting Mats Set |

111.xx.Grade4(b)(5)(C) | use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w) including the special form for perimeter of a square(4s) and the area of a rectangle (l x w); | Add/Subtract Floor Mat Skip Counting Mats Set |

111.xx.Grade4(b)(5)(D) | solve problems related to perimeter and area of rectangles where dimensions are whole numbers | Add/Subtract Floor Mat Skip Counting Mats Set |

111.xx.Grade4(b)(6) | Geometry and Measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. The student is expected to: | |

111.xx.Grade4(b)(6)(A) | identify points and lines and line segments and rays and angles and perpendicular and parallel lines | Angle Hop Mat |

111.xx.Grade4(b)(6)(B) | identify and draw one or more lines of symmetry if they exist for a two- dimensional figure | |

111.xx.Grade4(b)(6)(C) | apply knowledge of right angles to identify acute right and obtuse triangles | Angle Hop Mat |

111.xx.Grade4(b)(6)(D) | use attributes to recognize rhombuses and parallelograms and trapezoids and rectangles and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories | Angle Hop Mat Geometric Shapes Hop |

111.xx.Grade4(b)(6)(E) | classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size | Angle Hop Mat Geometric Shapes Hop |

111.xx.Grade4(b)(7) | Geometry and Measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to: | |

111.xx.Grade4(b)(7)(A) | illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is “cut out” by the rays of the angle. Angle measures are limited to whole numbers | Angle Hop Mat |

111.xx.Grade4(b)(7)(B) | illustrate degrees as the units used to measure an angle where 1/360 of any circle is 1 degree and an angle that “cuts” n/360 out of any circle whose center is at the angle’s vertex has a measure of n degrees. Angle measures are limited to whole numbers | Angle Hop Mat |

111.xx.Grade4(b)(7)(C) | determine the approximate measures of angles in degrees to the nearest whole number using a protractor | Angle Hop Mat |

111.xx.Grade4(b)(7)(D) | draw an angle with a given measure | Angle Hop Mat |

111.xx.Grade4(b)(7)(E) | decompose angles such as complementary and supplementary angles into two non-overlapping angles to determine the measure of an unknown angle | Angle Hop Mat |

111.xx.Grade4(b)(8) | Geometry and Measurement. The student applies mathematical process standards to select appropriate customary and metric units as well as strategies and tools to solve problems involving measurement. The student is expected to: | |

111.xx.Grade4(b)(8)(A) | identify relative sizes of measurement units within the customary and metric systems | |

111.xx.Grade4(b)(8)(B) | convert measurements within the same measurement system - customary or metric - from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table | |

111.xx.Grade4(b)(8)(C) | solve problems that deal with measurements of length and intervals of time and liquid volumes and masses and money using addition or subtraction or multiplication or division as appropriate | Clock Hop Floor Mat US Money Mats Skip Counting Mats Set |

111.xx.Grade4(b)(9) | Data Analysis. The student applies mathematical process standards to solve problems by collecting and organizing and displaying and interpreting data. The student is expected to: | |

111.xx.Grade4(b)(9)(A) | represent data on a frequency table or dot plot or stem and leaf plot marked with whole numbers and fractions | Cartesian Coordinate Hop |

111.xx.Grade4(b)(9)(B) | solve one- and two-step problems using data in whole number and decimal and fraction form in a frequency table or dot plot or stem and leaf plot | Cartesian Coordinate Hop |

Fifth Grade Math

Standard | Description of Standard | Corresponding Floor Mat |
---|---|---|

111.xx.Grade5(b) | Knowledge and skills | |

111.xx.Grade5(b)(1) | ||

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: | |

111.xx.Grade5(b)(2)(A) | interpret the value of each place-value position as one-tenth of the value of the place to its left or as ten times the value of the place to its right | Place Value Hop - Decimals (P3) |

111.xx.Grade5(b)(2)(B) | represent the value of the digit in decimals through the thousandths using expanded notation and numerals | Place Value Hop - Decimals (P3) |

111.xx.Grade5(b)(2)(C) | compare and order two decimals to thousandths and represent comparisons using the symbols > < or = | Place Value Hop - Decimals (P3) Operations Hop |

111.xx.Grade5(b)(2)(D) | round decimals to tenths or hundredths | Place Value Hop - Decimals (P3) |

111.xx.Grade5(b)(3) | Number and Operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to: | |

111.xx.Grade5(b)(3)(A) | estimate to determine solutions to mathematical and real-world problems involving addition or subtraction or multiplication or division | Add/Subtract Floor Mat Skip Counting Mats Set |

111.xx.Grade5(b)(3)(B) | use strategies and algorithms including the standard algorithm to multiply a three-digit number by a two-digit number with fluency | Multiplication Hop Skip Counting Mats Set |

111.xx.Grade5(b)(3)(C) | use strategies and algorithms including the standard algorithm to solve for quotients of up to a four-digit dividend and a two-digit divisor with fluency | Multiplication Hop Skip Counting Mats Set |

111.xx.Grade5(b)(3)(D) | represent multiplication of decimals with products to the hundredths using objects and pictorial models including area models | Multiplication Hop Skip Counting Mats Set |

111.xx.Grade5(b)(3)(E) | solve for products of decimals to hundredths - including situations involving money - using strategies based on place-value understandings and properties of operations and the relationship to the multiplication of whole numbers | Multiplication Hop Skip Counting Mats Set |

111.xx.Grade5(b)(3)(F) | represent quotients to hundredths up to four-digit dividends and two-digit whole number divisors using objects and pictorial models including area models | Multiplication Hop Skip Counting Mats Set |

111.xx.Grade5(b)(3)(G) | solve for quotients to hundredths up to four-digit dividends and two-digit whole number divisors using strategies and algorithms including the standard algorithm | Multiplication Hop Skip Counting Mats Set Place Value Hop - Decimals (P3) |

111.xx.Grade5(b)(3)(H) | represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models such as strip diagrams and properties of operations | Multiplication Hop Skip Counting Mats Set Fraction Walk Floor Mats |

111.xx.Grade5(b)(3)(I) | represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models including area models | Multiplication Hop Skip Counting Mats Set Fraction Walk Floor Mats |

111.xx.Grade5(b)(3)(J) | represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ (1/3) using objects and pictorial models including area models | Multiplication Hop Skip Counting Mats Set Fraction Walk Floor Mats |

111.xx.Grade5(b)(4) | Algebraic Reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: | |

111.xx.Grade5(b)(4)(A) | identify prime and composite numbers using patterns in factor pairs | Prime Number Hop |

111.xx.Grade5(b)(4)(B) | represent and solve multistep problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity | Operations Hop |

111.xx.Grade5(b)(4)(C) | recognize the difference between additive and multiplicative numerical patterns given in a table or graph | Multiplication Hop Skip Counting Mats Set |

111.xx.Grade5(b)(4)(D) | describe the meaning of parentheses and brackets in a numeric expression such as 4 (14 + 5) is 4 times as large as (14 + 5) | PEMDAS Hop |

111.xx.Grade5(b)(4)(E) | simplify numerical expressions including up to two levels of grouping excluding exponents such as (3 + 7) / (5 - 3) | |

111.xx.Grade5(b)(4)(F) | use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism including the special form for a cube (V = l x w x h and V = s x s x s and V = Bh) | |

111.xx.Grade5(b)(4)(G) | represent and solve problems related to perimeter and/or area such as for rectangles and composite figures formed by rectangles and related to volume such as for rectangular prisms | Multiplication Hop Skip Counting Mats Set |

111.xx.Grade5(b)(5) | Geometry and Measurement. The student applies mathematical process standards to classify two-dimensional figures by attributes and properties. The student is expected to classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties such as all rectangles have the property that opposite sides are parallel; therefore every rectangle is a parallelogram. | Geometric Shapes Hop |

111.xx.Grade5(b)(6) | Geometry and Measurement. The student applies mathematical process standards to understand recognize and quantify volume. The student is expected to: | |

111.xx.Grade5(b)(6)(A) | recognize a cube with side length of 1 unit as a “unit cube” having “one cubic unit of volume” and the volume of a three-dimensional figure as the number of unit cubes “n cubic units” needed to fill it with no gaps or overlaps if possible | |

111.xx.Grade5(b)(6)(B) | determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base | |

111.xx.Grade5(b)(7) | Geometry and Measurement. The student applies mathematical process standards to select appropriate units and strategies and tools to solve problems involving measurement. The student is expected to solve problems by calculating conversions within a measurement system - customary or metric. | |

111.xx.Grade5(b)(8) | Geometry and Measurement. The student applies mathematical process standards to identify locations on a coordinate plane. The student is expected to: | |

111.xx.Grade5(b)(8)(A) | describe the key attributes of the coordinate plane and the process for graphing ordered pairs of numbers in the first quadrant | Cartesian Coordinate Hop |

111.xx.Grade5(b)(8)(B) | graph ordered pairs of numbers arising from mathematical and real-world problems in the first quadrant of the coordinate plane including those generated by number patterns or found in an input-output table | Cartesian Coordinate Hop |

111.xx.Grade5(b)(9) | Data Analysis. The student applies mathematical process standards to solve problems by collecting and organizing and displaying and interpreting data. The student is expected to: | |

111.xx.Grade5(b)(9)(A) | represent categorical data with bar graphs or frequency tables and numerical data including data sets of measurements in fractions or decimals with dot plots or stem and leaf plots | Cartesian Coordinate Hop |

111.xx.Grade5(b)(9)(B) | represent discrete paired data on a scatter plot | Cartesian Coordinate Hop |

111.xx.Grade5(b)(9)(C) | solve one- and two-step problems using data from a frequency table or dot plot or bar graph or stem and leaf plot or scatter plot | Cartesian Coordinate Hop |

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 |

111.xx.Kindergarten(b)(2)(B) | identify syllables in spoken words | Word Hop Floor Mats |

111.xx.Kindergarten(b)(2)(C) | orally generate rhymes in response to spoken words (e.g. "What rhymes with hat?") | Word Hop Floor Mats |

111.xx.Kindergarten(b)(2)(D) | distinguish orally presented rhyming pairs of words from non-rhyming pairs | |

111.xx.Kindergarten(b)(2)(E) | recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g. "baby boy bounces the ball") | |

111.xx.Kindergarten(b)(2)(F) | blend spoken onsets and rimes to form simple words (e.g. onset/c/ and rime/at/ make cat) | Word Blending Mats |

111.xx.Kindergarten(b)(2)(G) | blend spoken phonemes to form one-syllable words (e.g./m/ …/a/ …/n/ says man) | Word Blending Mats |

111.xx.Kindergarten(b)(2)(H) | isolate the initial sound in one-syllable spoken words | Word Hop Floor Mats |

111.xx.Kindergarten(b)(2)(I) | segment spoken one-syllable words into two to three phonemes (e.g. dog:/d/ …/o/ …/g/) | Word Hop Floor Mats |

111.xx.Kindergarten(b)(3) | Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds; spelling patterns; and morphological analysis to decode written English. Students are expected to: | |

111.xx.Kindergarten(b)(3)(A) | identify the common sounds that letters represent | Make-a-Word Hop Word Blending Mats |

111.xx.Kindergarten(b)(3)(B) | use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g. VC; CVC; CCVC; and CVCC words) | Make-a-Word Hop Word Blending Mats Word Hop Floor Mats |

111.xx.Kindergarten(b)(3)(C) | recognize that new words are created when letters are changed; added; or deleted | Word Blending Mats Make-a-Word Hop |

111.xx.Kindergarten(b)(3)(D) | identify and read at least 25 high-frequency words from a commonly used list | Word Hop Floor Mats |

111.xx.Kindergarten(b)(4) | Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: | |

111.xx.Kindergarten(b)(4)(A) | predict what might happen next in text based on the cover; title; and illustrations | Question Word Hop |

111.xx.Kindergarten(b)(4)(B) | ask and respond to questions about texts read aloud | Question Word Hop |

111.xx.Kindergarten(b)(5) | Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students are expected to: | |

111.xx.Kindergarten(b)(5)(A) | identify and use words that name actions; directions; positions; sequences; and locations | Make-a-Word Hop |

111.xx.Kindergarten(b)(5)(B) | recognize that compound words are made up of shorter words | |

111.xx.Kindergarten(b)(5)(C) | identify and sort pictures of objects into conceptual categories (e.g. colors; shapes; textures) | Color Hop My First Shapes Hop Attribute Hop |

111.xx.Kindergarten(b)(5)(D) | use a picture dictionary to find words | Alphabet Hop |

111.xx.Kindergarten(b)(6) | Reading/Comprehension of Literary Text/Theme and Genre. Students analyze; make inferences; and draw conclusions about theme and genre in different cultural; historical; and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: | |

111.xx.Kindergarten(b)(6)(A) | identify elements of a story including setting; character; and key events | Question Word Hop |

111.xx.Kindergarten(b)(6)(B) | discuss the big idea (theme) of a well-known folktale or fable and connect it to personal experience | |

111.xx.Kindergarten(b)(6)(C) | recognize sensory details | |

111.xx.Kindergarten(b)(6)(D) | recognize recurring phrases and characters in traditional fairy tales; lullabies; and folktales from various cultures | |

111.xx.Kindergarten(b)(7) | Reading/Comprehension of Literary Text/Poetry. Students understand; make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds. | |

111.xx.Kindergarten(b)(8) | Reading/Comprehension of Literary Text/Fiction. Students understand; make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: | |

111.xx.Kindergarten(b)(8)(A) | retell a main event from a story read aloud | Question Word Hop |

111.xx.Kindergarten(b)(8)(B) | describe characters in a story and the reasons for their actions | Alphabet Hop |

111.xx.Kindergarten(b)(9) | Reading/Comprehension of Informational Text/Culture and History. Students analyze; make inferences and draw conclusions about the author's purpose in cultural; historical; and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic of an informational text heard. | |

” | ||

111.xx.Kindergarten(b)(10) | Reading/Comprehension of Informational Text/Expository Text. Students analyze; make inferences and draw conclusions about expository text; and provide evidence from text to support their understanding. Students are expected to: | |

111.xx.Kindergarten(b)(10)(A) | identify the topic and details in expository text heard or read; referring to the words and/or illustrations | |

111.xx.Kindergarten(b)(10)(B) | retell important facts in a text; heard; or read | |

111.xx.Kindergarten(b)(10)(C) | retell important facts in a text; heard; or read | Question Word Hop |

111.xx.Kindergarten(b)(10)(D) | use titles and illustrations to make predictions about text | |

111.xx.Kindergarten(b)(11) | Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: | |

111.xx.Kindergarten(b)(11)(A) | follow pictorial directions (e.g. recipes; science experiments); and | |

111.xx.Kindergarten(b)(11)(B) | identify the meaning of specific signs (e.g. traffic signs; warning signs) | |

111.xx.Kindergarten(b)(12) | Reading/Media Literacy. Students use comprehension skills to analyze how words; images; graphics; and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students (with adult assistance) are expected to: | |

111.xx.Kindergarten(b)(12)(A) | identify different forms of media (e.g. advertisements; newspapers; radio programs); and | |

111.xx.Kindergarten(b)(12)(B) | identify techniques used in media (e.g. sound; movement) | |

111.xx.Kindergarten(b)(13) | Writing/Writing Process. Students use elements of the writing process (planning; drafting; revising; editing; and publishing) to compose text. Students (with adult assistance) are expected to: | |

111.xx.Kindergarten(b)(13)(A) | plan a first draft by generating ideas for writing through class discussion | |

111.xx.Kindergarten(b)(13)(B) | develop drafts by sequencing the action or details in the story. | |

111.xx.Kindergarten(b)(13)(C) | revise drafts by adding details or sentences | |

111.xx.Kindergarten(b)(13)(D) | edit drafts by leaving spaces between letters and words; and | |

111.xx.Kindergarten(b)(13)(E) | share writing with others | |

111.xx.Kindergarten(b)(14) | Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people; events; and ideas. Students are expected to: | |

111.xx.Kindergarten(b)(14)(A) | dictate or write sentences to tell a story and put the sentences in chronological sequence | Sentence Hops |

111.xx.Kindergarten(b)(14)(B) | write short poems | |

111.xx.Kindergarten(b)(15) | Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to dictate or write information for lists; captions; or invitations. | |

111.xx.Kindergarten(b)(16) | Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: | |

111.xx.Kindergarten(b)(16)(A) | understand and use the following parts of speech in the context of reading; writing; and speaking (with adult assistance): (i) past and future tenses when speaking; (ii) nouns (singular/plural); (iii) descriptive words; (iv) prepositions and simple prepositional phrases appropriately when speaking or writing (e.g. in; on; under; over); and (v) pronouns (e.g. I; me) | Parts of Speech of Hop |

111.xx.Kindergarten(b)(16)(B) | speak in complete sentences to communicate | Sentence Hops |

111.xx.Kindergarten(b)(16)(C) | use complete simple sentences | Sentence Hops |

111.xx.Kindergarten(b)(17) | Oral and Written Conventions/Handwriting; Capitalization; and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: | |

111.xx.Kindergarten(b)(17)(A) | form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression) | Alphabet Hop |

111.xx.Kindergarten(b)(17)(B) | capitalize the first letter in a sentence | Sentence Hops Alphabet Hop |

111.xx.Kindergarten(b)(17)(C) | use punctuation at the end of a sentence | Sentence Hops |

111.xx.Kindergarten(b)(18) | Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: | |

111.xx.Kindergarten(b)(18)(A) | use phonological knowledge to match sounds to letters | Word Blending Mats |

111.xx.Kindergarten(b)(18)(B) | use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g. "cut") | Make-a-Word Hop |

111.xx.Kindergarten(b)(18)(C) | write one's own name | Make-a-Word Hop |

111.xx.Kindergarten(b)(19) | Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students (with adult assistance) are expected to: | |

111.xx.Kindergarten(b)(19)(A) | ask questions about topics of class-wide interest; and | |

111.xx.Kindergarten(b)(19)(B) | decide what sources or people in the classroom; school; library; or home can answer these questions | |

111.xx.Kindergarten(b)(20) | Research/Gathering Sources. Students determine; locate; and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to: | |

111.xx.Kindergarten(b)(20)(A) | gather evidence from provided text sources; and | |

111.xx.Kindergarten(b)(20)(B) | use pictures in conjunction with writing when documenting research | |

111.xx.Kindergarten(b)(21) | Research/Gathering Sources. Students determine; locate; and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to: | |

111.xx.Kindergarten(b)(21)(A) | listen attentively by facing speakers and asking questions to clarify information; and | |

111.xx.Kindergarten(b)(21)(B) | follow oral directions that involve a short related sequence of actions. | |

111.xx.Kindergarten(b)(22) | Listening and Speaking/Speaking. Students speak clearly and to the point; using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas by speaking audibly and clearly using the conventions of language. | |

111.xx.Kindergarten(b)(23) | Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion; including taking turns and speaking one at a time. |

## 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 | ||

Measurement | Focus: Instruments and Attributes | |

K.7 | The student will recognize a penny, nickel, dime, and quarter and will determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less. | Dollar Hop Mat |

K.8 | The student will identify the instruments used to measure length (ruler), weight (scale), time (clock: digital and analog; calendar: day, month, and season), and temperature (thermometer). | Clock Hop |

K.9 | The student will tell time to the hour, using analog and digital clocks. | Clock Hop |

K.10 | The student will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder). Examples of nonstandard units include foot length, hand span, new pencil, paper clip, and block. | Measurement Hop Mat |

Geometry | Focus: Plane Figures | |

K.11 | The student will a) identify, describe, and trace plane geometric figures (circle, triangle, square, and rectangle); and b) compare the size (larger, smaller) and shape of plane geometric figures (circle, triangle, square, and rectangle). | My First Shapes Hop Geometric Shapes Hop |

Probability and Statistics | Focus: Data Collection and Display | |

K.12 | The student will describe the location of one object relative to another (above, below, next to) and identify representations of plane geometric figures (circle, triangle, square, and rectangle) regardless of their positions and orientations in space. | My First Shapes Hop Geometric Shapes Hop |

K.13 | The student will gather data by counting and tallying. | Add/Subtract Mat |

K.14 | The student will display gathered data in object graphs, picture graphs, and tables, and will answer questions related to the data. | Cartesian Coordinate |

Patterns, Functions, and Algebra | Focus: Attributes and Patterning | |

K.15 | The student will sort and classify objects according to attributes. | Attribute Word Hop |

K.16 | The student will identify, describe, and extend repeating patterns. | Attribute Word Hop |

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 |

1.8 | The student will tell time to the half-hour, using analog and digital clocks. | Clock Hop |

1.9 | The student will use nonstandard units to measure length, weight/mass, and volume. | Measurement Hop |

1.10 | The student will compare, using the concepts of more, less, and equivalent, a) the volumes of two given containers; and b) the weight/mass of two objects, using a balance scale. | |

1.11 | The student will use calendar language appropriately (e.g., names of the months, today, yesterday, next week, last week). | Months of the Year Hop Mat Days of the Week Hop Mat |

Geometry | Focus: Characteristics of Plane Figures | |

1.12 | The student will identify and trace, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to number of sides, vertices, and right angles. | Geometric Shapes Hop |

1.13 | The student will construct, model, and describe objects in the environment as geometric shapes (triangle, rectangle, square, and circle) and explain the reasonableness of each choice. | Geometric Shapes Hop |

Probability and Statistics | Focus: Data Collection and Interpretation | |

1.14 | The student will investigate, identify, and describe various forms of data collection (e.g., recording daily temperature, lunch count, attendance, favorite ice cream), using tables, picture graphs, and object graphs. | Cartesian Coordinate Hop |

1.15 | The student will interpret information displayed in a picture or object graph, using the vocabulary more, less, fewer, greater than, less than, and equal to. | Cartesian Coordinate Hop |

Patterns, Functions, and Algebra | Focus: Patterning and Equivalence | |

1.16 | The student will sort and classify concrete objects according to one or more attributes, including color, size, shape, and thickness. | |

1.17 | The student will recognize, describe, extend, and create a wide variety of growing and repeating patterns. | |

1.18 | The student will demonstrate an understanding of equality through the use of the equal sign. | Operations Floor Mat |

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 |

2.9 | The student will recognize and describe the related facts that represent and describe the inverse relationship between addition and subtraction. | Add/Subtract Mat |

Measurement | Focus: Money, Linear Measurement, Weight/Mass, and Volume | |

2.10 | The student will a) count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less; and b) correctly use the cent symbol (¢), dollar symbol ($), and decimal point (.). | Dollar Hop Mat US Money Mat |

2.11 | The student will estimate and measure a) length to the nearest centimeter and inch; b) weight/mass of objects in pounds/ounces and kilograms/grams, using a scale; and c) liquid volume in cups, pints, quarts, gallons, and liters. | Measurement Hop |

2.12 | The student will tell and write time to the nearest five minutes, using analog and digital clocks. | Clock Hop |

2.13 | The student will a) determine past and future days of the week; and b) identify specific days and dates on a given calendar. | Days of the Week Hop |

2.14 | The student will read the temperature on a Celsius and/or Fahrenheit thermometer to the nearest 10 degrees. | |

Geometry | Focus: Symmetry and Plane and Solid Figures | |

2.15 | The student will a) draw a line of symmetry in a figure; and b) identify and create figures with at least one line of symmetry. | Cartesian Coordinate Hop |

2.16 | The student will identify, describe, compare, and contrast plane and solid geometric figures (circle/sphere, square/cube, and rectangle/rectangular prism). | |

Probability and Statistics | Focus: Applications of Data | |

2.17 | The student will use data from experiments to construct picture graphs, pictographs, and bar graphs. | Cartesian Coordinate Hop |

2.18 | The student will use data from experiments to predict outcomes when the experiment is repeated. | Cartesian Coordinate Hop |

2.19 | The student will analyze data displayed in picture graphs, pictographs, and bar graphs. | Cartesian Coordinate Hop |

Patterns, Functions, and Algebra | Focus: Patterning and Numerical Sentences | |

2.20 | The student will identify, create, and extend a wide variety of patterns. |

Third Grade Math

Coming Soon

Fourth Grade Math

Coming Soon

Fifth Grade Math

Coming soon

## Georgia Standards of Excellence

Kindergarten Math

Georgia Standard of Excellence | 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 10's 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 by 2's Mat Hopscotch For Threes Mat Skip Counting by 2s Stencil |

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 by 2s Stencil |

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 by 2s Stencil |

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 by 2s Stencil |

MGSEK.CC.5 | Count to answer "how many?" questions. | Skip Counting Mat by 2's Add/Subtract Mat Hopscotch For Threes Mat Skip Counting by 2s Stencil |

MGSEK.CC.5a | Count to answer "how many?" questions about as many as 20 things arranged in a variety of ways (a line, a rectangular array, or a circle), or as many as 10 things in a scattered configuration. | |

MGSEK.CC.5b | Given a number from 1-20 count out that many objects. | |

MGSEK.CC.5c | Identify and be able to count pennies within 20. (Use pennies as manipulatives in multiple mathematical contexts.) | |

Compare Numbers | ||

MGSEK.CC.6 | Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g. by using matching and counting strategies. | Skip Counting by 2's Mat Skip Counting by 2's Stencil |

MGSEK.CC.7 | Compare two numbers between 1 and 10 presented as written numerals. | Number Line 1-10 Mat |

K.OA. Operations and Algebraic Thinking | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. | |

MGSEK.OA.1 | Represent addition and subtraction with objects, fingers, mental images, drawing, sounds (e.g. claps,) acting out situations, verbal explanations, expressions, or equations. | Skip Counting by 2's Mat Skip Counting by 2's Stencil |

MGSEK.OA.2 | Solve addition and subtraction word problems, and add and subtract within 10 e.g. by using objects or drawings to represent the problem. | Skip Counting by 2's Mat Skip Counting by 2's Stencil |

MGSEK.OA.3 | Decompose numbers less than or equal to 10 into pairs in more than one way, e.g. by using objects or drawings, and record each decomposition by a drawing or equation. (drawings need not include an equation). | Number Line 1-10 Floor Mat |

MGSEK.OA.4 | For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g. by using objects or drawings, and record the answer with a drawing or equation. | Number Line 1-10 Floor Mat |

MGSEK.OA.5 | Fluently add and subtract within 5. | Number Line 1-10 Floor Mat |

K.NBT. Number and Operations in Base Ten | Work with numbers 11-19 to gain foundation for place value. | |

MGSEK.NBT.1 | Compose and decompose numbers from 11-19 into ten ones and some further ones to understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones, (e.g. by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g. 18 = 10 + 8). | Place Value Hop Mat P1 Number Line 1-10 Floor Mat |

K.MD. Measurement and Data | Describe and compare measurable attributes. | |

MGSEK.MD.1 | Describe several measurable attributes of an object, such as length or weight. For example, a student may describe a shoe as, “This shoe is heavy! It is also really long!” | |

MGSEK.MD.2 | Directly compare two objects with a measurable attribute in common to see which object has "more of" / "less of" the attribute and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. | |

Classify objects and count the number of objects in each category. | ||

MGSEK.MD.3 | Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. | Number Line 1-10 Floor Mat |

K.G. Geometry | Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). | |

MGSEK.G.1 | Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. | My First Shapes Hop |

MGSEK.G.2 | Correctly name shapes regardless of their orientations or overall size. | My First Shapes Hop Geometric Shapes Hop |

MGSEK.G.3 | Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). | |

Analyze compare create and compose shapes. | ||

MGSEK.G.4 | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g. number of sides and vertices/ "corners") and other attributes (e.g. having sides of equal length). | My First Shapes Hop |

MGSEK.G.5 | Model shapes in the world by building shapes from components (e.g. sticks and clay balls) and drawing shapes. | My First Shapes Hop |

MGSEK.G.6 | Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” | My First Shapes Hop |

First Grade Math

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 by 2's Mat Skip Counting by 2's Stencil |

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 by 2's Mat Skip Counting by 2's Stencil |

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 by 2's Mat Hopscotch for Threes Mat Skip Counting by 2's Stencil |

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 by 2's Mat Skip Counting by 2's Stencil |

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 by 2's Mat Skip Counting by 2's Stencil |

MGSE1.OA.6 | Add and subtract within 20. | Skip Counting by 2's Mat Skip Counting by 2's Stencil |

MGSE1.OA.6a | Use strategies such as counting on; making ten (e.g. 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g. 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g. knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g. adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). | |

MGSE1.OA.6b | Fluently add and subtract within 10. | |

Work with addition and subtraction equations. | ||

MGSE1.OA.7 | Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. | Skip Counting by 2's Mat Skip Counting by 2's Stencil |

MGSE1.OA.8 | Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +___ = 11, 5 = ___ – 3, 6 + 6 = ___ | Skip Counting by 2's Mat Skip Counting by 2's Stencil |

1.NBT | Number and Operations in Base Ten | Extend the counting sequence |

MGSE1.NBT.1 | Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. | Add/Subtract Floor Mat |

Understand place value. | ||

MGSE1.NBT.2 | Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: | |

MGSE1.NBT.2a | 10 can be thought of as a bundle of ten ones — called a “ten.” | Add/Subtract Floor Mat |

MGSE1.NBT.2b | The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones (and 0 ones). | Add/Subtract Floor Mat |

MGSE1.NBT.2c | The numbers 10 20 30 40 50 60 70 80 90 refer to one two three four five six seven eight or nine tens (and 0 ones). | Add/Subtract Floor Mat Hop by Tens Mat |

MGSE1.NBT.3 | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, = , and <. | Add/Subtract Floor Mat |

Use place value understanding and properties of operations to add and subtract. | ||

MGSE1.NBT.4 | Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10 (e.g. 24 + 9, 13 + 10, 27 + 40), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. | Add/Subtract Floor Mat |

MGSE1.NBT.5 | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. | Add/Subtract Floor Mat |

MGSE1.NBT.6 | Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (70 – 30, 30 – 10, 60 – 60) | Add/Subtract Floor Mat |

MGSE1.NBT.7 | Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) | |

1.MD | Measurement and Data | Measure lengths indirectly and by iterating length units. |

MGSE1.MD.1 | Order three objects by length; compare the lengths of two objects indirectly by using a third object. | |

MGSE1.MD.2 | Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. (Iteration) | |

Tell and write time. | ||

MGSE1.MD.3 | Tell and write time in hours and half-hours using analog and digital clocks. | Clock Hop Floor Mat |

Represent and interpret data. | ||

MGSE1.MD.4 | Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. | |

1.G | Geometry | Reason with shapes and their attributes. |

MGSE1.G.1 | Distinguish between defining attributes (e.g. triangles are closed and three-sided) versus non-defining attributes (e.g. color, orientation, overall size); build and draw shapes to possess defining attributes. | Geometric Shapes Hop |

MGSE1.G.2 | Compose two-dimensional shapes (rectangles, square, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prism, right circular cones, and right circular cylinders) to create a composite shape and compose new shapes from the composite shape. This is important for the future development of spatial relations which later connects to developing understanding of area, volume, and fractions. | |

MGSE1.G.3 | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. | Fraction Walk Halves/Fourths Fraction Walk Thirds/Sixths Equivalent Fraction Hop Mat |

Second Grade Math

2.OA | Operations and Algebraic Thinking | Represent and solve problems involving addition and subtraction. |
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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 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 by 2's Mat Hopscotch for Threes Mat Skip Counting by 2's Stencil |

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 by 2's Mat Skip Counting by 2's Stencil |

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: | |

MGSE2.NBT.1a | 100 can be thought of as a bundle of ten tens — called a “hundred.” | Place Value Mat P1 Hop By Hundreds |

MGSE2.NBT.1b | The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). | Place Value Mat P1 Hop By Hundreds |

MGSE2.NBT.2 | Count within 1000; skip-count by 5s, 10s, and 100s. | Place Value Mat P1 Hop By Hundreds Add/Subtract Floor Mat |

MGSE2.NBT.3 | Read and write numbers to 1000 using base-ten numerals, number names and expanded form. | Place Value Mat P1 |

MGSE2.NBT.4 | Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. | Place Value Mat P1 |

Use place value understanding and properties of operation to add and subtract. | ||

MGSE2.NBT.5 | Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. | Add/Subtract Floor Mat Place Value Mat P1 |

MGSE2.NBT.6 | Add up to four two-digit numbers using strategies based on place value and properties of operations. | Add/Subtract Floor Mat Place Value Mat P1 |

MGSE2.NBT.7 | Add and subtract within 1000 using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. | Add/Subtract Floor Mat Place Value Mat P1 |

MGSE2.NBT.8 | Mentally add 10 or 100 to a given number 100–900 and mentally subtract 10 or 100 from a given number 100–900. | Add/Subtract Floor Mat Place Value Mat P1 |

MGSE2.NBT.9 | Explain why addition and subtraction strategies work, using place value and the properties of operations. | Add/Subtract Floor Mat Place Value Mat P1 |

2.MD | Measurement and Data | Measure and estimate lengths in standard units. |

MGSE2.MD.1 | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. | Measurement Hop |

MGSE2.MD.2 | Measure the length of an object twice, using length units of different measurements; describe how the two measurements relate to the size of the unit chosen. Understand the relative size of units in different systems of measurement. For example, an inch is longer than a centimeter. (Students are not expected to convert between systems of measurement.) | Measurement Hop |

MGSE2.MD.3 | Estimate lengths using units of inches, feet, centimeters, and meters. | Measurement Hop |

MGSE2.MD.4 | Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. | Measurement Hop |

Relate addition and subtraction to length. | ||

MGSE2.MD.5 | Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units e.g. by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. | Add/Subtract Floor Mat |

MGSE2.MD.6 | Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2 …, and represent whole-number sums and differences within 100 on a number line diagram. | Add/Subtract Floor Mat |

Work with time and money. | ||

MGSE2.MD.7 | Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. | Clock Hop Floor Mat |

MGSE2.MD.8 | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies how many cents do you have? | Dollar Hop Mat |

Represent and interpret data. | ||

MGSE2.MD.9 | Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. | Cartesian Coordinate Hop Mat |

MGSE2.MD.10 | Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. | Cartesian Coordinate Hop Mat |

2.G | Geometry | Reason with shapes and their attributes. |

MGSE2.G.1 | Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. | Geometric Shapes Hop |

MGSE2.G.2 | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. | Equivalent Fraction Hop Floor Mat |

MGSE2.G.3 | Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. | Unit Circle Hop Mat Fraction Walk Halves/Fourths Fraction Walk Thirds/Sixths Equivalent Fraction Hop Floor Mat |

Third Grade Math

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Fourth Grade Math

coming soon

Fifth Grade Math

coming soon