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.
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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 |
---|---|---|
3.OA Operations and Algebraic Thinking | Represent and solve problems involving multiplication and division. | |
CC.3.OA.1 | Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. | Skip Counting Mats Set Factor Fun Hop Mat Multiplication Hop |
CC.3.OA.2 | Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. | Skip Counting Mats Set Multiplication Hop |
CC.3.OA.3 | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. | Skip Counting Mats Set Multiplication Hop |
CC.3.OA.4 | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __÷ 3, 6 × 6 = ?. | Skip Counting Mats Set Multiplication Hop |
3.OA Operations and Algebraic Thinking | Understand properties of multiplication and the relationship between multiplication and division. | |
CC.3.OA.5 | Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15 then 15 × 2 = 30, or by 5 × 2 = 10 then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) (Students need not use formal terms for these properties.) | Skip Counting Mats Set Multiplication Hop |
CC.3.OA.6 | Understand division as an unknown-factor problem. For example, divide 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. | Skip Counting Mats Set Factor Fun Hop Mat Multiplication Hop |
3.OA Operations and Algebraic Thinking | Multiply and divide within 100. | |
CC.3.OA.7 | Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of one-digit numbers. | Skip Counting Mats Set Factor Fun Hop Mat Multiplication Hop Hopscotch for Threes Mat |
3.OA Operations and Algebraic Thinking | Solve problems involving the four operations, and identify and explain patterns in arithmetic. | |
CC.3.OA.8 | Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).) | Skip Counting Mats Set Add/Subtract Floor Mat Operations Floor Mat |
CC.3.OA.9 | Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. | Skip Counting Mats Set Add/Subtract Floor Mat Hopscotch for Threes Mat |
3.NBT Number and Operations in Base Ten | Use place value understanding and properties of operations to perform multi-digit arithmetic. | |
CC.3.NBT.1 | Use place value understanding to round whole numbers to the nearest 10 or 100. | Place Value Mat (P1) |
CC.3.NBT.2 | Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. (A range of algorithms may be used.) | Place Value Mat (P1) Add/Subtract Floor Mat |
CC.3.NBT.3 | Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. (A range of algorithms may be used.) | Skip Counting Mats Set |
3.NF Numbers and Operations - Fractions | Develop understanding of fractions as numbers. | |
CC.3.NF.1 | Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |
CC.3.NF.2 | Understand a fraction as a number on the number line; represent fractions on a number line diagram. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |
CC.3.NF.2a | Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |
CC.3.NF.2b | Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |
CC.3.NF.3 | Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |
CC.3.NF.3a | Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |
CC.3.NF.3b | Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3), Explain why the fractions are equivalent, e.g., by using a visual fraction model. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |
CC.3.NF.3c | Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat |
CC.3.NF.3d | Compare two fractions with the same numerator or the same denominator, by reasoning about their size, Recognize that valid comparisons rely on the two fractions referring to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor Mat Operations Floor Mat |
3.MD Measurement and Data | Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. | |
CC.3.MD.1 | Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. | Clock Hop |
CC.3.MD.2 | Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^3 and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of “times as much.”) | |
3.MD Measurement and Data | Represent and interpret data. | |
CC.3.MD.3 | Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. | Cartesian Coordinate Hop |
CC.3.MD.4 | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. | Cartesian Coordinate Hop Measurement Hop |
3.MD Measurement and Data | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
CC.3.MD.5 | Recognize area as an attribute of plane figures and understand concepts of area measurement. | |
CC.3.MD.5a | A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. | |
CC.3.MD.5b | A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. | |
CC.3.MD.6 | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). | |
CC.3.MD.7 | Relate area to the operations of multiplication and addition. | Skip Counting Mat Set |
CC.3.MD.7a | Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. | Skip Counting Mat Set |
CC.3.MD.7b | Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. | Skip Counting Mat Set |
CC.3.MD.7c | Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. | |
CC.3.MD.7d | Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. | |
3.MD Measurement and Data | Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. | |
CC.3.MD.8 | Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different area or with the same area and different perimeter. | |
3.G Geometry | Reason with shapes and their attributes. | |
CC.3.G.1 | Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. | Geometric Shapes Hop |
CC.3.G.2 | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part is 1/4 of the area of the shape. | Fraction Walk (Halves/Quarters) Fraction Walk (Thirds/Sixths) Equivalent Fraction Hop Floor 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 |
New York Next Generation Learning Standards
Kindergarten Math
Standard | Description of Standard | Corresponding Floor Mat |
---|---|---|
Counting and Cardinality | ||
NY-K.CC.1 | Count to 100 by ones and by tens. | Add/Subtract, Hop by Tens, Hundred Number Grid |
NY-K.CC.2 | Count to 100 by ones beginning from any given number (instead of beginning at 1). | Add/Subtract, Count to 10, Hopscotch for 3's, Hundred Number Grid |
NY-K.CC.3 | Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). | Add/Subtract, Make Sums Set, Number Line 0-10 Fruits and Vegetables, Number Word Hop, Place Value Hop, Skip Counting by 2s, Open Number Line, Hundred Number Grid, Number Word Hop, Connect the Dots |
NY-K.CC.4 | Understand the relationship between numbers and quantities up to 20; connect counting to cardinality. | Ten Frame Hop, Skip Counting (all), Add/Subtract, Make Sums Set, Number Line 0-10 Fruits and Vegetables, Number Word Hop, Place Value Hop, Number line to 10, Hopscotch for 3's, Count to 10, Hundred Number Grid, Number Word Hop |
NY-K.CC.4a | When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (1:1 correspondence) | Add/Subtract, Number Line 0-10 Fruits and Vegetables, Number Word Hop, Count to 10, Place Value Hop, Skip Counting (all), Hundred Number Grid, Number Word Hop |
NY-K.CC.4b | Understand that the last number name said tells the number of objects counted, (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted. | Add/Subtract, Number Line 0-10 Fruits and Vegetables, Number Word Hop, Count to 10, Place Value Hop, Skip Counting (all), Hundred Number Grid, Number Word Hop |
NY-K.CC.4c | Understand the concept that each successive number name refers to a quantity that is one larger. | Add/Subtract, Number Line 0-10 Fruits and Vegetables, Number Word Hop, Count to 10, Place Value Hop, Skip Counting (all), Make Sums Set, Number Line to 10, Hundred Number Grid, Number Word Hop |
NY-K.CC.4d | Understand the concept of ordinal numbers (first through tenth) to describe the relative position and magnitude of whole numbers. | Ordinal Number Hop, Open Number Line |
NY-K.CC.5a | Answer counting questions using as many as 20 objects arranged in a line, a rectangular array, and a circle. Answer counting questions using as many as 10 objects in a scattered configuration. e.g., “How many_____ are there?” | Number Line 0-10 Fruits and Vegetables, Number Word Hop, Count to 10, Place Value Hop, Number Line to 10, Number Word Hop |
NY-K.CC.5b | Given a number from 1–20, count out that many objects. | Skip Counting by 2's, Add/Subtract, Hundred Number Grid, Number Word Hop |
NY-K.CC.6 | Identify whether the number of objects in one group is greater than (more than), less than (fewer than), or equal to (the same as) the number of objects in another group. e.g., using matching and counting strategies. Note: Include groups with up to ten objects. | Skip Counting by 2s Mat, Count to 10, Make Sums Set, Number Line 0-10 Fruits and Vegetables, Place Value Hop, Hundred Number Grid |
NY-K.CC.7 | Compare two numbers between 1 and 10 presented as written numerals. e.g., 6 is greater than 2. | Skip Counting by 2s Mat, Count to 10, Make Sums Set, Number Line 0-10 Fruits and Vegetables, Place Value Hop, Open Number Line |
Operations and Algebraic Thinking | ||
NY-K.OA.1 | Represent addition and subtraction using objects, fingers, pennies, drawings, sounds, acting out situations, verbal explanations, expressions, equations or other strategies. Note: Drawings need not show details, but should show the mathematics in the problem." | Add/Subtract, Count to 10, Number Word Hop, Place Value Hop, Whole Part and Number Bond Floor Mat, 10 Frame, Doubles Hopscotch, Hopscotch for 3's, Open Number Line |
NY-K.OA.2a | Add and subtract within 10. | Count to 10, Make Sums Set, Number Line 0-10 Fruits and Vegetables, Number Line to 10, Place Value, Ten Frame Hop, Whole Part and Number Bond Floor Mat, Open Number Line, Number Word Hop |
NY-K.OA.2b | Solve addition and subtraction word problems within 10. e.g., using objects or drawings to represent the problem. | Count to 10, Make Sums Set, Number Line 0-10 Fruits and Vegetables, Number Line to 10, Place Value, Ten Frame Hop, Whole Part and Number Bond Floor Mat, Open Number Line |
NY-K.OA.3 | Decompose numbers less than or equal to 10 into pairs in more than one way. Record each decomposition by a drawing or equation. e.g., using objects or drawings. | Count to 10, Make Sums Set, Number Line 0-10 Fruits and Vegetables, Number Line to 10, Place Value, Ten Frame Hop, Whole Part and Number Bond Floor Mat, Open Number Line |
NY-K.OA.4 | Find the number that makes 10 when given a number from 1 to 9. Record the answer with a drawing or equation. e.g., using objects or drawings. | Ten Frame Hop, Make Sums Set, Number Line to 10, Place Value, Open Number Line |
NY-K.OA.5 | Fluently add and subtract within 5. Note: Fluency involves a mixture of just knowing some answers, knowing some answers from patterns, and knowing some answers from the use of strategies. | Count to 10, Ten Frame Hop, Whole Part and Number Bonds, Open Number Line |
NY-K.OA.6 | Duplicate, extend, and create simple patterns using concrete objects. | Add/Subtract, Hundred Number Grid |
Number and Operations in Base Ten | ||
NY-K.NBT.1 | Compose and decompose the numbers from 11 to 19 into ten ones and one, two, three, four, five, six, seven, eight, or nine ones. e.g., using objects or drawings. | Skip Count by 2's, Whole Part and Number Bond Floor Mat, Place Value Hop, |
Measurement and Data | ||
NY-K.MD.1 | Describe measurable attributes of an object(s), such as length or weight, using appropriate vocabulary. e.g., small, big, short, tall, empty, full, heavy, and light. | Measurement Hop, My First Shapes Hop, Attribute Word Hop |
NY-K.MD.2 | Directly compare two objects with a common measurable attribute and describe the difference. | Measurement Hop, My First Shapes Hop, Attribute Word Hop |
NY-K.MD.3 | Classify objects into given categories; count the objects in each category and sort the categories by count. Note: Limit category counts to be less than or equal to 10. | Count to 10, Attribute Word Hop |
NY-K.MD.4 | Explore coins (pennies, nickels, dimes, and quarters) and begin identifying pennies and dimes. | Money Hop Mat, Dollar Hop |
Geometry | ||
NY-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, Number Line 0-10 Fruits and Vegetables |
NY-K.G.2 | Name shapes regardless of their orientation or overall size. | My First Shapes Hop, Connect the Dots |
NY-K.G.3 | Understand the difference between two-dimensional (lying in a plane, “flat”) and three-dimensional (“solid”) shapes. | My First Shapes Hop, Connect the Dots |
NY-K.G.4 | Analyze, compare, and sort two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts, and other attributes. e.g., number of sides and vertices/“corners”, or having sides of equal length. | My First Shapes Hop, Connect the Dots |
NY-K.G.5 | Model objects in their environment by building and/or drawing shapes. e.g., using blocks to build a simple representation in the classroom. Note on and/or: Students should be taught to model objects by building and drawing shapes; however, when answering a question, students can choose to model the object by building or drawing the shape. | My First Shapes Hop, Connect the Dots |
NY-K.G.6 | Compose larger shapes from simple shapes. e.g., join two triangles to make a rectangle. | My First Shapes Hop, Connect the Dots |
First Grade Math
Standard | Description of Standard | Corresponding Floor Mat |
---|---|---|
Operations and Algebraic Thinking | ||
NY-1.OA.1 | Use addition and subtraction within 20 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and/or comparing, with unknowns in all positions. | Add/Subtract, Count to Ten, Make Sums Set, Place Value Hop, Skip Count by 2's, 10 Frame Hop, Whole Part and Number Bond, Doubles Hopscotch, Hundred Number Grid |
Note: Problems should be represented using objects, drawings, and equations with a symbol for the unknown number. Problems should be solved using objects or drawings, and equations. | ||
NY-1.OA.2 | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. | Add/Subtract, Skip Count by 2's, Place Value, Hundred Number Grid |
NY-1.OA.3 | Apply properties of operations as strategies to add and subtract. e.g., • If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) • To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) | Add/Subtract, Skip Count by 2's, Place Value, Hundred Number Grid |
Note: Students need not use formal terms for these properties. | ||
NY-1.OA.4 | Understand subtraction as an unknown- addend problem within 20. e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8. | Add/Subtract, Skip Count by 2's, Whole Part Number Bond, Hundred Number Grid |
NY-1.OA.5 | Relate counting to addition and subtraction. e.g., by counting on 2 to add 2 | Add/Subtract, Count to 10, Hopscotch for 3's, Hundred Number Grid |
NY-1.OA.6a | Add and subtract within 20. Use strategies such as: • counting on; • making ten; • decomposing a number leading to a ten; • using the relationship between addition and subtraction; and • creating equivalent but easier or known sums. | Make Sums Set, Place Value Hop, Skip Counting by 2's, Ten Frame Hop, Whole Part and Number Bond, Add/Subtract, Count to Ten, Doubles Hopscotch, Hundred Number Grid |
NY-1.OA.6b | Fluently add and subtract within 10. Note: Fluency involves a mixture of just knowing some answers, knowing some answers from patterns, and knowing some answers from the use of strategies. | Count to 10, Make Sums Set, Number Line 0-10 Fruits and Vegetables, Number Line to 10, Place Value, Ten Frame Hop, Whole Part and Number Bond Floor Mat, Open Number Line |
NY-1.OA.7 | Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. e.g., Which of the following equations are true and which are false? 6 = 6 7 = 8 – 1 5 + 2 = 2 + 5 4 + 1 = 5 + 2 | Add/Subtract, Hundred Number Grid |
NY-1.OA.8 | Determine the unknown whole number in an addition or subtraction equation with the unknown in all positions. e.g., Determine the unknown number that makes the equation true in each of the equations 8 + ? = 11 ＿ – 3 = 5 6 + 6 = | Add/Subtract, Whole Part Number Bond, Hundred Number Grid |
Number and Operations in Base Ten | ||
NY-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, Hundred Number Grid |
NY-1.NBT.2 | Understand that the two digits of a two-digit number represent amounts of tens and ones. | Place Value |
NY-1.NBT.2a | Understand 10 can be thought of as a bundle of ten ones, called a "ten". | Place Value |
NY-1.NBT.2b | Understand that 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 |
NY-1.NBT.2c | Understand that 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). | Hop by Tens |
NY-1.NBT.3 | NY-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, Skip Counting by 2's, Open Number Line, Operations Hop |
NY-1.NBT.4 | Add within 100, including: • a two-digit number and a one-digit number; • a two-digit number and a multiple of 10. Use concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 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, Hundred Number Grid, Place Value |
Relate the strategy to a written representation and explain the reasoning used. | ||
Notes: Students should be taught to use strategies based on place value, properties of operations, and the relationship between addition and subtraction; however, when solving any problem, students can choose any strategy. | ||
A written representation is any way of representing a strategy using words, pictures, or numbers. | ||
NY-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, Hop by Tens, Hundred Number Grid |
NY-1.NBT.6 | Subtract multiples of 10 from multiples of 10 in the range 10-90 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 used to a written representation and explain the reasoning. Notes: Students should be taught to use concrete models and drawings; as well as strategies based on place value, properties of operations, and the relationship between addition and subtraction. When solving any problem, students can choose to use a concrete model or a drawing. Their strategy must be based on place value, properties of operations, or the relationship between addition and subtraction. A written representation is any way of representing a strategy using words, pictures, or numbers. | Hop by Tens, Place Value |
Measurement and Data | ||
NY-1.MD.1 | Order three objects by length; compare the lengths of two objects indirectly by using a third object. | Measurement Hop, Open Number Line |
NY-1.MD.2 | Measure the length of an object using same- size “length units” placed end to end with no gaps or overlaps. Express the length of an object as a whole number of “length units.” Note: “Length units” could include cubes, paper clips, etc. | Measurement Hop |
NY-1.MD.3a | Tell and write time in hours and half-hours using analog and digital clocks. Develop an understanding of common terms, such as, but not limited to, o’clock and half past. | Clock Hop |
NY-1.MD.3b | Recognize and identify coins (penny, nickel, dime, and quarter) and their value and use the cent symbol (¢) appropriately. | Money Hop Mat, Dollar Hop |
NY-1.MD.3c | Count a mixed collection of dimes and pennies and determine the cent value (total not to exceed 100 cents). e.g. 3 dimes and 4 pennies is the same as 3 tens and 4 ones, which is 34 cents ( 34 ¢ ) | Money Hop Mat, Dollar Hop |
NY-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. | Number Grid |
Geometry | ||
NY-1. G.1 | Distinguish between defining attributes versus non-defining attributes for a wide variety of shapes. Build and/or draw shapes to possess defining attributes. e.g., • A defining attribute may include, but is not limited to: triangles are closed and three-sided. • Non-defining attributes include, but are not limited to: color, orientation, and overall size. Note on and/or: Students should be taught to build and draw shapes to possess defining attributes; however, when answering questions, students can choose to build or draw the shape. | My First Shapes Hop, Connect the Dots |
NY-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. Note: Students do not need to learn formal names such as “right rectangular prism.” | My First Shapes Hop, Connect the Dots |
NY-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. | Fraction Walk |
Second Grade Math
Standard | Description of Standard | Corresponding Floor Mat |
---|---|---|
Operations and Algebraic Thinking | ||
NY-2.OA.1a | Use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. e.g., using drawings and equations with a symbol for the unknown number to represent the problem. | Add/Subtract, Place Value, Measurement Hop, Dollar Hop, Hundred Number Grid |
NY-2.OA.1b | Use addition and subtraction within 100 to develop an understanding of solving two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. e.g., using drawings and equations with a symbol for the unknown number to represent the problem. | Add/Subtract, Place Value, Measurement Hop, Dollar Hop, Hundred Number Grid |
NY-2.OA.2a | Fluently add and subtract within 20 using mental strategies. Strategies could include: • counting on; • making ten; • decomposing a number leading to a ten; • using the relationship between addition and subtraction; and • creating equivalent but easier or known sums. Note: Fluency involves a mixture of just knowing some answers, knowing some answers from patterns, and knowing some answers from the use of strategies. NY-2.OA.2b Know from memory all sums within 20 of two one-digit numbers. | Skip Counting by 2's, Add/Subtract, Count to Ten, Make Sums Set, Place Value, Hundred Number Grid |
NY-2.OA.3a | Determine whether a group of objects (up to 20) has an odd or even number of members. e.g., by pairing objects or counting them by 2’s. | Skip Counting by 2's, Make Sums Set, Place Value |
NY-2.OA.3b | Write an equation to express an even number as a sum of two equal addends. | Doubles Hop Scotch |
NY-2.OA.4 | NY-2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns. Write an equation to express the total as a sum of equal addends. | Skip Counting by 2's, Skip Counting by 3's, Skip Counting by 4's |
Number and Operations in Base Ten | ||
NY-2.NBT.1 | Understand that the digits of a three-digit number represent amounts of hundreds, tens, and ones. e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. | Place Value |
NY-2.NBT.1a | Understand 100 can be thought of as a bundle of ten tens, called a "hundred." | Place Value, Hop by Ten |
NY-2.NBT.1b | Understand 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)." | Hopping by 100s, Make 100 Hop |
NY-2.NBT. 2 | Count within 1000; skip-count by 5’s, 10’s, and 100’s. | Hop by Ten, Skip Count by 5's, Add/Subtract, Clock Hop, Hundred Number Grid, Make 100 Hop, Multiplication Hop |
NY-2.NBT. 3 | "NY-2.NBT. 3 Read and write numbers to 1000 using base- ten numerals, number names, and expanded form. e.g., expanded form: 237 = 200 + 30 + 7" | Place Value |
NY-2.NBT. 4 | NY-2.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, Operations Hop |
NY-2.NBT. 5 | "NY-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. Notes: Students should be taught to use strategies based on place value, properties of operations, and the relationship between addition and subtraction; however, when solving any problem, students can choose any strategy." | Place Value, Add/Subtract, Hundred Number Grid |
Fluency involves a mixture of just knowing some answers, knowing some answers from patterns, and knowing some answers from the use of strategies. | ||
NY-2.NBT. 6 | NY-2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. | Place Value |
NY-2.NBT. 7a | 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 representation. Notes: Students should be taught to use concrete models and drawings; as well as strategies based on place value, properties of operations, and the relationship between addition and subtraction. When solving any problem, students can choose to use a concrete model or a drawing. Their strategy must be based on place value, properties of operations, and/or the relationship between addition and subtraction. | Place Value |
A written representation is any way of representing a strategy using words, pictures, or numbers. | ||
NY-2.NBT. 7b | Understand that in adding or subtracting up to 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 |
NY-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. | Hop by Ten, Hopping by 100's |
NY-2.NBT. 9 | Explain why addition and subtraction strategies work, using place value and the properties of operations. | Place Value, Add/Subtract, Hundred Number Grid |
Note: Explanations may be supported by drawings or objects. | ||
Measurement and Data | ||
NY-2.MD.1 | Measure the length of an object to the nearest whole by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. | Measurement Hop |
NY-2.MD.2 | Measure the length of an object twice, using different “length units” for the two measurements; describe how the two measurements relate to the size of the unit chosen. | Measurement Hop |
NY-2.MD.3 | Estimate lengths using units of inches, feet, centimeters, and meters. | Measurement Hop |
NY-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 |
NY-2.MD.6 | Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units. e.g., using drawings and equations with a symbol for the unknown number to represent the problem. | Measurement Hop |
NY-2.MD.6 | Represent whole numbers as lengths from 0 on a number line with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line. | Measurement Hop, Number Line to 10, Open Number Line |
NY-2.MD.7 | Tell and write time from analog and digital clocks in five- minute increments, using a.m. and p.m. Develop an understanding of common terms, such as, but not limited to, quarter past, half past, and quarter to. | Clock Hop |
NY-2.MD.8a | Count a mixed collection of coins whose sum is less than or equal to one dollar. e.g., If you have 2 quarters, 2 dimes and 3 pennies, how many cents do you have? | Dollar Hop, Money Hop |
NY-2.MD.8b | Solve real world and mathematical problems within one dollar involving quarters, dimes, nickels, and pennies, using the ¢ (cent) symbol appropriately. Note: Students are not introduced to decimals, and therefore the dollar symbol, until Grade 4. | Dollar Hop, Money Hop |
NY-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. Present the measurement data in a line plot, where the horizontal scale is marked off in whole-number units. | Measurement Hop |
NY-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 picture graph or a bar graph. | Number Grid |
Geometry | ||
NY-2.G.1 | Classify two-dimensional figures as polygons or non-polygons. | My First Shapes, Geometric Shapes, Connect the Dots |
NY-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, Fraction Walk Set |
NY-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. Describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. | Equivalent Fraction, Fraction Walk Set |
Third Grade Math
Standard | Description of Standard | Corresponding Floor Mat |
---|---|---|
Operations and Algebraic Thinking | ||
NY-3.OA.1 | Interpret products of whole numbers. e.g., Interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. Describe a context in which a total number of objects can be expressed as 5 × 7. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos |
NY-3.OA.2 | Interpret whole-number quotients of whole numbers. e.g., Interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. Describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, |
NY-3.OA.3 | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. e.g., using drawings and equations with a symbol for the unknown number to represent the problem. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, |
NY-3.OA.4 | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. e.g., Determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ÷ 3, 6 × 6 = ?. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, |
NY-3.OA.5 | Apply properties of operations as strategies to multiply and divide. e.g., • If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication) • 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication) • Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property) Note: Students need not use formal terms for these properties. Note: A variety of representations can be used when applying the properties of operations, which may or may not include parentheses. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, |
NY-3.OA.6 | Understand division as an unknown-factor problem. e.g., Find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, |
NY-3.OA.7a | Fluently solve single-digit multiplication and related divisions, using strategies such as the relationship between multiplication and division or properties of operations. e.g., Knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, |
NY-3.OA.7b | Know from memory all products of two one-digit numbers. Note: Fluency involves a mixture of just knowing some answers, knowing some answers from patterns, and knowing some answers from the use of strategies. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, |
NY-3.OA.8 | Solve two-step word problems posed with whole numbers and having whole-number answers using the four operations. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, Add/Subtract, Hundred Number Grid, Open Number Line, Place Value, Operations Hop |
NY-3.OA.8a | Represent these problems using equations or expressions with a letter standing for the unknown quantity. | |
NY-3.OA.8b | Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Note: Two-step problems need not be represented by a single expression or equation. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, Add/Subtract, Hundred Number Grid, Open Number Line, Place Value |
NY-3.OA.9 | Identify and extend arithmetic patterns (including patterns in the addition table or multiplication table). | Add/Subtract, Hundred Number Grid, Multiplication Hop, Skip Counting Wall Banners |
Number and Operations in Base Ten | ||
NY-3.NBT.1 | Use place value understanding to round whole numbers to the nearest 10 or 100. | Add/Subtract, Hundred Number Grid, Multiplication Hop, Hop by Tens, Hop by 100's |
NY-3.NBT.2 | Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Note: Students should be taught to use strategies and algorithms based on place value, properties of operations, and the relationship between addition and subtraction; however, when solving any problem, students can choose any strategy. Note: A range of algorithms may be used. | Place Value, Add/Subtract, Hundred Number Grid |
NY-3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 using strategies based on place value and properties of operations. e.g., 9 × 80, 5 × 60 | Add/Subtract, Hundred Number Grid, Multiplication Hop, Hop by Tens, Place Value | |
NY-3.NBT.4a Understand that the digits of a four-digit number represent amounts of thousands, hundreds, tens, and ones. e.g., 3,245 equals 3 thousands, 2 hundreds, 4 tens, and 5 ones. NY-3.NBT.4b Read and write four-digit numbers using base-ten numerals, number names, and expanded form. e.g., The number 3,245 in expanded form can be written as 3,245= 3,000 + 200 + 40 + 5. | Place Value | |
Number and Operations - Fractions | ||
NY-3.NF.1 | Understand a unit fraction, 1, is the quantity formed by 1 part when a whole is partitioned into b equal parts. Understand a fraction 𝑎 as the quantity formed by a parts of size 1/𝑏. Note: Fractions are limited to those with denominators 2, 3, 4, 6, and 8." | Equivalent Fraction Hop, Fraction Walk Set |
NY-3.NF.2 | Understand a fraction as a number on the number line; represent fractions on a number line. Note: Fractions are limited to those with denominators 2, 3, 4, 6, and 8. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line |
NY-3.NF.2a | Represent a fraction 1/𝑏 on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/𝑏 and that the endpoint of the part starting at 0 locates the number 1/𝑏 on the number line. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line |
NY-3.NF.2b | Represent a fraction 𝑎𝑏 on a number line by marking off a lengths 1/𝑏 from 0. Recognize that the resulting interval has size 𝑎/𝑏 and that its endpoint locates the number 𝑎/𝑏 on the number line. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line |
NY-3.NF.3 | Explain equivalence of fractions and compare fractions by reasoning about their size. Note: Fractions are limited to those with denominators 2, 3, 4, 6, and 8. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line |
NY-3.NF.3a | Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line |
NY-3.NF.3b | Recognize and generate equivalent fractions. e.g. 1/2 = 2/4; 4/6 = 2/3. Explain why the fractions are equivalent. e.g., using a visual fraction model. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line |
NY-3.NF.3c | Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. e.g., Express 3 in the form 3 = 3/1, recognize that 6/3 = 2, and locate 4/4 and 1 at the same point on a number line. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line |
NY-3.NF.3d. | Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons rely on the two fractions referring to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions. e.g., using a visual fraction model." | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line |
Measurement and Data | ||
NY-3.MD.1 | Tell and write time to the nearest minute and measure time intervals in minutes. Solve one-step word problems involving addition and subtraction of time intervals in minutes. e.g., representing the problem on a number line or other visual model. Note: This includes one-step problems that cross into a new hour. | Clock Hop |
NY-3.MD.2a | Measure and estimate liquid volumes and masses of objects using grams (g), kilograms (kg), and liters (l). Note: Does not include compound units such as cm3 and finding the geometric volume of a container. | |
NY-3.MD.2b | Add, subtract, multiply, or divide to solve one-step word problems involving masses or liquid volumes that are given in the same units. e.g., using drawings (such as a beaker with a measurement scale) to represent the problem. Note: Does not include multiplicative comparison problems involving notions of “times as much.” | |
NY-3.MD.3 | Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in a scaled picture graph or a scaled bar graph. e.g., Draw a bar graph in which each square in the bar graph might represent 5 pets. | Number Grid |
NY-3.MD.4 | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. | Measurement Hop |
NY-3.MD.5 | Recognize area as an attribute of plane figures and understand concepts of area measurement. | Number Grid, Cartesian Coordinate, Connect the Dots |
NY-3.MD.5a | Recognize a square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. | Number Grid, Cartesian Coordinate, Connect the Dots |
NY-3.MD.5b | Recognize a plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. | Number Grid, Cartesian Coordinate, Connect the Dots |
NY-3.MD.6 | Measure areas by counting unit squares. Note: Unit squares include square cm, square m, square in., square ft., and improvised units. | Number Grid, Cartesian Coordinate, Connect the Dots |
NY-3.MD.7 | Relate area to the operations of multiplication and addition. | Number Grid, Cartesian Coordinate, Multiplication Hop, Connect the Dots |
NY-3.MD.7a | Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. | Number Grid, Cartesian Coordinate, Multiplication Hop, Connect the Dots |
NY-3.MD.7b | Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. | Number Grid, Cartesian Coordinate, Multiplication Hop, Connect the Dots |
NY-3.MD.7c | Use tiling to show in a concrete case that the area of a rectangle with whole-number side length a and side length b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. | Number Grid, Cartesian Coordinate, Multiplication Hop, Connect the Dots |
NY-3.MD.7d | Recognize area as additive. Find areas of figures composed of non-overlapping rectangles, and apply this technique to solve real world problems. Note: Problems include no more than one unknown side length. | Number Grid, Cartesian Coordinate, Connect the Dots |
NY-3.MD.8a | Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths or finding one unknown side length given the perimeter and other side lengths. | Number Grid, Cartesian Coordinate, Multiplication Hop, My First Shapes Hop, Geometric Shapes, Connect the Dots |
NY-3.MD.8b | Identify rectangles with the same perimeter and different areas or with the same area and different perimeters. | Number Grid, Cartesian Coordinate, Connect the Dots |
Geometry | ||
NY-3.G.1 | Recognize and classify polygons based on the number of sides and vertices (triangles, quadrilaterals, pentagons, and hexagons). Identify shapes that do not belong to one of the given subcategories. Note: Include both regular and irregular polygons, however, students need not use formal terms “regular” and “irregular,” e.g., students should be able to classify an irregular pentagon as “a pentagon,” but do not need to classify it as an “irregular pentagon.” | My First Shapes Hop, Geometric Shapes, Connect the Dots |
NY-3.G.2 | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. e.g., Partition a shape into 4 parts with equal area, and describe the area of each part as 1 of the area of the shape. 4 | Number Grid, Cartesian Coordinate, Equivalent Fractions, Connect the Dots |
Fourth Grade Math
Standard | Description of Standard | Corresponding Floor Mat |
---|---|---|
Operations and Algebraic Thinking | ||
NY-4.OA.1 | Interpret a multiplication equation as a comparison. Represent verbal statements of multiplicative comparisons as multiplication equations. e.g., • Interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 or 7 times as many as 5. • Represent “Four times as many as eight is thirty-two” as an equation, 4 x 8 = 32. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos |
NY-4.OA.2 | Multiply or divide to solve word problems involving multiplicative comparison, distinguishing multiplicative comparison from additive comparison. Use drawings and equations with a symbol for the unknown number to represent the problem. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos |
NY-4.OA.3 | Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, Operations Hop, PEMDAS Hop |
NY-4.OA.3a | Represent these problems using equations or expressions with a letter standing for the unknown quantity. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, Operations Hop |
NY-4.OA.3b | Assess the reasonableness of answers using mental computation and estimation strategies including rounding. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos |
Note: Multistep problems need not be represented by a single expression or equation. | ||
NY-4.OA.4 | Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, Factor Fun |
NY-4.OA.5 | Generate a number or shape pattern that follows a given rule. Identify and informally explain apparent features of the pattern that were not explicit in the rule itself. e.g., Given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. | Add/Subtract, Hundred Number Grid, Multiplication Hop, Skip Counting Mats, Skip Counting Wall Banners, Hopscotch by Threes and Twos |
Number and Operations in Base Ten | ||
NY-4.NBT.1 | 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. e.g., Recognize that 70 × 10 = 700 (and, therefore, 700 ÷ 10 = 70) by applying concepts of place value, multiplication, and division. | Place Value (P2), Hopping by 100's |
Note: Grade 4 expectations are limited to whole numbers less than or equal to 1,000,000. | ||
NY-4.NBT.2a | Read and write multi-digit whole numbers using base- ten numerals, number names, and expanded form. e.g., 50,327 = 50,000 + 300 + 20 + 7 | Place Value (P2) |
NY-4.NBT.2b | Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. | Place Value (P2), Operations Hop |
Note: Grade 4 expectations are limited to whole numbers less than or equal to 1,000,000. | ||
NY-4.NBT.3 | Use place value understanding to round multi-digit whole numbers to any place. | Place Value, Add/Subtract, Hundred Number Grid, Count by Tens, Hopping by 100's |
Note: Grade 4 expectations are limited to whole numbers less than or equal to 1,000,000. | ||
NY-4.NBT.4 | Fluently add and subtract multi-digit whole numbers using a standard algorithm. Note: Grade 4 expectations are limited to whole numbers less than or equal to 1,000,000. | Place Value (P2) |
NY-4.NBT.5 | 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. | Place Value (P2), PEMDAS Hop, Number Grid |
Note on and/or: Students should be taught to use equations, rectangular arrays, and area models; however, when illustrating and explaining any calculation, students can choose any strategy. | ||
Note: Grade 4 expectations are limited to whole numbers less than or equal to 1,000,000. | ||
NY-4.NBT.6 | 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. Notes on and/or: Students should be taught to use strategies based on place value, the properties of operations, and the relationship between multiplication and division; however, when solving any problem, students can choose any strategy. Students should be taught to use equations, rectangular arrays, and area models; however, when illustrating and explaining any calculation, students can choose any strategy. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch, Hopscotch for Threes, Hopscotch for Twos, Place Value, Cartesian Coordinate, Number Grid, PEMDAS Hop |
Number and Operations - Fractions | ||
NY-4.NF.1 | Explain why a fraction 𝑎/𝑎 is equivalent to a fraction 𝑎 × 𝑛 / 𝑏 × 𝑛 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. Note: Grade 4 expectations are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line |
NY-4.NF.2 | Compare two fractions with different numerators and different denominators. Recognize that comparisons are valid only when the two fractions refer to the same whole. e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2 Record the results of comparisons with symbols >, =, or <, and justify the conclusions. e.g., using a visual fraction model. Note: Grade 4 expectations are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line, Operations Hop |
NY-4.NF.3 | Understand a fraction 𝑎 / 𝑏 with 𝑎 > 1 as a sum of fractions 1 / 𝑏. Note: 1 / 𝑏 refers to the unit fraction for 𝑎 / 𝑏. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line |
NY-4.NF.3a | Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line |
NY-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 such as, but not limited to: | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line |
NY-4.NF.3c | Add and subtract mixed numbers with like denominators. e.g., replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line, PEMDAS Hop |
NY-4.NF.3d | Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators. e.g., using visual fraction models and equations to represent the problem. Note: Grade 4 expectations are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line |
NY-4.NF.4 | Apply and extend previous understandings of multiplication to multiply a whole number by a fraction. Note: This standard refers to n groups of a fraction (where n is a whole number), e.g., 4 groups of 1/3; which lends itself to being thought about as repeated addition. In grade 5 (NY-5. NF.4) students will be multiplying a fraction by a whole number, e.g., 1/3 of 4. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line |
NY-4.NF.4a | Understand a fraction 𝑎 / 𝑏 as a multiple of 1 / 𝑏. e.g., Use a visual fraction model to represent 5/4 as the product 5 x 1/4, recording the conclusion with the equation 5/4 = 5 x 1/4. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line |
NY-4.NF.4b | Understand a multiple of 𝑎 / 𝑏 as a multiple of 1 / 𝑏, and use this understanding to multiply a whole number by a fraction. e.g., Use a visual fraction model to express 3 × 2/5 as 6 x 1/5, recognizing this product as 6/5, in general, n x a/b = (n x a) / b. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line |
Solve word problems involving multiplication of a whole number by a fraction. e.g., using visual fraction models and equations to represent the problem. e.g., 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? Note: Grade 4 expectations are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line | |
NY-4.NF.5 | 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. e.g., express 3/10 as 30/100, and add 3/10 + 4/100 = 341/00. Notes: • 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 are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line |
NY-4.NF.6 | Use decimal notation for fractions with denominators 10 or 100. e.g., • Rewrite 0.62 as 62 / 100 or 62 / 100 as 0.62. • Describe a length as 0.62 meters. • Locate 0.62 on a number line. Note: Grade 4 expectations are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. | Fraction, Decimal, Percentage Hop |
NY-4.NF.7 | Compare two decimals to hundredths by reasoning about their size. Recognize that 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., using a visual model. Note: Grade 4 expectations are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line, Operations Hop |
Measurement and Data | ||
NY-4.MD.1 | Know relative sizes of measurement units: ft., in.; km, m, cm e.g., An inch is about the distance from the tip of your thumb to your first knuckle. A foot is the length of two-dollar bills. A meter is about the height of a kitchen counter. A kilometer is 2 ½ laps around most tracks. Know the conversion factor and use it to convert measurements in a larger unit in terms of a smaller unit: ft., in.; km, m, cm; hr., min., sec. e.g., Know that 1 ft. is 12 times as long as 1 in. and express the length of a 4 ft. snake as 48 in. Given the conversion factor, convert all other measurements within a single system of measurement from a larger unit to a smaller unit. e.g., Given the conversion factors, convert kilograms to grams, pounds to ounces, or liters to milliliters. Record measurement equivalents in a two-column table. e.g., Generate a conversion table for feet and inches. | Measurement Hop |
NY-4.MD.2 | Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money. | Operations Hop, PEMDAS Hop |
NY-4.MD.2a | Solve problems involving fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. | Fractions, Decimals, Percentage Hop, Measurement Hop |
NY-4.MD.2b | Represent measurement quantities using diagrams that feature a measurement scale, such as number lines. Note: Grade 4 expectations are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. | Open Number Line, Number Grid |
NY-4.MD.3 | Apply the area and perimeter formulas for rectangles in real world and mathematical problems. e.g., 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. | Number Grid, Cartesian Coordinate |
NY-4.MD.4 | 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. e.g., Given measurement data on a line plot, find and interpret the difference in length between the longest and shortest specimens in an insect collection. | Number Grid, Cartesian Coordinate |
4.MD.5 | Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. | Angle Hop |
4.MD.5a | Recognize 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. | Angle Hop, Unit Circle |
4.MD.5b | Recognize an angle that turns through n one-degree angles is said to have an angle measure of n degrees. | Angle Hop, Unit Circle |
NY-4.MD.6 | Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. | Angle Hop |
NY-4.MD.7 | 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., using an equation with a symbol for the unknown angle measure. | Angle Hop, Unit Circle |
Geometry | ||
NY-4.G.1 | Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. | Angle Hop, Number Grid, Unit Circle |
NY-4.G.2a | Identify and name triangles based on angle size (right, obtuse, acute). | Angle Hop, Unit Circle |
NY-4.G.2b | Identify and name all quadrilaterals with 2 pairs of parallel sides as parallelograms. | My First Shapes Hop, Geometric Shapes |
NY-4.G.2c | Identify and name all quadrilaterals with four right angles as rectangles. | My First Shapes Hop, Geometric Shapes |
NY-4.G.3 | 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. | My First Shapes Hop, Geometric Shapes |
Fifth Grade Math
Standard | Description of Standard | Corresponding Floor Mat |
---|---|---|
Operations and Algebraic Thinking | ||
NY-5.OA.1 | Apply the order of operations to evaluate numerical expressions. e.g., • 6 + 8 ÷ 2 • (6 + 8) ÷ 2 Note: Exponents and nested grouping symbols are not included. | Operations Hop |
NY-5.OA.2 | Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. e.g., Express the calculation “add 8 and 7, then multiply by 2” as (8 + 7) × 2. Recognize that 3 × (18,932 + 921) is three times as large as 18,932 + 921, without having to calculate the indicated sum or product. | Place Value |
NY-5.OA.3 | Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. e.g., Given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. | Skip Counting Mats, Skip Counting Wall Banners, Cartesian Coordinate |
Number and Operations in Base Ten | ||
NY-5.NBT. 1 | Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1 / 10 of what it represents in the place to its left. | Place Value (P1, P2, P3) |
NY-5.NBT.2 | Use whole-number exponents to denote powers of 10. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. | Exponent Hop, Place Value |
NY-5.NBT.3 | Read, write, and compare decimals to thousandths. | Place Value (P3) |
NY-5.NBT.3a | Read and write decimals to thousandths using base-ten numerals, number names, and expanded form. e.g., • 47.392 = 4 × 10 + 7 × 1 + 3 × 𝟏/𝟏𝟎 + 9 × 𝟏/𝟏𝟎𝟎 + 2 × 𝟏/𝟏𝟎𝟎𝟎 • 47.392 = (4 × 10) + (7 × 1) + (3 × 𝟏/𝟏𝟎 ) + (9 × 𝟏/𝟏𝟎𝟎 ) + (2 ×𝟏/𝟏𝟎𝟎𝟎) • 47.392 = (4 × 10) + (7 × 1) + (3 × 0.1) + (9 × 0.01) + (2 × 0.001) | Place Value (P3) |
NY-5.NBT.3b | Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. | Operations Hop, Place Value (P3) |
NY-5.NBT.4 | Use place value understanding to round decimals to any place. | Place Value (P3) |
NY-5.NBT.5 | Fluently multiply multi-digit whole numbers using a standard algorithm. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch |
NY-5.NBT.6 | 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. Notes on and/or: • Students should be taught to use strategies based on place value, the properties of operations, and the relationship between multiplication and division; however, when solving any problem, students can choose any strategy. • Students should be taught to use equations, rectangular arrays, and area models; however, when illustrating and explaining any calculation, students can choose any strategy. | Skip Counting Mats, Skip Counting Wall Banners, Multiplication Hop, Multiplication Hopscotch |
NY-5.NBT.7 | Using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between operations: • add and subtract decimals to hundredths; • multiply and divide decimals to hundredths. Relate the strategy to a written method and explain the reasoning used. Notes on and/or: Students should be taught to use concrete models and drawings; as well as strategies based on place value, properties of operations, and the relationship between operations. When solving any problem, students can choose to use a concrete model or a drawing. Their strategy must be based on place value, properties of operations, or the relationship between operations. Note: Division problems are limited to those that allow for the use of concrete models or drawings, strategies based on properties of operations, and/or the relationship between operations (e.g., 0.25 ÷ 0.05). Problems should not be so complex as to require the use of an algorithm (e.g., 0.37 ÷ 0.05). | Place Value (P3) |
Number and Operations - Fractions | ||
NY-5.NF.1 | 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. e.g., • 1/3 + 2/9 = 3/9 + 2/9 = 5/9 • 2/3 + 5/4 = 8/12 + 15/12 = 23/12 | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line, Fractions, Decimals, Percentage Hop |
NY-5.NF.2 | Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators. e.g., 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. e.g., Recognize an incorrect result 2/5 + 1/2 = 3/7 by observing that 3/7 < 1/2. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line, Fractions, Decimals, Percentage Hop |
NY-5.NF.3 | Interpret a fraction as division of the numerator by the denominator ( 𝑎/𝑏 = a ÷ b). e.g., 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. Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers. e.g., using visual fraction models or equations to represent the problem. e.g., 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? | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line, Fractions, Decimals, Percentage Hop |
NY-5.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction by a whole number or a fraction. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line, Fractions, Decimals, Percentage Hop |
NY-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. e.g., 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 . | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line, Fractions, Decimals, Percentage Hop |
NY-5.NF.4b | Find the area of a rectangle with fractional side lengths by tiling it with rectangles 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. | Cartesian Coordinate, Number Grid |
NY-5.NF.5 | Interpret multiplication as scaling (resizing). | Cartesian Coordinate, Number Grid |
NY-5.NF.5a | Compare 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. e.g., In the case of 10 x 𝟏/𝟐 = 5, 5 is half of 10 and 5 is 10 times larger than 𝟏/𝟐 . | Fraction Walk Set |
NY-5.NF.5b | Explain 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). Explain why multiplying a given number by a fraction less than 1 results in a product smaller than the given number. Relate the principle of fraction equivalence 𝒂/𝒃 = 𝒂/𝒃 × 𝒏/𝒏 to the effect of multiplying 𝑎𝑏 by 1. e.g., Explain why 4 × 𝟑/𝟐 is greater than 4. Explain why 4 × 𝟏/𝟐 is less than 4. 𝟏𝟑 is equivalent to 𝟐/𝟔 because 𝟏/𝟑 × 𝟐/𝟐 = 𝟐/𝟔. | Fraction Walk Set |
NY-5.NF.6 | Solve real world problems involving multiplication of fractions and mixed numbers. e.g., using visual fraction models or equations to represent the problem. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line, Fractions, Decimals, Percentage Hop |
NY-5.NF.7 | Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line, Fractions, Decimals, Percentage Hop |
NY-5.NF.7a | Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. e.g., 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. | Open Number Line |
NY-5.NF.7b | Interpret division of a whole number by a unit fraction, and compute such quotients. e.g., Create a story context for 4 ÷ 15 and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ 15 = 20 because 20 × 15 = 4. | Open Number Line |
NY-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., using visual fraction models and equations to represent the problem. e.g., 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? Note: 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 until grade 6 (NY-6. NS.1). | Equivalent Fraction Hop, Fraction Walk Set, Open Number Line, Fractions, Decimals, Percentage Hop |
Measurement and Data | ||
NY-5.MD.1 | Convert among different-sized standard measurement units within a given measurement system when the conversion factor is given. Use these conversions in solving multi-step, real world problems. Notes: • The known conversion factors from grade 4 include ft., in.; km, m, cm; hr., min., sec. and will not be given. All other conversion factors will be given. • Grade 5 expectations for decimal operations are limited to work with decimals to hundredths. | |
NY-5.MD.2 | 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. e.g., Given different measurements of liquid in identical beakers, make a line plot to display the data and find the total amount of liquid in all of the beakers. | Number Grid |
NY-5.MD.3 | Recognize volume as an attribute of solid figures and understand concepts of volume measurement. | |
NY-5.MD.3a | Recognize that 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. | |
NY-5.MD.3b | Recognize that 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. | Cubed Number |
NY-5.MD.4 | Measure volumes by counting unit cubes, using cubic cm, cubic in., cubic ft., and improvised units | |
NY-5.MD.5 | Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. | Cubed Number |
NY-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. | |
NY-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. | |
NY-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. | |
Geometry | ||
NY-5.MD.5 | Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. | |
NY-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. | |
NY-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. | |
NY-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. |
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) | Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: | |
111.xx.Grade4(b)(1)(A) | apply mathematics to problems arising in everyday life and society and the workplace | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
111.xx.Grade4(b)(1)(B) | use a problem-solving model that incorporates: analyzing given information formulating a plan or strategy determining a solution justifying the solution and evaluating the problem-solving process and the reasonableness of the solution | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
111.xx.Grade4(b)(1)(C) | select tools including: real objects manipulatives paper/pencil and technology as appropriate and techniques including: mental math estimation and number sense as appropriate to solve problems | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
111.xx.Grade4(b)(1)(D) | communicate mathematical ideas and reasoning and their implications using multiple representations including: symbols diagrams graphs and language as appropriate | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
111.xx.Grade4(b)(1)(E) | create and use representations to organize and record and communicate mathematical ideas | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
111.xx.Grade4(b)(1)(F) | analyze mathematical relationships to connect and communicate mathematical ideas | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
111.xx.Grade4(b)(1)(G) | display and explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
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) | Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: | |
111.xx.Grade5(b)(1)(A) | apply mathematics to problems arising in everyday life and society and the workplace | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
111.xx.Grade5(b)(1)(B) | use a problem-solving model that incorporates analyzing given information and formulating a plan or strategy and determining a solution and justifying the solution and evaluating the problem-solving process and the reasonableness of the solution | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
111.xx.Grade5(b)(1)(C) | select tools including: real objects manipulatives paper/pencil and technology as appropriate and techniques including: mental math estimation and number sense as appropriate to solve problems | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
111.xx.Grade5(b)(1)(D) | communicate mathematical ideas and reasoning and their implications using multiple representations including symbols and diagrams and graphs and language as appropriate | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
111.xx.Grade5(b)(1)(E) | create and use representations to organize and record and communicate mathematical ideas | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
111.xx.Grade5(b)(1)(F) | analyze mathematical relationships to connect and communicate mathematical ideas | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
111.xx.Grade5(b)(1)(G) | display and explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communications | US Money Mats Clock Hop Floor Mat Add/Subtract Floor Mat Operations Hop Cartesian Coordinate Hop Fraction Walk Floor Mats |
111.xx.Grade5(b)(2) | Number and Operations. The student applies mathematical process standards to represent and compare and order positive rational numbers and understand relationships as related to place value. The student is expected to: | |
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. | |
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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
Standard | Description of Standard | Corresponding Floor Mat |
---|---|---|
Number and Number Sense | Focus: Place Value and Fractions | |
3.1 | The student will read and write six-digit numerals and identify the place value and value of each digit; round whole numbers, 9,999 or less, to the nearest ten, hundred, and thousand; and compare two whole numbers between 0 and 9,999, using symbols (>, <, or = ) and words (greater than, less than, or equal to). | Place Value Mat Mat P2 Place Value Mat P1 |
3.2 | The student will recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. The student will use these relationships to solve problems. | Skip Counting Mats by 2's 3's 4's 6's 7's 8's 9's Factor Fun Hop Mat Multiplication Hop Hopscotch For Threes Mat Skip Counting Stencils |
3.3 | The student will name and write fractions (including mixed numbers) represented by a model; model fractions (including mixed numbers) and write the fractions’ names; and compare fractions having like and unlike denominators, using words and symbols (>, <, or =). | Fraction Walk for Halves/Quarters and Thirds/Sixths Equivalent Fraction Hop Floor Mat Operations Floor Mat |
Computation and Estimation | Focus: Computation and Fraction Operations | |
3.4 | The student will estimate solutions to and solve single-step and multistep problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping. | Add/ Subtract Floor Mat |
3.5 | The student will recall multiplication facts through the twelves table, and the corresponding division facts. | Skip Counting Mats by 2's 3's 4's 6's 7's 8's 9's Factor Fun Hop Mat Multiplication Hop Hopscotch For Threes Mat Skip Counting Hopping Stencil Full Set |
3.6 | The student will represent multiplication and division, using area, set, and number line models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less. | Cartesian Coordinate Hop Mat |
3.7 | The student will add and subtract proper fractions having like denominators of 12 or less. | Fraction Walk for Halves/Quarters and Thirds/Sixths Equivalent Fraction Hop Floor Mat |
Measurement | Focus: U.S. Customary and Metric Units, Area and Perimeter, and Time | |
3.8 | The student will determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the bills and coins, and make change. | Dollar Hop Mat US Money Mats |
3.9 | The student will estimate and use U.S. Customary and metric units to measure length to the nearest -inch, inch, foot, yard, centimeter, and meter; liquid volume in cups, pints, quarts, gallons, and liters; weight/mass in ounces, pounds, grams, and kilograms; and area and perimeter. | Measurement Hop Mat (0-12 feet) Measurement Hop Mat (0-60 feet) |
3.1 | The student will measure the distance around a polygon in order to determine perimeter; and count the number of square units needed to cover a given surface in order to determine area. | Cartesian Coordinate Hop Mat |
3.11 | The student will tell time to the nearest minute, using analog and digital clocks; and determine elapsed time in one-hour increments over a 12-hour period. | Clock Hop Floor Mat |
3.12 | The student will identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours. | Clock Hop Floor Mat |
3.13 | The student will read temperature to the nearest degree from a Celsius thermometer and a Fahrenheit thermometer. Real thermometers and physical models of thermometers will be used. | |
Geometry | Focus: Properties and Congruence Characteristics of Plane and Solid Figures | |
3.14 | The student will identify, describe, compare, and contrast characteristics of plane and solid geometric figures (circle, square, rectangle, triangle, cube, rectangular prism, square pyramid, sphere, cone, and cylinder) by identifying relevant characteristics, including the number of angles, vertices, and edges, and the number and shape of faces, using concrete models. | Geometric Shapes Hop |
3.15 | The student will identify and draw representations of points, line segments, rays, angles, and lines. | Unit Circle Hop Cartesian Coordinate Hop Mat Angle Hop Floor Mat |
3.16 | The student will identify and describe congruent and noncongruent plane figures. | |
Probability and Statistics | Focus: Applications of Data and Chance | |
3.17 | The student will collect and organize data, using observations, measurements, surveys, or experiments; construct a line plot, a picture graph, or a bar graph to represent the data; and read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data. | Cartesian Coordinate Hop Mat |
3.18 | The student will investigate and describe the concept of probability as chance and list possible results of a given situation. | |
Patterns, Functions, and Algebra | Focus: Patterns and Property Concepts | |
3.19 | The student will recognize and describe a variety of patterns formed using numbers, tables, and pictures, and extend the patterns, using the same or different forms. | Cartesian Coordinate Hop Mat |
3.2 | The student will investigate the identity and the commutative properties for addition and multiplication; and identify examples of the identity and commutative properties for addition and multiplication. | Skip Counting Mats by 2's 3's 4's 6's 7's 8's 9's Factor Fun Hop Mat Multiplication Hop Hopscotch For Threes Mat Skip Counting Hopping Stencil Full Set Add/Subtract Floor Mat |
Fourth Grade Math
Standard | Description of Standard | Corresponding Floor Mat |
---|---|---|
Number and Number Sense | Focus: Place Value, Fractions, and Decimals | |
4.1 | The student will identify orally and in writing the place value for each digit in a whole number expressed through millions; compare two whole numbers expressed through millions, using symbols (>, <, or = ); and round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand. | Place Value Mat P2 |
4.2 | The student will compare and order fractions and mixed numbers; represent equivalent fractions; and identify the division statement that represents a fraction. | Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fractios Floor Mat |
4.2 | The student will read, write, represent, and identify decimals expressed through thousandths; round decimals to the nearest whole number, tenth, and hundredth; compare and order decimals; and given a model, write the decimal and fraction equivalents. | Place Value Mat P3 Fraction, Decimal, and Percent Hop 1/2 and 1/4 Fraction, Decimal, and Percent Hop 1/3 and 1/4 |
Computation and Estimation | Focus: Factors and Multiples, and Fraction and Decimal Operations | |
4.4 | The student will estimate sums, differences, products, and quotients of whole numbers; add, subtract, and multiply whole numbers; divide whole numbers, finding quotients with and without remainders; and solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers. | Skip Counting Mats by 2's 3's 4's 6's 7's 8's 9's Factor Fun Hop Mat Multiplication Hop Hopscotch For Threes Mat Skip Counting Stencils Add/Subtract Floor Mat |
4.5 | The student will determine common multiples and factors, including least common multiple and greatest common factor; add and subtract fractions having like and unlike denominators that are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fractions, using common multiples and factors; add and subtract with decimals; and solve single-step and multistep practical problems involving addition and subtraction with fractions and with decimals. | Equivalent Fraction Hop Floor Mat Fraction Walk for Halves/Fourths and Thirds/Sixths Fraction, Decimal, and Percent Hop 1/2 and 1/4 Fraction, Decimal, and Percent Hop 1/3 and 1/4 |
Measurement | Focus: Equivalence within U.S. Customary and Metric Systems | |
4.6 | The student will estimate and measure weight/mass and describe the results in U.S. Customary and metric units as appropriate; and identify equivalent measurements between units within the U.S. Customary system (ounces, pounds, and tons) and between units within the metric system (grams and kilograms). | |
4.7 | The student will estimate and measure length, and describe the result in both metric and U.S. Customary units; and identify equivalent measurements between units within the U.S. Customary system (inches and feet; feet and yards; inches and yards; yards and miles) and between units within the metric system (millimeters and centimeters; centimeters and meters; and millimeters and meters). | Measurement Hop Mat |
4.8 | The student will estimate and measure liquid volume and describe the results in U.S. Customary units; and identify equivalent measurements between units within the U.S. Customary system (cups, pints, quarts, and gallons). | |
4.9 | The student will determine elapsed time in hours and minutes within a 12-hour period. | Clock Hop Floor Mat |
Geometry | Focus: Representations and Polygons | |
4.1 | The student will identify and describe representations of points, lines, line segments, rays, and angles, including endpoints and vertices; and identify representations of lines that illustrate intersection, parallelism, and perpendicularity. | Unit Circle Hop Cartesian Coordinate Hop Mat Angle Hop Floor Mat |
4.11 | The student will investigate congruence of plane figures after geometric transformations, such as reflection, translation, and rotation, using mirrors, paper folding, and tracing; and recognize the images of figures resulting from geometric transformations, such as translation, reflection, and rotation. | |
4.12 | The student will define polygon; and identify polygons with 10 or fewer sides. | Geometric Shapes Hop |
Probability and Statistics | Focus: Outcomes and Data | |
4.13 | The student will predict the likelihood of an outcome of a simple event; and represent probability as a number between 0 and 1, inclusive. | |
4.14 | The student will collect, organize, display, and interpret data from a variety of graphs | Cartesian Coordinate Hop Mat |
Patterns, Functions, and Algebra | Focus: Geometric Patterns, Equality, and Properties | |
4.15 | The student will recognize, create, and extend numerical and geometric patterns. | |
4.16 | The student will recognize and demonstrate the meaning of equality in an equation; and investigate and describe the associative property for addition and multiplication. |
Fifth Grade Math
Standard | Description of Standard | Corresponding Floor Mat |
---|---|---|
Number and Number Sense | Focus: Prime and Composite Numbers and Rounding Decimals | |
5.1 | The student, given a decimal through thousandths, will round to the nearest whole number, tenth, or hundredth. | Place Value Mat P3 |
5.2 | The student will recognize and name fractions in their equivalent decimal form and vice versa; and compare and order fractions and decimals in a given set from least to greatest and greatest to least. | Equivalent Fraction Hop Floor Mat Fraction Walk for Halves/Fourths and Thirds/Sixths Fraction, Decimal, and Percent Hop 1/2 and 1/4 Fraction, Decimal, and Percent Hop 1/3 and 1/4 |
5.3 | The student will identify and describe the characteristics of prime and composite numbers; and identify and describe the characteristics of even and odd numbers. | Prime Number Hop Skip Counting Mat by 2's Skip Counting Stencil 2s |
Computation and Estimation | Focus: Multistep Applications and Order of Operations | |
5.4 | The student will create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers. | Add / Subtract Floor Mat |
5.5 | The student will find the sum, difference, product, and quotient of two numbers expressed as decimals through thousandths (divisors with only one nonzero digit); and create and solve single-step and multistep practical problems involving decimals. | |
5.6 | The student will solve single-step and multistep practical problems involving addition and subtraction with fractions and mixed numbers and express answers in simplest form. | Equivalent Fraction Hop Floor Mat Fraction Walk for Halves/Quarters and Thirds/Sixths Fraction, Decimal, and Percent Hop 1/2 and 1/4 Fraction, Decimal, and Percent Hop 1/3 and 1/4 |
5.7 | The student will evaluate whole number numerical expressions, using the order of operations limited to parentheses, addition, subtraction, multiplication, and division. | PEMDAS Hop |
Measurement | Focus: Perimeter, Area, Volume, and Equivalent Measures | |
5.8 | The student will find perimeter, area, and volume in standard units of measure; differentiate among perimeter, area, and volume and identify whether the application of the concept of perimeter, area, or volume is appropriate for a given situation; identify equivalent measurements within the metric system; estimate and then measure to solve problems, using U.S. Customary and metric units; and choose an appropriate unit of measure for a given situation involving measurement using U.S. Customary and metric units. | Cartesian Coordinate Hop Mat Measurement Hop Mat |
5.9 | The student will identify and describe the diameter, radius, chord, and circumference of a circle. | Unit Circle Hop (trig) Mat |
5.1 | The student will determine an amount of elapsed time in hours and minutes within a 24-hour period. | Clock Hop Floor Mat |
5.11 | The student will measure right, acute, obtuse, and straight angles. | Unit Circle Hop Angle Hop Floor Mat |
Geometry | Focus: Classification and Subdividing | |
5.12 | The student will classify angles as right, acute, obtuse, or straight; and triangles as right, acute, obtuse, equilateral, scalene, or isosceles. | Unit Circle Hop Angle Hop Floor Mat |
5.13 | The student, using plane figures (square, rectangle, triangle, parallelogram, rhombus, and trapezoid), will develop definitions of these plane figures; and investigate and describe the results of combining and subdividing plane figures. | |
Probability and Statistics | Focus: Outcomes and Measures of Center | |
5.14 | The student will make predictions and determine the probability of an outcome by constructing a sample space. | |
5.15 | The student, given a problem situation, will collect, organize, and interpret data in a variety of forms, using stem-and-leaf plots and line graphs. | Cartesian Coordinate Hop Mat |
5.16 | The student will describe mean, median, and mode as measures of center; describe mean as fair share; find the mean, median, mode, and range of a set of data; and describe the range of a set of data as a measure of variation. | |
Patterns, Functions, and Algebra | Focus: Equations and Properties | |
5.17 | The student will describe the relationship found in a number pattern and express the relationship. |
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
coming soon
Fourth Grade Math
coming soon
Fifth Grade Math
coming soon