Topic
A. Patterns and Functions

Indicator
1. Identify, describe, extend, and create numeric patterns

a. Represent and analyze numeric patterns using skip counting Assessment limit: Use 2, 5, 10, or 100 starting with any whole number (0 – 1000)

b. Represent and analyze numeric patterns using skip counting Assessment limit: Use 3 or 4 starting with 0, 1, 2, 3, or 4 (0 - 30)

c. Represent and analyze numeric patterns using skip counting backward Assessment limit: Use 10 or 100 starting with any whole number (0 – 1000)

d. Complete a function table using a given addition or subtraction rule

Indicator
2. Identify, describe, extend, and create non-numeric growing or repeating patterns

Objectives

a. Represent and analyze growing patterns using symbols, shapes, designs, or pictures Sample Assessments Assessment limit: Start at the beginning, show at least 3 levels but no more than 5 levels, and ask for the next level

b. Represent and analyze repeating patterns using symbols, shapes, designs, or pictures Assessment limit: Use no more than 4 objects in the core of the pattern

• PBS TeacherSource-Peddling Petals A resourceful pattern lesson plan.
• Figure This! Math Challenges for Familes: Vast resource of Algebra problem solving activities with a valuable teacher's presentation and hand-out kit. (In Spanish)
• Interactvie Mathematics: A vast library of virtual manipulatives related to the NCTM Algebra standards. Villiany, Inc.-The Golf of Mexico: An animated tale, complete with character voices, sound effects, music, a complex storyline, and the opportunity for students to challenge themselves mathematically. There is also a vast array of teacher support and resources included at this site.
• Number Crunchers-Monsters Do the Math: Excellent lesson plans from Thinkport to engage students to discover what a function is and how it works. Extensive teacher resources.
• AAA Math : Good explanition of concepts and opportunity for self correcting practice.
• Problem Pictures is about bringing mathematics to life with photograhs. Stiking photographs are combined with original quesitons and problems to challenge students at all levels.

Topic
B. Expressions, Equations, and Inequalities

Indicator
1. Write and identify expressions

Objective

a. Represent numeric quantities using operational symbols (+, -, ×, ÷) Sample Assessments Assessment limit: Use operational symbols (+ or -) and whole numbers (0 – 50)

Indicator
2. Identify, write, and solve equations and inequalities

Objectives

a.Represent relationships using appropriate relational symbols (<, >, or =) and operational symbols (+,- ×, ÷) on either side Assessment limit: Use operational symbols (+ or -) and whole numbers (0 – 1000)

b. Find the missing number (unknown) in a number sentence (equation) using operational symbols (+, -, ×, ÷) Sample Assessments Assessment limit: Use one operational symbol (+ or -) and whole numbers (0 – 100)

c. Find the missing number(s) (unknown) on one or both sides of a number sentence (equation)

 

 

 

 

• AAA Math : Good explanition of concepts and opportunity for self correcting practice.

Topic
C. Numeric and Graphic Representations of Relationships

Indicator
1. Locate points on a number line

Objective

a. Represent whole numbers on a number line Assessment limit: Use whole numbers (0 - 500)

b. Represent proper fractions on a number line Assessment limit: Use fractions that have denominators of 2, 3, or 4

Chameleon Graphing: With the help of Sam the Chameleon, learn to find points on a number line and graph points in the coordinate plane.

Topic
A. Plane Geometric Figures

Indicator
1. Analyze the properties of plane geometric figures

Objectives

a. Identify or describe points, lines, line segments, rays, and angles

b. Identify or describe polygons Sample Assessments Assessment limit: Use triangles, quadrilaterals, pentagons, hexagons, or octagons and the number of sides or vertices

c. Identify or describe quadrilaterals Assessment limit: Use squares, rectangles, rhombi, parallelograms, and trapezoids and the length of sides

d. Identify triangles, rectangles, or squares as part of a composite figure Assessment limit: Use a combination of 2 of the stated polygons

Indicator
2. Analyze geometric relationships

Objectives

a. Identify right angles.

• Patch Tool: Fit shapes together to form designs.
• Figure This! Math Challenges for Familes: Vast resource of Geometry problem solving activities with a valuable teacher's presentation and hand-out kit. (In Spanish)
• Interactive Mathematics: An incredible library of virtual manipulatives related to NCTM Geometry standards.
• AAA Math : Good explanition of concepts and opportunity for self correcting practice.
• Geometry through Art: A wonderful assortment of lesson ideas, facilitation suggestions, lists of materials needed, and handouts for you to photocopy. The artist, Mr. Shapiro, focuses on the student as investigator, learning through doing, and using perception to stimulate the motivation for more developed concepts and language..

Topic
B. Solid Geometric Figures

Objectives

a. Identify and describe cubes, rectangular prisms, and triangular prisms Assessment limit: Use cubes and the number of edges, faces, vertices, or shape of each face

• Pyramids and Cubes: Use pipe cleaners and straws to construct a pyramid and cube.

Topic
C. Representation of Geometric Figures

Indicator
1. Represent plane geometric figures

Objective

a. Sketch triangles, quadrilaterals, pentagons, hexagons, octagons, and circles

Topic
D. Congruence

Indicator
1. Analyze congruent figures

Objective

a. Identify and describe geometric figures as congruent Assessment limit: Use the same shape and same size

• Triangle Congruence: Ask Dr. Math from Drexel University has an excellent set of questions from students with clearly explained answers about congruent triangles.
• Wonderful Whale: A useful paper activity that provides step by step instructions to make an origami whale all the while describing and defining the shapes and angles created in the folds.

Topic
E. Transformations

Indicator
1. Analyze a transformation

Objectives

a. Identify and describe the results of a slide, flip, and turn Sample Assessments Assessment limit: Use horizontal slide, flip over a vertical line, or turn of 90° clockwise around a given point of a geometric figure or picture

Indicator
2. Analyze geometric figures or pictures

Objective

a. Identify and describe symmetry Assessment limit: Use no more than 4 lines of symmetry

Topic
A. Measurement Units

Indicator
1. Read customary and metric measurement units

Objectives

a.Estimate and determine length Assessment limit: Use the nearest centimeter or ½ inch

b. Tell time in days, hours, minutes, and seconds Sample Assessments Assessment limit: Use the nearest minute using an analog clock

c. Estimate and read temperature Assessment limit: Use the nearest degree (°F or °C)

d. Estimate and determine weight of objects Assessment limit: Use the nearest pound or ounce

• Figure This! Math Challenges for Familes: Vast resource of Measurement problem solving activities with a valuable teacher's presentation and hand-out kit. (In Spanish)
• Interactive Mathematics: A vast library of virtual manipulatives realted to NCTM Measurement standards.
• Clock Wise:Type in a time and the clock will run until it shows that time.

Topic
B. Measurement Tools

Indicator
1. Measure in customary and metric units

Objectives

a. Measure length of objects and pictures of objects using a ruler, a tape measure, a yardstick, or a meter stick Assessment limit: Use a ruler and the nearest centimeter or ½ inch

b. Measure capacity of containers to the nearest cup, pint, quart, gallon, milliliter, and liter using graduated containers

• Measuring Length in the Metric System: A Power Point presentation with hands-on learning objects.

Topic
C. Applications in Measurement

Indicator
1. Apply measurement concepts

Objectives

a. Estimate and determine the perimeter of geometric figures and pictures on a grid Sample Assessments Assessment limit: Use counting and whole numbers (0 – 50)

b. Estimate and determine the area of geometric figures and pictures on a grid Assessment limit: Use counting and whole numbers (0 – 50)

Indicator
2. Calculate equivalent measurements

Objectives

a. Determine equivalent units of length Assessment limit: Use 12 inches = 1 foot and 3 feet = 1 yard and whole numbers (0 – 30)

 

 

 

• Shape Explorer: Determine the area and perimeter on a grid using this interactive applet.

Topic
A. Data Displays

• Interactive Mathematics: A library of virtual manipulatives related to NCTM Data Analysis and Probability standards.
• Bar Graph Sorter: This applet allows the user to explore simple bargraphs through sorting shapes by color or shape into the graph.

Topic
B. Data Analysis

Indicator
1. Analyze data

Objectives

a. Interpret data contained in tables using a variety of categories and intervals Assessment limit: Use no more than 4 categories from one set of data and whole numbers (0 – 1000)

b. Interpret data contained in pictographs using a variety of categories and intervals Sample Assessments Assessment limit: Use scales of 2:1, 4:1, or 10:1 and whole numbers (0 – 100)

c. Interpret data contained in single bar graphs using a variety of categories and intervals Assessment limit: Use no more than 4 categories of data, intervals of 1, 2, 5, or 10 and whole numbers (0 – 100)

d. Interpret data contained in line plots using a variety of intervals

• Interactive Mathematics: A library of virtual manipulatives related to NCTM Data Analysis and Probability standards.

Topic
A. Sample Space

Indicator
1. Identify possible outcomes

Objective

a. Identify possible outcomes that make up the sample space for a given real life situation

b. Identify possible outcomes that make up the sample space for a given experiment such as: flipping a coin, spinning a spinner, and rolling a number cube

• PBS TeacherSource-Talking Probability:A hands-on lesson plan.
• Figure This! Math Challenges for Familes: Vast resource of Algebra problem solving activities with a valuable teacher's presentation and hand-out kit. (In Spanish)
• Interactive Mathematics: A library of virtual manipulatives related to NCTM Data Analysis and Probability standards.

Topic
Theoretical Probability

Indicator
1. Identify the probability of one simple event

Objectives

a. Describe the probability of an event using words Sample Assessments Assessment limit: Use probability terms of more (or most) likely, less (or least) likely, or equally likely

 

 

Topic
A. Knowledge of Number and Place Value

Indicator
1. Apply knowledge of whole numbers and place value

Objectives

a. Read, write, and represent whole numbers using symbols, words, and models Assessment limit: Use whole numbers (0 - 10,000)

b. Express whole numbers using expanded form Assessment limit: Use whole numbers (0 - 10,000)

c. Identify the place value of a digit in a whole number Assessment limit: Use whole numbers (0 - 9,999)

d. Compare, order, and describe whole numbers with or without using relational symbols (<, >, =) Sample Assessments Assessment limit: Use no more than four whole numbers (0 - 10,000)

Indicator
2. Apply knowledge of fractions

Objectives

a. Read, write, and represent fractions as parts of a single region using symbols, words, and models Sample Assessments Assessment limit: Use fractions with denominators of 2, 3, or 4

b. Read, write, and represent fractions as parts of a set using symbols, words, and models Assessment limit: Use fractions with denominators of 2, 3, or 4, and use sets of 2, 3, 4 items, respectively

Indicator
3. Apply knowledge of money

Objectives

a.Represent money amounts in different ways Assessment limit: Use money amounts ($0 - $100)

b. Determine the value of a given set of mixed currency Assessment limit: Use coins and bills ($0 - $100)

c. Compare the value of two sets of mixed currency

• Figure This! Math Challenges for Familes: Vast resource of Number problem solving activities with a valuable teacher's presentation and hand-out kit. (In Spanish)
• Interactive Mathematics: A vast library of virtual manipulatives related to NCTM number and operation standards.
• AAA Math : Good explanition of concepts and opportunity for self correcting practice.

 

 

 

 

 

 

 

 

 

 

• Who Wants Pizza: A fun way to learn about fractions.
• Brain Pop, Adding and Subtracting Fractions: Learn how to add and subtract fractions in this animated movie with Tim and Moby!
  
• Equivalent Fractions: This tool allows students to create equivalent fractions by dividing and shading squares or circles.
• Investigating with Pattern Blocks: A NCTM lesson plan with links to manipulative appletts that create a learning object.

 

 

 

• Change Maker: A FunBrain acitivity where students add money to a virtual piggybank by figuring out the correct change.
• Math Mania: Solve money word problems.
• Fact Monster: All About Money All sorts of interesting facts about money

Topic
B. Number Theory

Indicator
1.Apply number relationships to:

Objectives

a. Identify and describe whole numbers as even or odd Assessment limit: Use whole numbers (0 – 100)

Topic
C. Number Computation

Indicator
1. Analyze number relations and compute

Objectives

a. Add numbers using a variety of strategies Assessment limit: Use no more than 3 addends, with no more than 3 digits in each addend and whole numbers (0 – 1000)

b. Subtract numbers using a variety of strategies Assessment limit: Use no more than 3 digits in the minuend or subtrahend and whole numbers (0 – 999)

c. Solve addition and subtraction word problems

d. Add and subtract money amounts

e. Identify and apply the concept of inverse operations to addition and subtraction

f. Represent multiplication and division basic facts using number sentences, pictures, and drawings Assessment limit: Use basic facts of no more than 9 x 9 = 81

g. Identify and use properties of multiplication Assessment limit: Use the properties of commutative, identity, or zero and whole numbers (0 – 20)

h. Multiply a one-digit factor by a two-digit factor using models, pictures, and drawings

i. Divide a two-digit dividend by a one-digit divisor using models, pictures, and drawings

j. Identify and apply the concept of inverse operations to multiplication and division

k. Write a word problem based on multiplication or division number sentences

Indicator
2. Estimation

Objective

a. Determine the reasonableness of sums and differences

A+ Math Homework Helper Excellent practice for math facts

 

 

 

 

 

 

 

 

 

 

 

 

 

• Math Baseball: Where every correct answer scores a run!
• Multiplication An Adventure in Number Sense: Applets and graphics to teach the tables.
• Multiplication.com: A variety of engaging basic facts games.
• Cartoon Math: A different approach to learning multiplication tables using mnemonics.

Topic
A. Problem Solving

Indicator
1. Apply a variety of concepts, processes, and skills to solve problems

Objectives

a. Identify the question in the problem

b. Decide if enough information is present to solve the problem

c. Make a plan to solve a problem

d. Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation

e. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation

f. Identify alternative ways to solve a problem

g. Show that a problem might have multiple solutions or no solution

h. Extend the solution of a problem to a new problem situation

• Identifying Key Words in Math Word Problems: Power Point tutorial that engagingly takes students through the process of identifying key words.
• Map Coloring-The Big Picture: Using one of the most famous proofs in mathematics (the Four Color Theorem) students will explore the question:What is the fewest number of colors I must use to color this map?
• Let's Do Math: Students can solve non-standard problems that are challenging and fun.
• Math Playground: Lots of interactive leveled games that present word problems in a fun way.

Topic
B. Reasoning

Indicator
1. Justify ideas or solutions with mathematical concepts or proofs

Objectives

a. Use inductive or deductive reasoning

b. Make or test generalizations

c. Support or refute mathematical statements or solutions

• Map Coloring-The Big Picture: Using one of the most famous proofs in mathematics (the Four Color Theorem) students will explore the question:What is the fewest number of colors I must use to color this map?
• Let's Do Math: Students can solve non-standard problems that are challenging and fun.

Topic
C. Communications

Indicator
1. Present mathematical ideas using words, symbols, visual displays, or technology

Objectives

a. Use multiple representations to express concepts or solutions

b. Express mathematical ideas orally

c. Explain mathematically ideas in written form

d. Express solutions using concrete materials

e. Express solutions using pictorial, tabular, graphical, or algebraic methods

f. Explain solutions in written form

g. Ask questions about mathematical ideas or problems

h. Give or use feedback to revise mathematical thinking

• Map Coloring-The Big Picture: Using one of the most famous proofs in mathematics (the Four Color Theorem) students will explore the question:What is the fewest number of colors I must use to color this map?

Topic
D. Connections

Indicator
1. Relate or apply mathematics within the discipline, to other disciplines, and to life

Objectives

a. Identify mathematical concepts in relationship to other mathematical concepts


b. Identify mathematical concepts in relationship to other disciplines

c. Identify mathematical concepts in relationship to life

d. Use the relationship among mathematical concepts to learn other mathematical concepts

• Map Coloring-The Big Picture: Using one of the most famous proofs in mathematics (the Four Color Theorem) students will explore the question:What is the fewest number of colors I must use to color this map?
• Problem Pictures is about bringing mathematics to life with photograhs. Stiking photographs are combined with original quesitons and problems to challenge students at all levels.
• Geometry through Art: A wonderful assortment of lesson ideas, facilitation suggestions, lists of materials needed, and handouts for you to photocopy. The artist, Mr. Shapiro, focuses on the student as investigator, learning through doing, and using perception to stimulate the motivation for more developed concepts and language..