Topic
A. Patterns and Functions

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

a. Represent and analyze numeric patterns using skip counting Assessment limit: Use patterns of 3,4,6,7,8, or 9 starting with any whole number (0 – 100)

b. Create a one-operation (+ or -) function table to solve a real world problem

c. Complete a function table using a one operation (+, -, ×, ÷ with no remainders) rule Assessment limit: Use whole numbers (0 – 50)

d. Describe the relationship that generates a one-operation rule

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

Objectives

a. Generate a rule for the next level of the growing pattern Assessment limit: Use at least 3 levels but no more than 5 levels

b. Generate a rule for a repeating pattern Assessment limit: Use no more than 4 objects in the core of the pattern

c. Create a non-numeric growing or repeating pattern

• 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.
• Patterns and Pascal: A Thinkport lesson plan using Pascal's triangle on the web to recognize and continue patterns. Teacher support material is included.

 

 

 

 

 

 

 

• 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. Coloring Multiples in Pascal's Triangle: This applet allows the user to investigate number patterns in Pascal's Triangle created by placement of multiples.

Topic
B. Expressions, Equations, and Inequalities

Indicator
1. Write and identify expressions

Objective

a. Represent numeric quantities using operational symbols (+,-,×,÷ with no remainders) Sample Assessments Assessment limit: Use whole numbers (0 – 100)

b. Determine equivalent expressions Assessment limit: Use whole numbers (0 – 100)

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

Objectives

a. Represent relationships using relational symbols (>, <, =) and operational symbols (+,-,×,÷) on either side Assessment limit: Use operational symbols (+, -, ×) and whole numbers (0 – 200)

b. Find the unknown in an equation with one operation Assessment limit: Use multiplication (×) and whole numbers (0-81)

• BBC's Math File:Spin the wheel and choose a game. While some terminology is very British the games are well executed, engaging, and learning supports are provided.

Topic
C. Numeric and Graphic Representations of Relationships

Indicator
1. Locate points on a number line and in a coordinate grid

Objective

a. Represent mixed numbers and proper fractions on a number line Sample Assessments Assessment limit: Use proper fractions with a denominators of 6, 8, or 10

b. Identify positions in a coordinate plane Assessment limit: Use the first quadrant and ordered pairs of whole numbers (0 - 20)

c. Represent decimals on a number line

• 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 properties of angles using manipulatives and pictures

b. Identify, compare, classify, and describe angles in relationship to another angle Sample Assessments Assessment limit: Use acute, right, or obtuse angles

c. Identify parallel and intersecting line segments

• 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.

Topic
B. Solid Geometric Figures

Objectives

a. Identify cones, cylinders, prisms, and pyramids Assessment limit: Use cones or cylinders

b. Describe solid geometric figures by the number of edges, faces, or vertices Sample Assessments Assessment limit: Use triangular pyramids, rectangular pyramids, triangular prisms, or rectangular prisms

Indicator
2. Analyze the relationship between plane geometric figures and surfaces of solid geometric figures

Objectives

a. Compare a plane figure to surfaces of solid geometric figure Assessment limit: Analyze or identify the number or arrangement of squares needed to make a cube, triangles/rectangles needed to make a triangular pyramid or rectangular pyramid, triangles/rectangles needed to make a triangular prism, and circles/rectangles needed to make a cylinder.

Topic
C. Representation of Geometric Figures

Indicator
1. Represent plane geometric figures

Objective

a. Sketch acute, right, obtuse angles, and parallel and intersecting line segments

Topic
D. Congruence

Indicator
1. Analyze congruent figures

Objective

a. Identify and describe geometric figures as congruent Assessment limit: Identify the result in a transformation as being congruent to the original figure

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 translations, reflections, and rotations Assessment limit: Use a horizontal line translation, reflection over a vertical line, or rotation of 90° clockwise around a given point of a geometric figure or picture

Topic
A. Measurement Units

Indicator
1. Read customary and metric measurement units

Objectives

a. Estimate and determine length and height Sample Assessments Assessment limit: Use the nearest millimeter or ¼ inch

b. Estimate and determine weight or mass

c. Estimate and determine capacity

• 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 vast library of virtual manipulatives realted to NCTM Measurement standards.

Topic
B. Measurement Tools

Indicator
1. Measure in customary and metric units

Objectives

a. Select and use appropriate tools and units Assessment limit: Use the nearest millimeter or ¼ inch with a ruler

• 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. Determine perimeter Sample Assessments Assessment limit: Use polygons with no more than 6 sides given the length of the sides in whole numbers (0 – 100)

b. Determine area Assessment limit: Use rectangles with the length of the sides in whole numbers (0 – 100)

c. Determine start time, elapsed time, and end time Sample Assessments Assessment limit: Use hour and half hour intervals

Indicator
2. Calculate equivalent measurements

Objectives

a. Determine equivalent units of length Seeds Assessment limit: Use 36 inches = 1 yard and whole numbers (0-100)

b. Determine equivalent units of time Seeds

c. Determine equivalent units of capacity and weight within the same system

• 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.
• Right Handed or Left Handed: A Data Collection and Analysis Class Experiment

Topic
B. Data Analysis

Indicator
1. Analyze data

Objectives

a. Interpret line plots Assessment limit: Use no more than 20 pieces of data with a range no more than 10 and whole numbers (0 – 100)

b. Interpret line graphs Sample Assessments Assessment limit: Use the x-axis representing no more than 6 time intervals, the y-axis consisting of no more than 10 intervals with scales as factors of 100 using whole numbers (0 – 100)

Indicator
2. Describe a set of data

Objectives

a. Determine median, mode, and range Sample Assessments Assessment limit: Use no more than 8 pieces of data and whole numbers (0 – 100)

b. Model the mean of a set of data

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

 

 

 

• Villiany, Inc.-Drive Through Deceit:Dr. Eugene Wick I.D. and his associate Platypus have decided to brainwash an army of children by buying a fast food franchise - Yummy's! - and putting a subliminal message in the kids meals. As a double agent working for the Anti-Villainy Unit (AVU), the student must follow AVU orders to thwart Dr. Wick's plans for fast food domination.There is also a vast array of teacher support and resources included at this site.

 

• Brain Pop-Mean, Median, Mode, and Range
  Learn about how mean, median, mode, and range can help you work with sets! (Visual & Auditory learners)

Topic
B. Theoretical Probability

Indicator
1.Determine the probability of one simple event comprised of equally likely outcomes

Objectives

a. Express the probability as a fraction Sample Assessments Assessment limit: Use a sample space of no more than 6 outcomes

• Figure This! Math Challenges for Familes: Vast resource of Statistics and Probability 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.
• BBC's Math File:Spin the wheel and choose a game. While some terminology is very British the games are well executed and learning supports are provided.

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 - 1,000,000)

b. Express whole numbers in expanded form Assessment limit: Use whole numbers (0 - 1,000,000)

c. Identify the place value of a digit in a number Assessment limit: Use whole numbers (0 - 1,000,000)

d. Compare, order, and describe whole numbers Assessment limit: Use no more than 4 whole numbers with or without using the symbols (<, > , =) and whole numbers (0 - 1,000,000)

Indicator
2. Apply knowledge of fractions and decimals

Objectives

a. Read, write, and represent proper fractions of a single region using symbols, words, and models Assessment limit: Use denominators 6, 8, and 10

b. Read, write, or represent proper fractions of a set which has the same number of items as the denominator using symbols, words, and models Assessment limit: Use denominators of 6,8, and 10 with sets of 6, 8, and 10, respectively

c. Find equivalent fractions

d. Read, write, and represent mixed numbers using symbols, words, and models

e. Read, write, and represent decimals using symbols, words and models Assessment limit: Use no more than 2 decimal places and numbers (0-100)

f. Express decimals in expanded form Assessment limit: Use no more than 2 decimal places and numbers (0-100)

g. Compare and order fractions and mixed numbers with or without using the symbols (<, >, or =) Sample Assessments Assessment limit: Use like denominators and no more than 3 numbers (0-20)

h. Compare, order, and describe decimals with or without using the symbols (<,>, or =) Assessment limit: Use no more than 3 decimals with no more than 2 decimal places and numbers (0 – 100)

Indicator
3. Apply knowledge of money

Objectives

a. Compare the value of sets of mixed currency Assessment limit: Use 2 sets of mixed currency and money ($0 - $100)

b. Determine the change from $100

• AAA Math: Everything you need to know about numbers and online quizes to test yourself.
• 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.

 

• 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.

 

 

 

 

• Fresh Baked Fractions: A fraction game that requires the student to reduce fractions in order to win all the pieces of pie.
• Who Wants Pizza: A fun way to learn about fractions.
• No Matter What Shape Your Fractions Are In:Students use Pattern Blocks to investigate and build relations among fractions.
• Brain Pop, Adding and Subtracting Fractions: Learn how to add and subtract fractions in this animated movie with Tim and Moby!
• Investigating with Pattern Blocks: A NCTM lesson plan with links to a manipulative appletto create a learning object.

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

• Change Maker: A FunBrain acitivity where students add money to a virtual piggybank by figuring out the correct change.

Topic
B. Number Theory

Indicator
1.Apply number relationships

Objectives

a. Identify and use divisibility rules Assessment limit: Use the rules for 2, 5, or 10 with whole numbers (0 – 1000)

b. Identify factors Assessment limit: Use whole numbers (0 – 24)

c. Identify multiples Sample Assessments Assessment limit: Use the first 5 multiples of any single digit whole number

 

 

 

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

 

 

• Factor Game: Test your factoring ability in this two person game.

Topic
C. Number Computation

Indicator
1. Analyze number relations and compute

Objectives

a. Add whole numbers Assessment limit: Use up to 3 addends with no more than 4 digits in each addend and whole numbers (0 - 10,000)

b. Subtract whole numbers Assessment limit: Use a minuend and subtrahend with no more than 4 digits in each and whole numbers (0 – 9999)

c. Multiply whole numbers Assessment limit: Use a one 1-digit factor by up to a 3-digit factor using whole numbers (0 – 1000)

d. Divide whole numbers Assessment limit: Use up to a 3-digit dividend by a 1-digit divisor and whole numbers with no remainders (0 - 999)

e. Add and subtract proper fractions and mixed numbers Assessment limit: Use 2 proper fractions with a single digit like denominators, 2 mixed numbers with single digit like denominators, or a whole number and a proper fraction with a single digit denominator and numbers (0 – 20)

f. Add 2 decimals Assessment limit: Use the same number of decimal places but no more than 2 decimal places and no more than 4 digits including monetary notation and numbers (0 – 100)

g. Subtract decimals Assessment limit: Use the same number of decimal places but no more than 2 decimal places and no more than 4 digits including monetary notation and numbers (0 – 100)

Indicator
2. Estimation

Objectives

a. Determine the approximate sum and difference of 2 numbers Assessment limit: Use no more than 2 decimal places in each and numbers (0 – 100)

b. Determine the approximate product or quotient of 2 numbers Assessment limit: Use a 1-digit factor with the other factor having no more than 2-digits or a 1-digit divisor and no more than a 2-digit dividend and whole numbers (0 – 1000)

 

Mystery Picture Game-Order of Operations: An engaging applet that reveals a picture as the student solves equations.

 

 

 

 

 

 

• Multiflyer: Given a mission in space the student must then fly the spaceship by answering multiplication facts. Well simulated review practice.

• Multiplication An Adventure in Number Sense: Applets and graphics to learn the tables.
• Multiplication.com: A variety of engaging basic facts games.

 

 

 

 

 

• Brain Pop, Adding and Subtracting Fractions: Learn how to add and subtract fractions in this animated movie with Tim and Moby!
• AAA Math : Good explanition of concepts and opportunity for self correcting practice.

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.
• Plane Math: Online problem solving activities rlating to flight. Excellent teacher resources for lesson planning.
• 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

• 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