Topic
A. Patterns and Functions

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

a. Interpret and write a rule for a one-operation (+,-, x, ÷ with no remainders) function table Sample Assessments Assessment limit: Use whole numbers or decimals with no more than 2 decimal places (0 – 1000)

b. Create a one-operation (x, ÷ with no remainders) function table to solve a real world problem

c. Complete a one-operation function table Assessment limit: Use whole numbers with +, -, x, ÷ (with no remainders) or use decimals with no more than two decimal places with +, - (0 – 200)

d. Apply a given two operation rule for a pattern Assessment limit: Use two operations (+, -, x) and whole numbers (0 – 100)

• 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.

Topic
B. Expressions, Equations, and Inequalities

Indicator
1. Write and identify expressions

Objective

a. Represent unknown quantities with one unknown and one operation (+,-,×,÷ with no remainders) Assessment limit: Use whole numbers (0 – 100) or money ($0 - $100)

b. Determine the value of algebraic expressions with one unknown and one operation Assessment limit: Use +,- with whole numbers (0-1000) or ×,÷ (with no remainders) with whole numbers (0-100) and the number for the unknown is no more than 9

c. Use parenthesis to evaluate a numeric expression

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

Objectives

a. Represent relationships by using the appropriate relational symbols (>, <, =) and one operational symbol (+,-,×,÷ with no remainders) on either side Assessment limit: Use whole numbers (0 – 400)

b. Find the unknown in an equation use one operation (+,-,×,÷ with no remainders) Sample Assessments Assessment limit: Use whole numbers (0 – 2000)

• Brain Pop-Simple Equations:
  Examples of simple equations, how to write them and how to solve them. (Visual & Auditory Learners)
• Brain Pop-Solving Equations
  Want to learn how to solve equations? Check out this movie!
• 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.
• 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 and in a coordinate grid

Objective

a. Represent decimals and mixed numbers on a number line Assessment limit: Use decimals with no more than two decimal places (0 – 100) or mixed numbers with denominators of 2, 3, 4, 5, 6, 8, or 10 (0 - 10)

b. Create a graph in a coordinate plane Assessment limit: Use the first quadrant and ordered pairs of whole numbers (0 – 50)

• Brain Pop-Graphing Linear Equations
  Understand graphs, find trends, and even predict the future by graphing linear equations!
  

Topic
A. Plane Geometric Figures

Indicator
1. Analyze the properties of plane geometric figures

Objectives

a. Identify and describe relationships of lines and line segments in geometric figures or pictures Assessment limit: Use parallel or perpendicular lines and line segments

b. Identify polygons within a composite figure Assessment limit: Use polygons with no more than 8 sides as part of a composite figure comprised of triangles or quadrilaterals

c. Identify and describe the radius and diameter of a circle

Indicator
2. Analyze geometric relationships

Objectives

a. Compare and classify quadrilaterals by length of sides and types of angles (Include the angle symbol <ABC) Sample Assessments Assessment limit: Use squares, rectangles, rhombi, parallelograms, and trapezoids

b. Compare triangles by sides

• Ask Dr. Math about Elementary Geometry
• 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.

• 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..

 

 

• Brain Pop-Polygons:A look at different types of polygons and how to identify them. (Visual & Auditory learners)

• Areas in Geometry: A hands on program to demonstrate how the areas of rectangles, parallelograms, and triangles relate to each other.

Topic
B. Solid Geometric Figures

Objectives

a. Identify and classify pyramids and prisms by the number of edges, faces, or vertices Assessment limit: Use triangular pyramids, rectangular pyramids, triangular prisms, or rectangular prisms

b. Identify and classify pyramids and prisms by the base Assessment limit: Use triangular prisms and pyramids or rectangular prisms and pyramids

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

Objectives

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

• Geometry Playground: A Research Model developed by Baltimore County Public Schools where students use their knowledge of geometry to create a safer playground.
• Shaping a City: A Research Model developed by Baltimore County Public Schools where students demonstrate their understanding of geometry by building a city block.

Topic
C. Representation of Geometric Figures

Indicator
1. Represent plane geometric figures

Objective

a. Identify, describe, and draw angles, parallel line segments, and perpendicular line segments Assessment limit: Provide their dimensions as whole numbers (0 - 20) or angle measurements (0° - 179°)

• Ask Dr. Math About Elementary Geometry

• 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
D. Congruence

Indicator
1. Analyze similar figures to

Objective

a. Identify or describe geometric figures as similar Sample Assessments Assessment limit: Use same shape and different 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 translations, reflections, and rotations of geometric figures Assessment limit: Use translation along a vertical line, reflection over a horizontal line, or rotation 90° or 180° around a given point

• Figure This! Math Challenges: Check out the links in the Transformation section to view activities tha will challenge a student's thinking.

Topic
A. Measurement Units

Indicator
1. Read customary and metric measurement units

Objectives

a. Estimate and determine weight or mass Assessment limit: Use the nearest ounce for weight and the nearest gram for mass

b. Estimate and determine capacity Assessment limit: Use the nearest 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.

Topic
B. Measurement Tools

Indicator
1. Measure in customary and metric units

Objectives

a. Select and use appropriate tools and units Assessment limit: Measure length to 1/8 inch with a ruler

Indicator
2.Measure angles

Objectives

a. Measure a single angle and angles in regular polygons Seeds | Sample Assessments Assessment limit: Measure an angle between 0 and 180 to the nearest degree

• Dr.Math's Terms and Units of Measurement: Questions and their answers from elementary students.

Topic
C. Applications in Measurement

Indicator
1.Estimate and apply measurement formulas

Objectives

a. Determine perimeter Assessment limit: Use polygons with no more than 8 sides and whole numbers (0 –500)

b. Determine area Assessment limit: Use rectangles and whole numbers (0 – 200)

c. Find the area and the perimeter of any closed figure on a grid Assessment limit: Use whole and partial units (0-50)

d. Estimate and determine volume by counting

Indicator
2. Calculate equivalent measurements

Objectives

a. Determine start, elapsed, and end time Seeds Assessment limit: Use the nearest minute

b. Determine equivalent Sample Assessments Assessment limit: Use seconds, minutes, and hours or pints, quarts, and gallons

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 and compare data in stem & leaf plot Assessment limit: Use no more than 20 data points and whole numbers (0 – 100)

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

d. Interpret and compare data in double line graphs Assessment limit: Use y-axis with intervals of 1, 2, 5, or 10 and x-axis with no more than 10 time intervals and whole numbers (0 – 100)

e. Read circle graphs Assessment limit: Use no more than 4 categories and data in whole numbers or percents which are multiples of 5 and whole numbers (0 – 100)

Indicator
2. Describe a set of data (mean, median, mode)

Objectives

a. Determine the mean of a given data set or data display Assessment limit: Use no more than 8 pieces of data and whole numbers without remainders (0 – 1000)

b. Apply the range and measures of central tendency to solve a problem or answer a question

• Interactive Mathematics: A library of virtual manipulatives related to NCTM Data Analysis and Probability standards.
• Stem and leaf plotter: This activity generates a stem and leaf plot from datat that the user enters. Exploration questions are provided.

 

 

 

 

 

 

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

 

 

 

 

• 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.

Topic
A. Sample Space

Indicator
1. Identify possible outcomes

Objectives

a. Determine possible outcomes of independent events Sample Assessments Assessment limit: Use two independent events with no more than 4 outcomes each and an organized list or tree diagram

• Brain Pop-Basic Probability: You may think that chance is just a roll of the dice, but... um... Actually chance IS just a roll of the dice. Learn how to calculate and express basic probability with Tim.
• Creat a Spinner:Create your own spinner and examine the outcomes.
• Interactive Mathematics: A library of virtual manipulatives related to NCTM Data Analysis and Probability standards.

Topic
B. Theoretical Probability

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

Objectives

a. Make predictions and express the probability as a fraction Sample Assessments Assessment limit: Use a sample space of no more than 20 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)
• 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
A. Knowledge of Number and Place Value

Indicator
1.Apply knowledge of fractions, decimals, and place value

Objectives

a. Read, write, or represent fractions or mixed numbers using symbols, models, and words Assessment limit: Use denominators that are factors of 24 and numbers (0 – 200)

b. Read, write, or represent decimals using symbols, words, or models Assessment limit: Use no more than 3 decimal places (0 – 100)

c. Identify and determine equivalent forms of proper fractions Sample Assessments Assessment limit: Use denominators that are factors of 100, decimals, or percents (0 – 200)

d. Compare or order fractions with or without using the symbols (<, >, or =) Assessment limit: Use no more than 4 fractions or mixed numbers with denominators that are factors of 100 and numbers (0 – 100)

e. Compare, order, and describe decimals with or without using the symbols (<, >, or =) Assessment limit: Use no more than 4 decimals with no more than 3 decimal places and numbers (0 – 100)

• Dr Math's Fractions and Decimals:A selection of answers to questions about adding and subtracting fractions, including how to find common denominators.
• 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.
• Investigating with Pattern Blocks: A NCTM lesson plan with links to a manipulative applet to create a learning object.
• Fresh Baked Fractions: A fraction game that requires the student to reduce fractions in order to win all the pieces of pie.
• AAA Math : Good explanition of concepts and opportunity for self correcting practice.

Topic
B. Number Theory

Indicator
1.Apply number relationships

Objectives

a. Identify or describe numbers as prime or composite Assessment limit: Use whole numbers (0 – 100)

b. Identify and use rules of divisibility Assessment limit: Use rules for 2, 3, 5, 9, or 10 and whole numbers (0 - 10,000)

c. Identify the greatest common factor Assessment limit: Use 2 numbers whose GCF is no more than 10 and whole numbers (0 – 100)

d. Identify a common multiple and the least common multiple Sample Assessments Assessment limit: Use no more than 4 single digit whole numbers

• Dr. Math's Prime Numbers

 

 

 

 

 

 

 

• Brain Pop-Greatest Common Factor What is the greatest common factor, anyway, and how do you find it? More importantly, how can you use it?
  

Topic
C. Number Computation

Indicator
1. Analyze number relations and compute

Objectives

a. Multiply whole numbers Assessment limit: Use a 3-digit factor by another factor with no more than 2-digits and whole numbers (0 - 10,000)

b. Divide whole numbers Assessment limit: Use a dividend with no more than a 4-digits by a 2-digit divisor and whole numbers (0 - 9,999)

c. Interpret quotients and remainders mathematically and in the context of a problem Sample Assessments Assessment limit: Use dividend with no more than a 3-digits by a 1 or 2 digit divisor and whole numbers (0 – 999)

d. Add and subtract proper fractions and mixed numbers with answers in simplest form Assessment limit: Use denominators as factors of 24 and numbers (0 – 20)

e. Add decimals including money Assessment limit: Use no more than 4 addends and no more than 3 decimal places in each addend and numbers (0 – 1000)

f. Subtract decimals including money Assessment limit: Use a minuend and subtrahend with no more than 3 decimal places and numbers (0 – 1000)

g. Multiply decimals Assessment limit: Use a decimal in monetary notation by a single digit whole number and numbers (0 – 100)

h. Divide decimals by whole numbers

Indicator
2. Estimation

Objectives

a. Determine the approximate sum and difference of decimals Assessment limit: Use no more than 3 addends with no more than 3 decimal places in each addend or the difference of a minuend and subtrahend with no more than 3 decimal places and numbers (0 – 1000)

b. Determine approximate product and quotient of whole numbers Assessment limit: Use a 1-digit factor with the other factor having no more than 3 digits or a dividend having no more than 3 digits and a 1-digit divisor and whole numbers (0 – 5000)

c. Determine the approximate product of decimals Assessment limit: Use a decimal in monetary notation and a single digit whole number (0 – 100)

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

 

 

 

 

 

 

 

 

 

 

 

 

• No Matter What Shape Your Fractions Are In:Students use Pattern Blocks to investigate and build relations among fractions.
• Who Wants Pizza: A fun way to learn about fractions.
• Brain Pop-Adding and Subtracting Fractions Advanced
  Tim and Moby show you how to add and subtract fractions in this BrainPOP movie.
  
• 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

• Classic Word Problems from Dr. Math: Dr. Math takes you through the process of solving word porblems.
• 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

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

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..