A Correlation of -...

A Correlation of

to the

Oregon Mathematics Content Standards

Grades K-5

M/M-148

Introduction

This correlation demonstrates the alignment of content between Investigations in Number, Data, and Space ©2008 and the Oregon Mathematics Content Standards. Page references in the correlation are to the Teacher Edition Curriculum Units, as well as the Student Activity Book and Student Math Handbook when appropriate. The Oregon Online Activities for Investigations are available on Pearson SuccessNet in English and Spanish. These activities are cited in the correlation by unit number and activity number. On SuccessNet, you can download each activity which consists of a teacher page and a student page. The teacher page contains related vocabulary, directions for teaching the content, suggested questions to promote discussion, examples of student responses, and differentiation support. These Oregon Activities are provided to give teachers additional support while teaching the Oregon Mathematics Content Standards

Investigations in Number, Data, and Space is a Kindergarten through Grade 5 mathematics curriculum designed to engage students in making sense of mathematical ideas. Six major goals guided the development of the Investigation in Number, Data, and Space curriculum. The curriculum is designed to:

• Support students to make sense of mathematics and learn that they can be mathematical thinkers

• Focus on computational fluency with whole number as a major goal of the elementary grades

• Provide substantive work in important areas of mathematics—rational numbers, geometry, measurement, data, and early algebra—and connections among them

• Emphasize reasoning about mathematical ideas

• Communicate mathematics content and pedagogy to teachers

• Engage the range of learners in understanding mathematics.

Underlying these goals are three guiding principals that are touchstones for the Investigations team as they approach both students and teachers as agents of their own learning:

1. Students have mathematical ideas. 2. Teachers are engaged in ongoing learning about mathematics content, pedagogy

and student learning. 3. Teachers collaborate with the students and curriculum materials to create the

curriculum as enacted in the classroom.

Investigations is based on experience from research and practice. Based on that extensive classroom testing, the curriculum takes seriously the time students need to develop a strong conceptual foundation and skills based on that foundation. Each curriculum unit focused on an area of content in depth, providing time for students to develop and practice ideas and a variety of activities and contexts that build on each other. An additional set of online lessons have been designed to support state standards. Daily guidelines for time spent on class sessions, Classroom Routines (K-3), and Ten-Minute Math (3-5) reflect the commitment to devoting adequate time to mathematics each school day.

Table of Contents

Kindergarten_______________________________________________________ 1

Grade One _______________________________________________________ 7

Grade Two_________________________________________________________ 12

Grade Three _______________________________________________________ 16

Grade Four ________________________________________________________ 19

Grade Five_________________________________________________________ 22

1 Kindergarten

Investigations in Number, Data, & Space to the

State of Oregon Mathematics Content Standards

Kindergarten

Mathematics

State of Oregon Mathematics Content

Standards Investigations in Number, Data,

& Space Kindergarten It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations.

K.1 Number and Operations and Algebra: Represent, compare, and order whole numbers, and join and separate sets.

Unit 1: 25-26, 33, 38-39, 48-49, 59-62, 65-66, 83-88, 99, 101-105, 113, 117, 122-123 Unit 2: 27-32, 34-38, 40-42, 44-46, 48-50, 52-54, 56-60, 62-64, 66-70, 72-73, 87, 89, 92-93, 95-99, 101-104, 107-109, 111-115, 118-120, 122-125, 129-132, 134-137, 139-141, 143-144, 146-149 Unit 3: 37-38, 48, 62-64, 121, 125-127, 132-133 Unit 4: 36-37, 42, 46, 50, 59-63, 66-70, 72-75, 77-79, 82-84, 91-94, 98, 101-103, 105-108, 110-112, 114-116, 118-120, 136, 141, 144-147, 151, 154-156, 161, 163 Unit 5: 74, 78, 82, 100, 108, 114, 120 Unit 6: 29-34, 36-40, 42-45, 47-49, 51-54, 69-73, 75-78, 82, 84-86, 88-90, 92-94, 101-104, 106-109, 111-114, 116-118, 120-122, 124-127, 129-131, 139-142, 144-145, 147-150, 152-154, 156-158, 160-161 Unit 7: 25-30, 32-36, 38-42, 44-47, 49-52, 54-55, 108, 112

2 Kindergarten

K.1.1 Read and write whole numbers to 10.


K.1.2 Connect numbers, including written numerals, to the quantities they represent, using various physical models and representations.


3 Kindergarten

K.1.3 Count forward by ones beginning with any number less than 30; count backward by ones beginning with any number 10 or less.


K.1.4 Recognize the number of objects in a small set (such as the arrangements of dots on a number cube) without counting.

Unit 2: 45, 58, 63-64, 80-81 Unit 4: 81-82, 107-108, 118, 129-133, 135-136, 139-142, 144-147, 151, 154-156, 158-161, 163-164, 166-167 Unit 6: 29-34, 36-40, 42-45, 47-49, 56-58, 60-61, 139-142, 144-145, 147-150, 152-154, 156-158, 160-161

4 Kindergarten

K.1.5 Count objects in a set using one-to-one correspondence and produce sets of given sizes.

Unit 1: 25-26, 33, 38-39, 48-49, 59-62, 65-66, 83-88, 99, 101-105, 113, 117, 122-123 Unit 2: 27-32, 34-38, 40-42, 44-46, 48-50, 52-54, 56-60, 62-64, 66-70, 72-73, 92-93, 97, 102-103, 108, 111-115, 118-120, 125, 129-130, 132, 137, 143 Unit 3: 37-38, 48, 62-64, 121, 125-127, 132-133 Unit 4: 36-37, 42, 46, 50, 59-63, 66-70, 72-75, 82-84, 91-94, 98, 103, 110-112, 136, 141, 144-147, 151, 154-156, 161, 163 Unit 5: 74, 78, 82, 100, 108, 114, 120 Unit 6: 33, 36-40, 42-45, 47-49, 51-54, 69-73, 75-78, 82, 84-86, 88-90, 92-94, 103, 108, 113-114, 120 Unit 7: 25-30, 32-36, 38-42, 44-47, 49-52, 54-55, 108, 112

K.1.6 Compare and order sets or numerals by using both cardinal and ordinal meanings.

Unit 1: 98 Unit 2: 95-99, 101-104, 108-109, 115, 120, 122-125, 129-132, 134-137, 139-141, 143-144, 146-149 Unit 4: 67, 105-108, 110-112, 115 Unit 6: 106-109, 112, 117, 125, 130

K.1.7 Model simple joining and separating situations and represent them with objects, pictures, and/or numerals.

Unit 2: 115 Unit 4: 59-63, 66-70, 72-75, 77-79, 101-103, 105-108, 110-112, 114-116, 118-120, 137, 144-146, 151, 154-156, 159, 161, 163 Unit 6: 33, 36-40, 42-45, 101-104, 106-109, 111-113, 116-118, 120-122, 124-127, 129-131, 139-142, 144-145, 147-150, 152-154, 156-158, 160-161

K.1.8 Choose, combine, and apply effective strategies for solving joining and separating problems.

Unit 2: 115 Unit 4: 59-63, 66-70, 72-75, 77-79, 101-103, 105-108, 110-112, 114-116, 118-120, 137, 144-146, 151, 154-156, 159, 161, 163 Unit 6: 33, 36-40, 42-45, 101-104, 106-109, 111-113, 116-118, 120-122, 124-127, 129-131, 139-142, 144-145, 147-150, 152-154, 156-158, 160-161

5 Kindergarten

K.1.9 Identify, duplicate, and extend simple number patterns and sequential and growing patterns (e.g., patterns made with shapes).

Unit 1: 28-29, 50-51 Unit 3: 36-37, 41-44, 46-49, 59-62, 64, 66-69, 71-74, 76-79, 81-84, 86-89, 91-94, 96-98, 100-102, 104-107, 115-118, 120-123, 125-128, 130-131, 135-137, 139-142, 144-146 Unit 7: 41-42, 50

K.2 Geometry: Describe shapes and space.

Unit 1: 28-30, 34, 39, 43, 45, 51, 62-63, 67, 111-113, 125-126 Unit 5: 23-27, 29-32, 34-39, 41-43, 45-49, 51-52, 59-63, 65-68, 70-72, 75, 78-79, 81-84, 93-97, 99-103, 105-110, 112-115, 117-120, 122-124, 126-128, 130-132

K.2.1 Identify, name, and describe basic two-dimensional shapes (e.g., square, circle, triangle, rectangle, regular hexagon) presented in a variety of ways (e.g., with different sizes or orientations).

Unit 1: 28-29, 34, 39, 43, 45, 51, 62-63, 67, 111-113, 125-126 Unit 5: 23-27, 29-32, 34-39, 41-43, 45-49, 51-52, 59-63, 65-68, 70-72, 75, 78-79, 81-84

K.2.2 Identify, name, and describe basic three-dimensional shapes (e.g., sphere, cube, and cylinder).

Unit 1: 29-30, 34, 39, 43, 45, 113, 125-126 Unit 5: 93-97, 99-103, 105-110, 112-115, 117-120, 122-124, 126-128, 130-132

K.2.3 Use basic shapes and spatial reasoning to describe and model objects in their environment, and to construct more complex shapes.

Unit 1: 28-30, 34, 39, 43, 45, 51, 62-63, 67, 111-113, 125-126 Unit 5: 23-27, 29-32, 34-39, 41-43, 45-49, 51-52, 59-63, 65-68, 70-72, 75, 78-79, 81-84, 93-97, 99-103, 105-110, 112-115, 117-120, 122-124, 126-128, 130-132

K.3 Measurement: Compare and order objects by attributes.

Unit 1: 86-87, 107, 111-112, 116-117, 121-122, 125 Unit 2: 83-87, 89-90, 92, 106-107, 115, 119, 122-127, 129, 134-135, 144, 147 Unit 3: 31, 33, 38, 43-44, 48 Unit 4: 34, 46-47, 169 (Teacher Note) Unit 7: 63-65, 67-68, 70-74, 76-80, 82-83, 85-87, 92-95

6 Kindergarten

K.3.1 Identify the measurable attributes (e.g., length, weight) and non-measurable attributes (e.g., color) of an object.

Unit 1: 86-87, 107, 111-112, 116-117, 121-122, 125 Unit 2: 63-64, 83-87, 89-90, 92, 106-107, 115, 119, 122-127, 129, 134-135, 144, 147 Unit 3: 31, 33, 38, 43-44, 48 Unit 4: 29-32, 34-37, 39-44, 46-47, 49-52, 63-64, 70, 163, 169 (Teacher Note) Unit 6: 80-82, 85, 89, 93 Unit 7: 63-65, 67-68, 70-74, 76-80, 82-83, 85-87, 92-95

K.3.2 Compare, sort, and order objects according to measurable (e.g., longest to shortest, lightest to heaviest) and non-measurable (e.g., color, texture) attributes.

Unit 1: 86-87, 107, 111-112, 116-117, 121-122, 125 Unit 2: 83-87, 89-90, 92, 106-107, 115, 119, 122-127, 129, 134-135, 144, 147 Unit 3: 31, 33, 38, 43-44, 48 Unit 4: 34, 46-47, 169 (Teacher Note) Unit 7: 63-65, 67-68, 70-74, 76-80, 82-83, 85-87, 92-95

K.3.3 Compare the lengths of two objects both directly (by comparing them with each other) and indirectly (by comparing both with a third object).

Unit 2: 83-87, 89-90, 92, 106-107, 115, 119, 122-127, 129, 134-135, 144, 147 Unit 4: 34, 46-47, 169 (Teacher Note)

7 Grade One



Grade One

Mathematics


Investigations in Number, Data, & Space

Grade 1 It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations.

8 Grade One



1.1 Number and Operations: Develop an understanding of whole number relationships, including grouping in tens and ones.

Unit 1: 44-46, 62-64, 101-106, 108-111, 113-118, 120-125, 127-130, 132-136, 138-141, 149-153, 155-160, 162-166, 168-171, 173-176, 178-179, 181-187 Unit 3: 36-40, 42-44, 46-48, 50-55, 57-61 63-65, 67-70, 72-75, 81-85, 89-90, 96-99, 107-109, 118-121, 123-126, 128-132, 146-147, 149-152, 154-156, 158-160, 162-165, 167-170, 172-175 Unit 4: 61-62, 77, 82 Unit 6: 27-32, 34-38, 40-44, 46-49, 51-54, 56-60, 62-66, 71-75, 77-80, 82-87, 89-92, 94-96, 103-106, 108-111, 113-115, 117-119, 121-127, 129-130, 132-133, 135-138 Unit 8: 27-31, 33-36, 38-42, 44-47, 55-56, 61-64, 66-70, 72-74, 76-79, 81-83, 85-86, 88-90, 97-102, 104-108, 110-115, 117-119, 121-125, 127-130

1.1.1 Compare and order whole numbers to 100.

Unit 1: 61-63, 69-70, 72-74, 76, 78-79, 81, 87, 89-90-93, 101-106, 110, 123, 128, 132-134 Unit 3: 111, 118, 123 Unit 4: 82, 106 Online Activities: Unit 8: Activities 28-29

9 Grade One



1.1.2 Represent whole numbers on a number line, demonstrating an understanding of the sequential order of the counting numbers and their relative magnitudes.

Students use number lines and counting strips. Unit 1: 61-63, 69-70, 72-74, 76, 78-79, 81, 87, 89-90-93, 101-106, 110, 123, 128, 132-134 Unit 3: 29, 96, 99, 114, 118, 123, 149-152, 154, 167-169, 205-209 (Teacher Note) Unit 4: 82, 106 Student Activity Book Unit 2: p. 20; Unit 3: pp. 31, 41, 48 Student Math Handbook pp. 21, 26, 31, 32, 37, 39, 42

1.1.3 Count and group objects in tens and ones.

Unit 1: 64, 85-87 Unit 3: 158-160, 162-165, 169-170, 235-236 (Dialogue Box) Student Math Handbook pp. 27-29 Unit 6: 27-32, 40-44, 46-49, 56-60, 62-66, 94-95, 135, 137 Unit 8: 33-36, 38-42, 44-47, 97-102, 104-108, 110-115, 117-119, 121-125, 127-130, 167-168 (Dialogue Box)

1.1.4 Identify the number of tens and ones in whole numbers between 10 and 100, especially recognizing the numbers 10 to 19 as 1 group of ten and a particular number of ones.

Unit 6: 135 Unit 8: 110-115, 117-119, 121-125, 167-168 (Dialogue Box)

10 Grade One



1.1.5 Determine the value of collections of pennies, nickels, and dimes.

Students learn the value of a penny as they participate in the activity, Heads and Tails. Unit 1: 162-164, 166, 178 Activity Book Unit 1: pp. 47-48 Math Handbook pp. 20, G25 Online Activities: Unit 8: Activities 40

1.2 Number and Operations and Algebra: Develop understandings of addition and subtraction and strategies for basic addition facts and related subtraction facts.

Unit 1: 44-46, 62-64, 101-106, 108-111, 113-118, 120-125, 127-130, 132-136, 138-141, 149-153, 155-160, 162-166, 168-171, 173-176, 178-179, 181-187 Unit 3: 36-40, 42-44, 46-48, 50-55, 57-61 63-65, 67-70, 72-75, 81-85, 89-90, 96-99, 107-109, 118-121, 123-126, 128-132, 172-175 Unit 6: 27-32, 34-38, 40-44, 46-49, 51-54, 56-60, 62-66, 71-75, 77-80, 82-87, 89-92, 94-96, 103-106, 108-111, 113-115, 117-119, 121-127, 129-130, 132-133, 135-138 Unit 8: 27-31, 68-70, 97-102, 104-108, 110-115, 117-119, 121-125, 127-130

11 Grade One



1.2.1 Model “part-whole,” “adding to,” “taking away from,” and “comparing” situations to develop an understanding of the meanings of addition and subtraction.


12 Grade One



1.2.2 Develop and use efficient strategies for adding and subtracting whole numbers using a variety of models, including discrete objects, length-based models (e.g., lengths of connecting cubes) and number lines.


13 Grade One



1.2.3 Apply with fluency sums to 10 and related subtraction facts.

Unit 1: 101-106, 109-111, 113-118, 120-125, 127-130, 138-141, 149-153, 155-160, 162-166, 168-171, 173-176, 178-179, 181-187 Unit 3: 36-40, 42-44, 46-48, 50-55, 57-61, 63-65, 67-70, 72-75, 81-85, 87-92, 94-99, 107-109, 128-132, 172-175 Unit 6: 27-32, 34-38, 40-44, 46-49, 51-54, 56-60, 62-66, 71-80, 82-87, 89-92, 94-96, 103-106, 108-111, 113-115, 117-119, 121-124, 125-130, 132-133 Unit 8: 97-102, 104-108, 110-115, 117-119, 121-125, 127-130

1.2.4 Use the concept of commutative [4 + 2 = 2 + 4], associative [(4 + 3) + 7 = 4 + (3 + 7)], and identity [0 + 3 = 3] properties of addition to solve problems involving basic facts.

Unit 3: 10-11, 46-48, 63 Unit 6: 32, 38, 73-74, 86-87, 103-104 Unit 8: 124 Online Activities: Unit 8: Activity 23

1.2.5 Relate addition and subtraction as inverse operations.

Unit 1: 168-171, 173-176, 178-179, 181-187 Unit 3: 36-40, 42-44, 81-84, 91, 97, 119-121, 172-175 Unit 6: 113-115, 117-119, 121, 125, 129-130, 132, 135-138

14 Grade One



1.2.6 Identify, create, extend, and supply a missing element in number patterns involving addition or subtraction by a single-digit number.

Unit 3: 119, 158-160, 162-165, 167-170 Unit 7: 75-79, 87-91, 104-108 Unit 8: 33-36, 39-41, 45, 55-59, 61-64, 66-70, 72-74, 76-79, 81-83, 85-86, 88-90 Student Math Handbook: pp 61-63

1.3 Geometry: Compose and decompose two- and three-dimensional geometric shapes.

Unit 2: 27-29, 33-35, 39-43, 45-47, 49-53, 55-60, 62-64, 84, 88, 93-94, 105-107, 109-112, 114-116, 118-119

1.3.1 Describe geometric attributes of shapes (e.g., round, corners, sides) to determine how they are alike and different.

Unit 1: 30-31, 34-37, 40-42, 45, 47-48 Unit 2: 25-29, 31-35, 37-43, 45-47, 49-53, 55-60, 62-64, 71-76, 78-84, 86-89, 91-94, 96-100, 105-107, 109-112, 114-116, 118-119 Unit 4: 24-27, 37, 41 Unit 9: 23-28, 30-32, 35-37, 40-43, 45-48, 50-55, 57-59, 61-62, 69-73, 75-78, 85-88, 104-105

15 Grade One



1.3.2 Recognize and create shapes that are congruent or have symmetry.

Students match faces of geoblocks. They assemble patterns of congruent triangles and congruent squares to create quilts. They use the Shapes software to create and manipulate congruent shapes. They create symmetrical designs with pattern blocks. Unit 2: 28, 41-42, 46, 50, 57-58, 105-107, 109-112, 114-116, 125-128 (Teacher Notes), 134-137 (Teacher Note), 154 (Dialogue Box) Unit 9: 24-27, 31, 43, 45, 46, 109-110 (Teacher Note) Student Activity Book: Unit 2: pp. 1, 3 Student Math Handbook p. 82 Online Activities: Unit 2: Activities 2-3

1.3.3 Compose and decompose shapes (e.g., cut a square into two right triangles and put two cubes together to make a rectangular prism), thus building an understanding of part-whole relationships as well as the properties of the original and composite shapes.

Unit 2: 27-29, 33-35, 39-43, 45-47, 49-53, 55-60, 62-64, 84, 88, 93-94, 105-107, 109-112, 114-116, 118-119

16 Grade One



1.3.4 Recognize shapes when viewed from different perspectives and orientations.

Students recognize shapes viewed from different perspectives and orientations as they manipulate Pattern Blocks, Geoblocks, and Power Polygons, and as they identify “footprints” and two-dimensional views of three-dimensional objects. Unit 1: 30-31, 34-35, 40-42 Unit 2: 27-29, 32-35, 37-43, 45-47, 49-53, 55-60, 62-64, 93-94, 100, 105-116, 118-119 Unit 9: 23-28, 30-32, 34-37, 40-43, 45-48, 50-55, 57-59, 61-62, 69-73, 75-78, 80-83, 85-88, 104-105

17 Grade Two



Grade Two

Mathematics



& Space


2.1 Number and Operations: Develop an understanding of the base-ten numeration system and place-value concepts.

Unit 1: 96-97, 142, 157, 161, 198 (Teacher Note), 219 (Dialogue Box) Unit 3: 78, 174-178, 180-186, 188-194, 196-199, 201-203, 234-236 (Teacher Note), 259-260 (Dialogue Box) Unit 6: 25 -29, 31-36, 38-41, 76-81, 125-126, 156-157 (Teacher Note), 174-175 (Dialogue Box) Unit 8: 81-82, 92, 115, 117-119, 121, 123-128, 131-136, 141-145, 172-175 (Teacher Note), 202-204 (Dialogue Box)

18 Grade Two



2.1.1 Write, compare, and order whole numbers to 1000.

Unit 1: 28-56, 62-106, 108-132, 138-181 Unit 3: 30-66, 72-118, 124-164, 168-203 Unit 5: 28-72, 82-93 Unit 6: 24-48, 54-94, 100-126, 130-151 Unit 7: 20-40, 46-76 Unit 8: 24-48, 52-64, 70-108, 112-149

2.1.2 Understand and apply base-ten numeration, and count in multiples of one, two, five, ten, and one hundred.

Unit 1: 52, 78-79, 96-97, 142, 157, 161, 198 (Teacher Note), 219 (Dialogue Box) Unit 3: 78, 144-147, 154-159, 161-164, 169, 174-178, 180-186, 188-194, 196-199, 201-203, 234-236 (Teacher Note), 259-260 (Dialogue Box) Unit 5: 83-88, 96-97 Unit 6: 25 -29, 31-36, 38-41, 76-81, 125-126, 131-136, 138-141, 143-147, 156-157 (Teacher Note), 174-175 (Dialogue Box) Unit 8: 81-82, 92, 115, 117-119, 121, 123-128, 131-136, 141-145, 172-175 (Teacher Note), 202-204 (Dialogue Box)

2.1.3 Compose and decompose whole numbers less than one thousand by place value (e.g., 426 as 4 hundreds + 2 tens + 6 ones and 400 + 20 + 6).

Unit 1: 29-32, 111-112, 116-119, 121-123, 125-128, 145-146 Unit 3: 78, 180-186 Unit 6: 25-29, 31-34

19 Grade Two



2.1.4 Use place value and properties of operations to find and use equivalent representations of numbers (such as 35 represented by 35 ones, 3 tens and 5 ones, or 2 tens and 15 ones).

Unit 1: 96-97, 142, 157, 161, 198 (Teacher Note), 219 (Dialogue Box) Unit 3: 78, 174-178, 180-186, 188-194, 196-199, 201-203, 234-236 (Teacher Note), 259-260 (Dialogue Box) Unit 6: 25 -29, 31-36, 38-41, 76-81, 125-126, 156-157 (Teacher Note), 174-175 (Dialogue Box) Unit 8: 81-82, 92, 115, 117-119, 121, 123-128, 131-136, 141-145, 172-175 (Teacher Note), 202-204 (Dialogue Box)

2.2 Number and Operations and Algebra: Develop fluency with addition facts and related subtraction facts, and with multi-digit addition and subtraction.

Unit 1: 29-32, 54, 63-64, 85, 111-112, 116-119, 121-123, 125-128, 130-132, 139-143, 145-146, 150-154, 156-157, 160-161, 163-168, 170-174, 176-177, 179-181 Unit 3: 31-37, 39-45, 47-49, 51-56, 58-61, 63-66, 73-80, 82-88, 90-94, 96-103, 105-108, 110-114, 116-118 Unit 6: 25-29, 31-36, 38-42, 44-47, 89-93, 101-104, 106-109, 111-114, 116-118, 120-122, 124, 143-146, 149-152 Unit 8: 38-42, 44-47, 53-58,60-63, 71-77, 79-86, 88-95, 97-103, 105-108, 113-121, 123-129, 131-136, 138-145, 147-149

20 Grade Two



2.2.1 Apply, with fluency, sums to 20 and related subtraction facts.

Unit 1: 29-32, 63-64, 85, 111-112, 116-119, 121-123, 125-128, 130-132, 139-143, 145-146, 150-154, 156-158, 160-161, 163-168, 170-174, 176-177, 179-181 Unit 3: 31-37, 39-45, 47-49, 51-56, 58-61, 63-66, 73-80, 82-88, 90-94, 96-103, 105-108, 110-114, 116-118 Unit 6: 25-29, 31-36, 38-42, 44-47, 89-93, 101-104 Unit 8: 38-42, 44-47, 71-77, 79-86, 88-95, 97-103, 105-108, 113-121, 123-129, 131-136, 138-145, 147-149

2.2.2 Solve multi-digit whole number problems by applying various meanings (e.g., taking away, and comparing) and models (e.g., combining or separating sets, using number lines, and hundreds charts) of addition and subtraction.

Unit 1: 139-143, 150-154 Unit 3: 73-80, 83-88, 90-94, 96-103, 105-108, 110-114, 116-118 Unit 6: 25-29, 31-36, 38-42, 44-47, 83-87, 101-104 Unit 8: 71-77, 79-86, 88-95, 105-107, 123-129, 131-136, 138-145, 147-149

2.2.3 Develop fluency with efficient procedures for adding and subtracting multi-digit whole numbers and understand why the procedures work on the basis of place value and number properties.

Unit 1: 139-143, 150-154 Unit 3: 73-80, 83-88, 90-94, 96-103, 105-108, 110-114, 116-118 Unit 6: 25-29, 31-36, 38-42, 44-47, 83-87, 101-104 Unit 8: 71-77, 79-86, 88-95, 105-107, 123-129, 131-136, 138-145, 147-149

21 Grade Two



2.2.4 Select and apply efficient methods to estimate sums and differences or calculate them mentally depending on the numbers and context involved.

Unit 1: 150, 156 Unit 3: 51-56, 73, 83 Unit 6: 143

2.2.5 Determine the value of mixed collections of coins to $1.00.

Unit 1: 69-72, 74-75, 77, 79-81, 85-89. 99, 101, 105, 190 (Teacher Note) Unit 3: 149-152, 157, 162, 184-185 Unit 6: 106-109, 120-121, 140, 143-146, 149-152, 187 (Dialogue Box) Student Math Handbook pp. 19-21

2.3 Measurement: Develop an understanding of linear measurement and facility in measuring.

Unit 9: 32-35, 37-42, 44-46, 48-50, 59-64, 66-69, 71-74, 79-84, 86-90, 92-95, 97-100, 102-104, 144, 147-158 (Teacher Notes), 160-162 (Teacher Note), 165-169 (Dialogue Boxes) Student Math Handbook pp. 146-156

2.3.1 Determine length by finding the total number of equal-length units that are placed end-to-end without gaps or overlaps.


22 Grade Two



2.3.2 Apply concepts of partitioning (the mental activity of slicing the length of an object into equal-sized units) and transitivity (e.g., if object A is longer than object B and object B is longer than object C, then object A is longer than object C).

Unit 9: 32-35, 37-42, 44-46, 48-50, 52-53, 59-64, 66-69, 71-74, 79-84, 86-90, 92-95, 97-100, 102-104, 144, 147-158 (Teacher Notes), 160-162 (Teacher Note), 165-169 (Dialogue Boxes) Student Math Handbook pp. 146-156

2.3.3 Demonstrate an understanding that using different measurement units will result in different numerical measurements for the same object.

Unit 9: 30-33, 40-42, 53-54, 59, 79-84, 97-98, 100, 103-104, 144, 150-152 (Teacher Note), 158 (Teacher Note), 160-161 (Teacher Note), 166 (Dialogue Box)

2.3.4 Explain the need for equal length units and the use of standard units of measure.

Unit 9: 59-64, 66-69, 71-74, 79-84, 86-90, 92-95, 97-100, 102-104, 144, 147-158 (Teacher Notes), 160-162 (Teacher Note), 165-169 (Dialogue Boxes) Student Math Handbook pp. 146-156

2.3.5 Use rulers and other measurement tools to estimate and measure length in common units (e.g., centimeter and inch).

Unit 9: 59-64, 66-69, 71-74, 86-90, 92-95, 97-100, 102-104, 144, 147-158 (Teacher Notes), 160-162 (Teacher Note), 165-169 (Dialogue Boxes) Student Math Handbook pp. 146-156

23 Grade Two



2.3.6 Use the measurement process: choose an appropriate measurement unit, compare that unit to the object, and report the number of units.


2.3.7 Demonstrate an understanding of time and use of time relationships (e.g., how many minutes in an hour, days in a week, and months in a year).

Unit 1: 32-33 Unit 9: 111-115, 117-120, 122-125, 127-133, 135-138, 140-142, 144-145, 159 (Teacher Note), 162-164 (Teacher Note), 170-171 (Dialogue Box) Student Math Handbook pp. 133-134, 136-145

2.3.8 Tell time in increments of five minutes using analog and digital clocks.

Unit 1: 32-33 Unit 9: 111-115, 117-120, 122-125, 127-133, 135-138, 140-142, 144-145, 159 (Teacher Note), 162-164 (Teacher Note), 170-171 (Dialogue Box) Student Math Handbook pp. 134, 136-145

24 Grade Three



Grade Three

Mathematics



& Space


3.1 Number and Operations: Develop an understanding of fractions and fraction equivalence.

Unit 7: 25-28, 30-35, 37-42, 44-46, 48-52, 54-56, 61-68, 70-73, 75-79, 81-86 Student Math Handbook pp 56-60, 63

3.1.1 Represent common fractions (e.g., halves, thirds, fourths, tenths) as equal parts of a whole, parts of a set, or points or distances on a number line.

Unit 7: 25-28, 30-35, 37-42, 44-46, 48-52, 54-56, 61-68, 70-73, 75-79, 81-86 Online Activities: Unit 7: Activities 71

3.1.2 Recognize and demonstrate that sizes of fractional parts are relative to the size of the whole.


25 Grade Three



3.1.3 Use fractions to represent numbers that are equal to, less than, or greater than one.

Unit 7: 25-28, 30-35, 37-42, 44-46, 48-52, 54-56, 61-68, 70-73, 75-79, 81-86 Student Math Handbook: pp 56-62

3.1.4 Solve problems that involve comparing and ordering fractions by using models, benchmarks (0, ½, 1), or common numerators or denominators.


3.1.5 Identify equivalent fractions using models, including the number line.

Unit 7: 25-28, 30-35, 37-42, 44-46, 48-52, 54-56, 61-68, 70-73, 75-79, 81-86 Student Math Handbook p 63 Online Activities: Unit 7: Activities 41, 71

3.1.6 Add common fractions with like denominators.

Unit 7: 39-42, 50-52, 64-66, 72-73, 75-79

3.2 Number and Operations, Algebra, and Data Analysis: Develop understandings of multiplication and division, and strategies for basic multiplication facts and related division facts.

Unit 5: 29-33, 35-38, 40-42, 49-52, 54-58, 60-63, 65-70, 73-75, 77-78, 83-86, 88-91, 93-96, 98-100, 102-105, 110, 117-120, 122-124, 126-128, 130-132, 134-136, 138-140, 142-143 Unit 8: 53-54

3.2.1 Represent and apply the concept of multiplication as repeated addition.

Unit 5: 31-32, 35-36, 40-41, 49-52, 138

26 Grade Three



3.2.2 Represent and apply the concept of division as repeated subtraction and forming equal groups.

Grade 3 students use multiplication combinations and the inverse relationship between multiplication and division to understand and solve division problems. Unit 5: 37, 122-124, 126-128, 130-132 Student Math Handbook p 47 Online Activities: Unit 5: Activities 35

3.2.3 Apply models of multiplication (e.g., equal-sized groups, arrays, area models, equal “jumps” on number lines and hundreds charts) and division (e.g., repeated subtraction, partitioning, and sharing) to solve problems.

Unit 5: 29-33, 35-38, 40-42, 49-52, 54-58, 60-63, 65-70, 73-75, 77-78, 83-86, 88-91, 93-96, 98-100, 102-105, 110, 117-120, 122-124, 126-128, 130-132, 134-136, 138-140, 142-143

3.2.4 Apply increasingly sophisticated strategies based on the number properties (e.g., place value, commutative, associative, distributive, identity, and zero) to solve multiplication and division problems involving basic facts.

Unit 5: 65-66, 77-78, 84-85, 90, 102, 104 Online Activities: Unit 5: Activity 37 Student Math Handbook: p 48

3.2.5 Apply the inverse relationship between multiplication and division (e.g., 5 x 6 = 30, 30 ÷ 6 = 5) and the relationship between multiples and factors.

Unit 5: 37, 117, 119, 122-124, 126-128, 130-132, 148 (Teacher Note), 158 (Teacher Note), 175 (Dialogue Box) Online Activities: Unit 5: Activity 37

27 Grade Three



3.2.6 Represent, analyze and extend number patterns using rules that involve multiplication and/or addition (e.g., {3, 6, 9, 12, …}, .{1, 2, 4, 8, …} ).

Unit 5: 49-52, 54-58, 66-67, 72-75, 77 Unit 6: 57-61, 63-66, 68-72, 80-81, 83, 86-91, 93-96, 98-102 Unit 8: 29-30

3.2.7 Analyze frequency tables, bar graphs, picture graphs, and line plots; and use them to solve problems involving addition, subtraction, multiplication, and division.

Unit 2: 25-32, 34-39, 41-48, 50-54, 56-61, 64-67, 69-72, 74-76, 83-88, 90-96, 98-101, 103-106, 108-112, 114-115, 117-120, 125-131, 133-140, 144-147, 149-153, 155-156

3.3 Geometry and Measurement: Describe and analyze properties of two-dimensional shapes, including perimeters.

Unit 4: 46-49, 51-55, 63-67, 69-73, 75-80, 82-87, 89-93, 95-97, 105-109, 111-115, 117-122, 124-128, 130-133, 135-136

3.3.1 Identify right angles in two-dimensional shapes and determine if angles are greater than or less than a right angle (obtuse and acute).

Unit 4: 80, 85, 109, 113-115, 118-122, 124-128, 130-133, 135-136

3.3.2 Identify, describe, compare, analyze, and informally classify triangles by their sides and angles.

Unit 4: 53-55, 75-80, 82-87, 105-109, 111-115, 124-128, 130, 133, 135-136

3.3.3 Identify, describe, compare, analyze, and classify quadrilaterals (square, rectangle, parallelogram, rhombus, and trapezoid) by their sides and angles.

Unit 4: 32-33, 42-44, 46-49, 51-55, 63-67, 69-73, 75-80, 82-87, 117-122, 124-128, 130, 133

28 Grade Three



3.3.4 Identify, describe, and compare pentagons, hexagons, and octagons by the number of sides or angles.

Unit 7: 61-68, 70-73

3.3.5 Investigate and describe the results of decomposing, combining, and transforming polygons to make other polygons.

Unit 4: 53-54, 63-67, 69-73, 75-80, 82-87, 95-97 Unit 7: 61-68, 70-73

3.3.6 Build, draw, and analyze two-dimensional shapes to understand attributes and properties of two-dimensional space.

Unit 4: 32-33, 40-44, 46-49, 51-55, 63-67, 69-73, 75-80, 82-87, 89-93, 95-97, 105-109, 111-115, 117-122, 124-128, 130-133, 135-136

3.3.7 Determine an appropriate unit, tool, or strategy to find the perimeter of polygons.

Unit 4: 30-36, 38-44, 46-49, 51-53, 79-80, 96-97

3.3.8 Use attributes and properties of two-dimensional shapes to solve problems including applications involving parallel and perpendicular lines, congruence, symmetry, and perimeter.

Unit 4: 32-33, 40-44, 46-49, 51-55, 63-67, 69-73, 75-80, 82-87, 89-93, 95-97, 105-109, 111-115, 117-122, 124-128, 130-133, 135-136 Unit 9: 56

29 Grade Four



Grade Four

Mathematics



& Space


4.1 Number and Operations: Develop an understanding of decimals, including the connections between fractions and decimals.

Unit 6: 105-110, 112-115, 117-119, 121-126, 128-131, 133-134, 136-137, 157-158 (Teacher Note) , 169 (Dialogue Box)

4.1.1 Extend the base-ten system to read, write, and represent decimal numbers (to the hundredths) between 0 and 1, between 1 and 2, etc.

Unit 6: 105-110, 112-115, 117-119, 121-126, 128-131, 133-134, 136-137, 157-158 (Teacher Note)

4.1.2 Use models to connect and compare equivalent fractions and decimals.

Unit 6: 105-110, 112-115, 117-119, 121-126, 128-131, 133-134, 136-137

4.1.3 Determine decimal equivalents or approximations of common fractions.

Unit 6: 105-110, 112-115, 117-119, 121-126, 128-131, 133-134, 136-137, 169 (Dialogue Box)

30 Grade Four



4.1.4 Compare and order fractions and decimals.

Unit 6: 48-51, 69-73, 75-77, 79-82, 84-87, 89-93, 95-97, 112-115, 128-131, 133-134, 136-137

4.1.5 Estimate decimal or fractional amounts in problem solving.

Unit 6: 60, 84-85, 125 Online Activities: Unit 6: Activities 65-66

4.1.6 Represent money amounts to $10.00 in dollars and cents, and apply to situations involving purchasing ability and making change.

Unit 5: 157, 160, 164, 186 (Teacher Note), 190-194 (Teacher Note) Student Math Handbook: pp. 12 Student Activity Book Unit 5: pp. 67-68 Online Activities: Unit 6: Activity 41

4.2 Number and Operations and Algebra: Develop fluency with multiplication facts and related division facts, and with multi-digit whole number multiplication.

Unit 1: 33-37, 39-41, 43-44, 61-62, 71-73, 80-83, 90, 92-95, 98-99, 108-110 Unit 3: 30-33, 35-41, 43-45, 47-50, 52-54, 61-64, 66-71, 73-76, 78-83, 85-87, 89-91, 130-135, 141-143, 146 Unit 8: 36-38, 40-44, 69-73, 75-76, 80, 83-84, 89-92, 94-98, 100-101, 103-105, 107-109, 111

4.2.1 Apply with fluency multiplication facts to 10 times 10 and related division facts.

Unit 1: 33-37, 39-41, 43-44, 61-62, 71-73, 80-83, 90, 92-95, 98-99, 108-110 Unit 3: 30-33, 35-41, 43-45, 47-50, 52-54, 61-64, 66-71, 73-76, 78-83, 85-87, 89-91, 130-135, 141-143, 146 Unit 8: 36-38, 40-44, 69-73, 75-76, 80, 83-84, 89-92, 94-98, 100-101, 103-105, 107-109, 111

31 Grade Four



4.2.2 Apply understanding of models for multiplication (e.g., equal-sized groups, arrays, area models, equal intervals on the number line), place value, and properties of operations (commutative, associative, and distributive).

Unit 1: 33-37, 39-41, 43-44, 61-62, 71-73, 80-83, 90, 92-95, 98-99, 108-110 Unit 3: 30-33, 35-41, 43-45, 47-50, 52-54, 130-135, 141-143, 146 Unit 8: 36-38, 40-44, 69-73, 75-76, 80, 83-84

4.2.3 Select and use appropriate estimation strategies for multiplication (e.g., use benchmarks, overestimate, underestimate, round) to calculate mentally based on the problem situation when computing with whole numbers.

Unit 8: 27-31, 33-34, 51-52, 131 (Dialogue Box)

4.2.4 Develop and use accurate, efficient, and generalizable methods to multiply multi-digit whole numbers.

Unit 1: 33-37, 39-41, 43-44, 61-62, 71-73, 80-83, 90, 92-95, 98-99, 108-110 Unit 3: 30-33, 35-41, 43-45, 47-50, 52-54, 130-135, 141-143, 146 Unit 8: 36-38, 40-44, 69-73, 75-76, 80, 83-84

4.2.5 Develop fluency with efficient procedures for multiplying multi-digit whole numbers and justify why the procedures work on the basis of place value and number properties.

Unit 1: 33-37, 39-41, 43-44, 61-62, 71-73, 80-83, 90, 92-95, 98-99, 108-110 Unit 3: 30-33, 35-41, 43-45, 47-50, 52-54, 130-135, 141-143, 146 Unit 8: 36-38, 40-44, 69-73, 75-76, 80, 83-84

32 Grade Four



4.3 Measurement: Develop an understanding of area and determine the areas of two-dimensional shapes.

Unit 4: 23, 114-115, 117-119, 128-132, 136-140, 142-145, 147-148 Student Math Handbook pp 114-116 Online Activities: Unit 4: Activities 25-28; Unit 7: Activity 46

4.3.1 Recognize area as an attribute of two-dimensional regions.

Unit 4: 23, 114-115, 117-119, 128-133, 136-140, 142-145, 147-148 Student Math Handbook pp 114-116 Online Activities: Unit 4: Activities 25

4.3.2 Determine area by finding the total number of same-sized units of area that cover a shape without gaps or overlaps.

Unit 4: 114-115, 117-119, 128-132, 136-140, 142-145, 147-148 Student Math Handbook pp 114-116 Online Activities: Unit 4: Activities 25

4.3.3 Recognize a square that is one unit on a side as the standard unit for measuring area.

Unit 4: 128-132, 136-140, 142-145, 147-148 Student Math Handbook pp 114

4.3.4 Determine the appropriate units, strategies, and tools to solving problems that involve estimating or measuring area.

Unit 4: 23, 114-115, 117-119, 128-133, 136-140, 142-145, 147-148 Student Math Handbook pp 115-116

4.3.5 Connect area measure to the area model used to represent multiplication and use this to justify the formula for area of a rectangle.

Unit 4: 142-145 unit 8: 38, 43-44, 57, 118-119 (Teacher Note) Online Activities: Unit 4: Activities 25-26

4.3.6 Find the areas of complex shapes that can be subdivided into rectangles.

Unit 4: 128-133, 136-140, 142-145, 147-148 Online Activities: Unit 4: Activities 25

33 Grade Four



4.3.7 Solve problems involving perimeters and areas of rectangles and squares.

Unit 4: 34-38, 42, 48, 67-69, 72, 83, 98-99, 105-106, 136-140, 142-145, 147-148 Student Math Handbook pp 104-105 Online Activities: Unit 4: Activities 24-26

4.3.8 Recognize that rectangles with the same area can have different perimeters and that rectangles with the same perimeter can have different areas.

Unit 4: 23, 34-38, 42, 48, 67-69, 72, 83, 98-99, 105-106, 136-140, 142-145, 147-148 Online Activities: Unit 4: Activity 26

34 Grade Five



Grade Five

Mathematics



& Space


5.1 Number and Operations and Data Analysis: Develop an understanding of and fluency with addition and subtraction of fractions and decimals.

Unit 4: 95-100, 102-106, 108-111, 113-115, 117-120, 122-127, 129-134, 136-138, 140-141, 143-144 Unit 6: 87-91, 93-96, 98-101, 103-106, 108-111, 113-114, 116, 118-119 Online Activities: Unit 4: Activities 7

5.1.1 Use fraction models to represent the addition and subtraction of fractions with unlike denominators.

Unit 4: 95-100, 102-106, 108-111, 113-115, 117-120, 122-127, 129-134, 136-138, 140-141, 143-144 Student Math Handbook pp 52-53 Online Activities: Unit 4: Activities 7

35 Grade Five



5.1.2 Use decimal models, place value, and number properties to add and subtract decimals (to the thousandths).

Unit 6: 87-91, 93-96, 98-101, 103-106, 108-111, 113-114, 116, 118-119

5.1.3 Select and use appropriate strategies to estimate fraction and decimal sums and differences.

Unit 4: 146 (Teacher Note), 147 (Teacher Note) Unit 6: 100, 113-114, 133 (Teacher Note), 143 (Dialogue Box) Student Activity Book: Unit 6: p. 63

5.1.4 Develop fluency with efficient procedures for adding and subtracting fractions and decimals and justify why the procedures work.

Unit 4: 95-100, 102-106, 108-111, 113-115, 117-120, 122-127, 129-134, 136-138, 140-141, 143-144 Unit 6: 87-91, 93-96, 98-101, 103-106, 108-111, 113-114, 116, 118-119 Student Math Handbook pp 52-53, 63-65

5.1.5 Solve problems involving the addition and subtraction of fractions and decimals.

Unit 4: 95-100, 102-106, 108-111, 113-115, 117-120, 122-127, 129-134, 136-138, 140-141, 143-144 Unit 6: 87-91, 93-96, 98-101, 103-106, 108-111, 113-114, 116, 118-119

5.1.6 Use ordered pairs on coordinate graphs to specify locations and describe paths.

Unit 5: 36-38, 54-56, 60-61, 116-119, 140 (Teacher Note) Unit 8: 29-32, 34-40, 42-48, 50-55, 57-60, 98-101, 103-106, 108-110, 112-114 Online Activities: Unit 5: Activities 29

36 Grade Five



5.1.7 Construct and analyze double bar, line, and circle graphs to solve problems involving fractions and decimals.

Students construct and analyze graphs with integer data. Unit 8: 27-32, 34-40, 42-48, 50-55, 57-60, 98-101, 103-106, 108-110, 112-114 Unit 9: 60, 69-71, 73-75, 77-80, 110-111

5.2 Number and Operations and Algebra: Develop an understanding of and fluency with division of whole numbers.

Unit 1: 115-119, 121-125, 127-130, 132-135, 137-140, 142-146, 148-150, 152 Unit 7: 42-44, 69-74, 76-78, 80-84, 86-89, 91-92, 94-95, 97-98

5.2.1 Apply understanding of models for division (e.g., equal-sized groups, arrays, area models, equal intervals on the number line) and the relationship of division to multiplication to solve problems.

Unit 1: 115-119, 121-125, 127-130, 132-135, 137-140, 142-146, 148-150, 152 Unit 7: 42-44, 69-74, 76-78, 80-84, 86-89, 91-92, 94-95, 97-98

5.2.2 Apply concepts of place value and the properties of operations to solve problems involving division.

Unit 1: 115-119, 121-125, 127-130, 132-135, 137-140, 142-146, 148-150, 152 Unit 7: 42-44, 69-74, 76-78, 80-84, 86-89, 91-92, 94-95, 97-98

37 Grade Five



5.2.3 Select and use appropriate estimation strategies for division (e.g., use benchmarks, overestimate, underestimate, round) to calculate mentally based on the problem situation when computing with whole numbers.

Estimation and Number Sense: Closest Estimate is a recurring Ten-Minute Math feature displayed for students on transparencies according to need and the teacher’s schedule. Sample references for division: transparencies T73, T74, T75, T76

5.2.4 Develop and use accurate, efficient, and generalizable methods to find quotients for multi-digit division problems.

Unit 1: 115-119, 121-125, 127-130, 132-135, 137-140, 142-146, 148-150, 152 Unit 7: 42-44, 69-74, 76-78, 80-84, 86-89, 91-92, 94-95, 97-98

5.2.5 Develop fluency with efficient procedures for dividing whole numbers and justify why the procedures work on the basis of place value and number properties.

Unit 1: 115-119, 121-125, 127-130, 132-135, 137-140, 142-146, 148-150, 152 Unit 7: 42-44, 69-74, 76-78, 80-84, 86-89, 91-92, 94-95, 97-98

5.2.6 Determine the most appropriate form of the quotient and interpret the remainder in a problem situation.

Unit 1: 115-119, 121-125, 127-130, 132-135, 137-140, 142-146, 148-150, 152 Unit 7: 42-44, 69-74, 76-78, 80-84, 86-89, 91-92, 94-95, 97-98

38 Grade Five



5.3 Geometry, Measurement, and Algebra: Describe and relate two-dimensional shapes to three-dimensional shapes and analyze their properties, including volume and surface area.

Unit 2: 32-35, 37-40, 44-47, 49-53, 55-57, 59-60, 65-71, 72-76, 78-82, 84-86, 91-94, 96-98, 100-104, 106-109, 111 Unit 5: 25-30, 32-38, 40-44, 46-49, 51-56, 58-61, 63-64, 71-75, 77-82, 84-88, 90-94, 96-99, 101-104, 109-113, 115-123, 125-128, 130-132, 134-136

5.3.1 Identify and classify triangles by their angles (acute, right, obtuse) and sides (scalene, isosceles, equilateral).

Unit 5: 25-30, 47, 51-56, 60-61, 111-113, 116-123, 137-138 (Teacher Note) Student Math Handbook: p. 95 Student Activity Book: Unit 5: pp. 1-3

5.3.2 Find and justify relationships among the formulas for the areas of triangles and parallelograms.

Students explore areas of rectangles and similar figures. Unit 1: 32, 34-35, 38-39 Unit 5: 72-75, 77-78, 80-82, 84-88, 90-94, 96-99, 101-104, 112-113, 125-128 Unit 8: 76-81, 83-88, 90-91

5.3.3 Describe three-dimensional shapes (triangular and- rectangular prisms, cube, triangular- and square-based pyramids, cylinder, cone, and sphere) by the number of edges, faces, and/or vertices as well as types of faces.

Unit 2: 32-35, 37-40, 44-47, 49-53, 55-57, 59-60, 65-71, 72-76, 78-82, 84-86, 91-94, 96-98, 100-104, 106-109, 111

39 Grade Five



5.3.4 Recognize volume as an attribute of three-dimensional space.

Unit 2: 32-35, 37-40, 44-47, 49-53, 55-57, 59-60, 65-71, 72-76, 78-82, 84-86, 91-94, 96-98, 100-104, 106-109, 111

5.3.5 Determine volume by finding the total number of same-sized units of volume that fill a three-dimensional shape without gaps or overlaps.

Unit 2: 32-35, 37-40, 44-47, 49-53, 55-57, 59-60, 65-71, 72-76, 78-82, 84-86, 91-94, 96-98, 100-104, 106-109, 111

5.3.6 Recognize a cube that is one unit on an edge as the standard unit for measuring volume.

Unit 2: 32-35, 37-40, 44-47, 49-53, 55-57, 59-60, 65-71, 72-76, 78-82, 84-86, 91-94, 96-98, 100-104, 106-109, 111

5.3.7 Determine the appropriate units, strategies, and tools for solving problems that involve estimating or measuring volume.

Unit 2: 32-35, 37-40, 44-47, 49-53, 55-57, 59-60, 65-71, 72-76, 78-82, 84-86, 91-94, 96-98, 100-104, 106-109, 111

5.3.8 Decompose three-dimensional shapes and find surface areas and volumes of triangular and rectangular prisms.

Unit 2: 25-29, 32-35, 37-40, 44-47, 49-53, 55-57, 59-60, 65-71, 72-76, 78-82, 84-86, 91-94, 96-98, 100-104, 106-109, 111

5.3.9 Identify and measure necessary attributes of shapes to use area , surface area, and volume formulas to solve problems (e.g., to find which of two gift boxes needs the most wrapping paper or has the greater volume?).

Unit 1: 32, 34-35, 38-39 Unit 2: 25-29, 32-35, 37-40, 44-47, 49-53, 55-57, 59-60, 65-71, 72-76, 78-82, 84-86, 91-94, 96-98, 100-104, 106-109, 111 Unit 5: 72-75, 77-78, 80-82, 84-88, 90-94, 96-99, 101-104 Unit 8: 76-81, 83-88, 90-91

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