## Math

Relative Position First Grade Math Counting Coins First Grade Math Patterns First Grade Math Measurement Fourth Grade Math Measurement Second Grade Math Measurement Fifth Grade Math Comparing Objects Second Grade Math **Associative Property**Worksheets: 3Study Guides: 1**Commutative Property**Worksheets: 3Study Guides: 1**Division**Worksheets: 4Study Guides: 1**Expanding Numbers**Worksheets: 3Study Guides: 1**Number Words to 1,000**Worksheets: 3Study Guides: 1**Odd/Even Numbers**Worksheets: 6Study Guides: 1**Place Value**Worksheets: 7Study Guides: 1**Probability**Worksheets: 3Study Guides: 1**Temperature**Worksheets: 3Study Guides: 1### NE.MA 3.1. Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

#### MA 3.1.1. Number System: Students will represent and show relationships among positive rational numbers within the base-ten number system.

##### MA 3.1.1.a. Read and write numbers to one-hundred thousand (e.g., 4,623 is the same as four thousand six hundred twenty three)

##### MA 3.1.1.b. Count by multiples of 5 to 200

##### MA 3.1.1.c. Count by multiples of 10 to 400

##### MA 3.1.1.d. Count by multiples of 100 to 1,000

##### MA 3.1.1.e. Demonstrate multiple equivalent representations for numbers up to 10,000 (e.g., 10 tens is 1 hundred; 10 ten thousands is 1 hundred thousand; 2,350 is 235 tens; 2,350 is 2,000 + 300 + 50; 2,350 is 23 hundreds and 5 tens)

##### MA 3.1.1.g. Compare and order whole numbers through the thousands

##### MA 3.1.1.h. Find parts of whole and parts of a set for 1/2, 1/3, or 1/4

##### MA 3.1.1.i. Round a given number to tens, hundreds, or thousands

#### MA 3.1.2. Operations: Students demonstrate the meaning of multiplication with whole numbers.

##### MA 3.1.2.b. Use objects, drawings, words and symbols to explain the relationship between multiplication and division (e.g., if 3 x 4 = 12 then 12 / 3 = 4.)

##### MA 3.1.2.c. Use drawings, words, and symbols to explain the meaning of the factors and product in a multiplication sentence (e.g., in 3 x 4 = 12, 3 and 4 are factors and 12 is the total or product. The first factor (3) tells how many sets while the second factor tells how many are in each set. Another way to say this is that 3 groups of 4 equals 12 total.)

#### MA 3.1.3. Computation: Students will compute fluently and accurately using appropriate strategies and tools.

##### MA 3.1.3.a. Compute whole number multiplication facts 0 - 10 fluently

##### MA 3.1.3.b. Add and subtract through four-digit whole numbers with regrouping

### NE.MA 3.2. Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

#### MA 3.2.1. Characteristics: Students will identify characteristics and describe properties of two-dimensional shapes and three-dimensional objects.

##### MA 3.2.1.a. Identify the number of sides, angles, and vertices of two-dimensional shapes

##### MA 3.2.1.b. Identify congruent two-dimensional figures given multiple two-dimensional shapes

##### MA 3.2.1.c. Identify lines, line segments, rays, and angles

##### MA 3.2.1.d. Describe attributes of solid shapes (e.g., triangular prism, rectangular prisms, cones, cylinders, pyramids, spheres)

#### MA 3.2.2. Coordinate Geometry: Students will identify distances on a number line.

##### MA 3.2.2.b. Determine the distance between two whole number points on a number line

#### MA 3.2.3. Transformations: Students will draw all lines of symmetry.

##### MA 3.2.3.a. Draw all possible lines of symmetry in two-dimensional shapes

#### MA 3.2.4. Spatial Modeling: Students will create two-dimensional shapes and three-dimensional objects.

##### MA 3.2.4.a. Sketch and label lines, rays, line segments, and angles

#### MA 3.2.5. Measurement: Students will apply appropriate procedures and tools to determine measurements using customary and metric units.

##### MA 3.2.5.a. Select and use appropriate tools to measure perimeter of simple two-dimensional shapes (e.g., triangle, square, rectangle)

##### MA 3.2.5.b. Count mixed coins and bills greater than $1.00

##### MA 3.2.5.d. State multiple ways for the same time using 15 minute intervals (e.g., 2:15, or quarter past 2, 2:45 or a quarter until 3)

##### MA 3.2.5.e. Identify the appropriate customary unit for measuring length, weight, and capacity/volume

##### MA 3.2.5.f. Measure length to the nearest 1/2 inch and centimeter (e.g., requires rounding)

##### MA 3.2.5.g. Compare and order objects according to length using centimeters and meters

### NE.MA 3.3. Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

#### MA 3.3.1. Relationships: Students will represent relationships.

##### MA 3.3.1.a. Identify, describe, and extend numeric and non-numeric patterns

##### MA 3.3.1.b. Identify patterns using words, tables, and graphs

#### MA 3.3.2. Modeling in Context: Students will create and use models to represent mathematical situations.

##### MA 3.3.2.a. Model situations that involve the addition and subtraction of whole numbers using objects, number lines, and symbols

### NE.MA 3.4. Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

#### MA 3.4.1. Display and Analysis: Students will organize, display, compare, and interpret data.

##### MA 3.4.1.c. Interpret data using horizontal and vertical bar graphs

### NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource: