N.ME.00.05 Count orally to 100 by ones. Count to 30 by 2’s, 5’s and 10’s using grouped objects as needed.

N.MR.00.10 Create, describe, and extend simple number patterns.

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G.SR.01.03 Create and describe patterns, such as repeating patterns, and growing patterns using number, shape, and size.

G.SR.01.04 Distinguish between repeating and growing patterns.

G.SR.01.05 Predict the next element in a simple repeating pattern.

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N.ME.02.01 Count to 1000 by 1’s, 10’s, and 100’s starting from any number in the sequence.

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N.ME.03.04 Count orally by 6’s, 7’s, 8’s, and 9’s starting with 0, making the connection between repeated addition and multiplication.

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G.SR.01.03 Create and describe patterns, such as repeating patterns, and growing patterns using number, shape, and size.

G.SR.01.05 Predict the next element in a simple repeating pattern.

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G.GS.03.01 Identify points, line segments, lines and distance.

G.GS.03.02 Identify perpendicular lines and parallel line s in familiar shapes and in the classroom.

G.GS.03.03 Identify parallel faces of rectangular prisms, in familiar shapes and in the classroom.

G.GS.03.04 Identify, describe, compare and classify two-dimensional shapes, e.g., parallelogram, trapezoid, circle, rectangle, square and rhombus, based on their component parts (angles, sides, vertices, line segment) and the number of sides and vertices.

G.GS.03.06 Identify, describe, build and classify familiar three-dimensional solids, e.g., cube, rectangular prism, sphere, pyramid, cone, based on their component parts (faces, surfaces, bases, edges, vertices).

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G.GS.04.01 Identify and draw perpendicular, parallel, and intersecting lines using a ruler and a tool or object with a square (90º) corner.

G.GS.04.02 Identify basic geometric shapes, including isosceles, equilateral and right triangles, and use their properties to solve problems.

G.SR.04.03 Identify and count the faces, edges, and vertices of basic three-dimensional geometric solids including cubes, rectangular prisms, and pyramids; describe the shape of their faces.

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G.GS.02.01 Identify, describe, and compare familiar two-dimensional and three-dimensional shapes, such as triangles, rectangles, squares, circles, semi-circles, spheres, rectangular prisms.

G.GS.02.04 Distinguish between curves and straight lines and between curved surfaces and flat surfaces.

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G.GS.03.04 Identify, describe, compare and classify two-dimensional shapes, e.g., parallelogram, trapezoid, circle, rectangle, square and rhombus, based on their component parts (angles, sides, vertices, line segment) and the number of sides and vertices.

G.SR.03.05 Compose and decmpose decompose triangles and rectangles to form other familiar two-dimensional shapes; e.g., form a rectangle using two congruent right triangles, or decompose a parallelogram into a rectangle and two right triangles.

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G.GS.04.02 Identify basic geometric shapes, including isosceles, equilateral and right triangles, and use their properties to solve problems.

G.SR.04.03 Identify and count the faces, edges, and vertices of basic three-dimensional geometric solids including cubes, rectangular prisms, and pyramids; describe the shape of their faces.

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G.GS.00.01 Relate familiar three-dimensional objects inside and outside the classroom to their geometric name, e.g., ball/sphere, box/cube, soup can/cylinder, ice cream cone/cone, refrigerator/prism.

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G.GS.02.01 Identify, describe, and compare familiar two-dimensional and three-dimensional shapes, such as triangles, rectangles, squares, circles, semi-circles, spheres, rectangular prisms.

G.GS.02.02 Explore and predict the results of putting together and taking apart two-dimensional and three-dimensional shapes.

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G.GS.03.04 Identify, describe, compare and classify two-dimensional shapes, e.g., parallelogram, trapezoid, circle, rectangle, square and rhombus, based on their component parts (angles, sides, vertices, line segment) and the number of sides and vertices.

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G.GS.04.02 Identify basic geometric shapes, including isosceles, equilateral and right triangles, and use their properties to solve problems.

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G.GS.02.02 Explore and predict the results of putting together and taking apart two-dimensional and three-dimensional shapes.

G.SR.03.05 Compose and decompose triangles and rectangles to form other familiar two-dimensional shapes; e.g., form a rectangle using two congruent right triangles, or decompose a parallelogram into a rectangle and two right triangles.

G.GS.03.06 Identify, describe, build and classify familiar three-dimensional solids, e.g., cube, rectangular prism, sphere, pyramid, cone, based on their component parts (faces, surfaces, bases, edges, vertices).

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G.TR.04.04 Recognize plane figures that have line symmetry.

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G.GS.03.01 Identify points, line segments, lines and distance.

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G.GS.04.01 Identify and draw perpendicular, parallel, and intersecting lines using a ruler and a tool or object with a square (90º) corner.

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G.GS.02.01 Identify, describe, and compare familiar two-dimensional and three-dimensional shapes, such as triangles, rectangles, squares, circles, semi-circles, spheres, rectangular prisms.

G.GS.02.02 Explore and predict the results of putting together and taking apart two-dimensional and three-dimensional shapes.

G.GS.02.03 Draw rectangles and triangles, and compute perimeters by adding lengths of sides, recognizing the meaning of perimeter.

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G.GS.03.02 Identify perpendicular lines and parallel lines in familiar shapes and in the classroom.

G.GS.03.03 Identify parallel faces of rectangular prisms, in familiar shapes and in the classroom.

G.GS.03.04 Identify, describe, compare and classify two-dimensional shapes, e.g., parallelogram, trapezoid, circle, rectangle, square and rhombus, based on their component parts (angles, sides, vertices, line segment) and the number of sides and vertices.

G.SR.03.05 Compose and decompose triangles and rectangles to form other familiar two-dimensional shapes; e.g., form a rectangle using two congruent right triangles, or decompose a parallelogram into a rectangle and two right triangles.

G.GS.03.06 Identify, describe, build and classify familiar three-dimensional solids, e.g., cube, rectangular prism, sphere, pyramid, cone, based on their component parts (faces, surfaces, bases, edges, vertices).

G.SR.03.07 Represent front, top, and side views of solids built with cubes.

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MTE.04.06 Know and understand the formulas for perimeter and area of a square and a rectangle; calculate the perimeters and areas of these shapes and combinations of these shapes using the formulas.

M.TE.04.07 Find one dimension of a rectangle given the other dimension and its perimeter or area.

M.TE.04.08 Find the side of a square given its perimeter or area.

M.TE.04.09 Solve contextual problems about perimeter and area of squares and rectangles in compound shapes.

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N.ME.01.05 Understand that a number to the right of another number on the number line is bigger and that a number to the left is smaller.

N.ME.02.20 Place 0 and halves, e.g., ½ , 1-1/2, 2-1/2, on the number line; relate to a ruler.

G.TR.04.04 Recognize plane figures that have line symmetry.

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G.TR.04.04 Recognize plane figures that have line symmetry.

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G.TR.02.06 Recognize that shapes that have been slid, turned or flipped are the same shape, e.g., a square rotated 45º is still a square.

G.TR.04.04 Recognize plane figures that have line symmetry.

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M.UN.00.01 Know and use the common words for the parts of the day (morning, afternoon, evening, night) and relative time (yesterday, today, tomorrow, last week, next year).

M.TE.00.02 Identify tools that measure time (clocks measure hours and minutes; calendars measure days, weeks, and months).

M.UN.00.03 Identify daily landmark times to the nearest hour (lunchtime is 12 o’clock, bedtime is 8 o’clock).

M.UN.00.04 Compare two or more objects by length, weight and capacity, e.g., which is shorter, longer, taller?

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M.UN.01.01 Measure the lengths of objects in non-standard units (e.g., pencil lengths, shoe lengths) to the nearest whole unit.

M.UN.01.02 Compare measured lengths using the words shorter, shortest, longer, longest, taller, tallest, etc.

M.UN.01.03 Tell time on a twelve-hour clock face to the hour and half hour.

M.Un.01.04 Identify the different denominations of coins and bills.

M.UN.01.05 Match one coin or bill of one denomination to an equivalent set of coins/bills of other denominations, e.g., 1 quarter = 2 dimes and 1 nickel.

M.UN.01.06 Tell the amount of money: in cents up to $1, in dollars up to $100.

Use the symbols $ and ¢

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M.UN.02.01 Measure lengths in meters, centimeters, inches, feet, and yards approximating to the nearest whole unit and using abbreviations: cm, m, in, ft, yd.

M.UN.02.05 Using both A.M. and P.M., tell and write time from the clock face in 5 minute intervals, and from digital clocks to the minute; include reading time: 9:15 as nine-fifteen and 9:50 as nine-fifty. Interpret time both as minutes after the hour and minutes before the next hour, e.g., 8:50 as eight-fifty and ten to nine. Show times by drawing hands on clock face.

M.UN.02.06 Use the concept of duration of time, e.g., determine what time it will be half an hour from 10:15.

M.UN.02.07 Read and write amounts of money using decimal notations, e.g., $1.15.

M.PS.02.08 Add and subtract money in mixed units, e.g., $2.50 + 60 cents and $5.75 - $3, but not $2.50 + $3.10.

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M.UN.03.01 Know and use common units of measurements in length, weight, and time.

M.UN.03.02 Measure in mixed units within the same measurement system for length, weight and time: feet and inches, meters and centimeters, kilograms and grams, pounds and ounces, liters and milliliters, hours and minutes, minutes and seconds, years and months.

M.UN.03.03 Understand relationships between sizes of standard units, e.g., feet and inches, meters and centimeters.

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G.GS.04.01 Identify and draw perpendicular, parallel, and intersecting lines using a ruler and a tool or object with a square (90º) corner.

M.UN.04.01 Measure using common tools and select appropriate units of measure.

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M.UN.01.06 Tell the amount of money: in cents up to $1, in dollars up to $100.

M.UN.02.05 Using both A.M. and P.M., tell and write time from the clock face in 5 minute intervals, and from digital clocks to the minute; include reading time: 9:15 as nine-fifteen and 9:50 as nine-fifty. Interpret time both as minutes after the hour and minutes before the next hour, e.g., 8:50 as eight-fifty and ten to nine. Show times by drawing hands on clock face.

M.UN.02.06 Use the concept of duration of time, e.g., determine what time it will be half an hour from 10:15.

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M.UN.03.01 Know and use common units of measurements in length, weight, and time.

M.UN.03.05 Know the definition of area and perimeter and calculate the perimeter of a square and rectangle given whole number side lengths.

M.UN.03.06 Use square units in calculating area by covering the region and counting the number of square units.

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M.UN.01.01 Measure the lengths of objects in non-standard units (e.g., pencil lengths, shoe lengths) to the nearest whole unit.

M.UN.02.01 Measure lengths in meters, centimeters, inches, feet, and yards approximating to the nearest whole unit and using abbreviations: cm, m, in, ft, yd.

M.UN.03.08 Visualize and describe the relative sizes of one square inch and one square centimeter.

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M.UN.01.01 Measure the lengths of objects in non-standard units (e.g., pencil lengths, shoe lengths) to the nearest whole unit.

M.UN.02.01 Measure lengths in meters, centimeters, inches, feet, and yards approximating to the nearest whole unit and using abbreviations: cm, m, in, ft, yd.

M.UN.02.03 Measure area using non-standard units to the nearest whole unit.

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M.TE.04.04 Measure surface area of cubes and rectangular prisms by covering and counting area of the faces.

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M.PS.02.02 Compare lengths; add and subtract lengths (no conversion of units).

M.PS.02.08 Add and subtract money in mixed units, e.g., $2.50 + 60 cents and $5.75 - $3, but not $2.50 + $3.10.

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M.PS.03.10 Add and subtract lengths, weights and times using mixed units, within the same measurement system.

M.PS.03.11 Add and subtract money in dollars and cents.

M.PS.03.12 Solve applied problems involving money, length and time.

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M.PS.04.09 Solve contextual problems about perimeter and area of squares and rectangles in compound shapes.

D.RE.04.01 Construct tables and bar graphs from given data.

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D.RE.01.01 Collect and organize data to use in pictographs

D.RE.04.01 Construct tables and bar graphs from given data.

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D.RE.01.01 Collect and organize data to use in pictographs.

D.RE.01.02 Read and interpret pictographs.

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D.RE.03.01 Read and interpret bar graphs, in both horizontal and vertical forms.

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N.ME.00.01 Count whole numbers and recognize how many objects are in sets to 30.

N.ME.00.02 Use one-to-one correspondence to compare and order sets of objects to 30 using such phrases as "same number", "more than", or "less than."; use counting, matching, and graphing.

N.ME.00.03 Compare and order numbers to 30 using phases such as "more than" or "less than."

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N.ME.01.01 Count to 110 by 1’s, 2’s, 5’s, and 10’s, starting from any number in the sequence; count to 500 by 100’s and 10’s; use ordinals to identify position in a sequence, e.g., 1^st, 2^nd, 3^rd.

N.ME.01.02 Read, and write numbers to 110 and relate them to the quantities they represent.

N.ME.01.03 Order numbers to 110; compare using the phrases: same as, more than, greater than, fewer than; use = symbol. Arrange small sets of numbers in increasing or decreasing order, e.g., write the following from smallest to largest: 21, 16, 35, 8.

N.ME.01.04 Identify one more than, one less than, 10 more than, and 10 less than for any number up to 100.

N.ME.01.05 Understand that a number to the right of another number on the number line is bigger and that a number to the left is smaller.

N.ME.01.06 Count backward by 1’s, starting from any number between 1 and 100.

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N.ME.02.01 Count to 1000 by 1’s, 10’s, and 100’s starting from any number in the sequence.

N.ME.02.02 Read and write numbers to 1000 in numerals and words, and relate them to the quantities they represent.

N.ME.02.03 Compare and order numbers to 1000; use the symbols > and <.

N.ME.02.04 Count orally by 3’s and 4’s starting with 0, and by 2’s, 5’s, and 10’s starting from any number.

N.ME.02.05 Express numbers up to 1000 using place value, e.g., 137 is 1 hundred, 3 tens, and 7 ones; use concrete materials.

N.ME.02.18 Recognize, name and represent commonly used unit fractions with denominators 12 or less; model ½, ⅓, and ¼ by folding strips.

N.ME.02.19 Recognize, name, and write commonly used fractions: ½, ⅓, ⅔, ¼, 2/4, ¾.

N.ME.02.20 Place 0 and halves, e.g., ½, 1-1/2, 2-1/2, on the number line; relate to a ruler.

N.ME.02.21 For unit fractions from 1/12 to ½, understand the inverse relationship between the size of a unit fraction and the size of the denominator; compare unit fractions from 1/12 to ½.

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N.ME.03.01 Read and write numbers to 10,000 in both numerals and words, and relate them to the quantities they represent, e.g., relate numeral or written word to a display of dots or objects.

N.ME.03.02 Recognize and use expanded notation for numbers using place value to 10,000s place, e.g., 2,517 is 2 thousands, 5 hundreds, 1 ten, and 7 ones; 4 hundreds and 2 ones is 402; identify the place value of a digit in a number, e.g., in 3,241, 2 is in the hundreds place.

N.ME.03.03 Compare and order numbers up to 10,000.

N.ME.03.04 Count orally by 6’s, 7’s, 8’s, and 9’s starting with 0, making the connection between repeated addition and multiplication.

N.ME.03.16 Understand that fractions may represent a portion of a whole unit that has been partitioned into parts of equal area of length; use the terms "numerator" and "denominator."

N.ME.03.17 Recognize, name and use equivalent fractions with denominators 2, 4, and 8, using strips as area models.

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N.ME.04.01 Read and write numbers to 1,000,000; relate them to the quantities they represent, compare and order.

N.ME.04.02 Compose and decompose numbers using place value to 1,000,000’s, e.g., 25,068 is 2 ten thousands, 5 thousands, 0 hundreds, 6 tens, and 8 ones.

N.ME.04.03 Understand the magnitude of numbers up to 1,000,000; recognize the place value’s of numbers, and the relationship of each place value to the place to its right, e.g., 1,000 is 10 hundreds.

N.ME.04.15 Read and interpret decimals up to two decimal places; relate to money and place value decomposition.

N.ME.04.16 Know that terminating decimals represent fractions whose denominators are 10, 10 x10, 10 x 10 x 10, etc., e.g., powers of 10.

N.ME.04.17 Locate tenths and hundredths on a number line.

N.ME.04.18 Read, write, interpret, and compare decimals up to two decimal places.

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N.ME.01.01 Count to 110 by 1’s, 2’s, 5’s, and 10’s, starting from any number in the sequence; count to 500 by 100’s and 10’s; use ordinals to identify position in a sequence, e.g., 1^st, 2^nd, 3^rd.

N.ME.01.02 Read and write numbers to 110 and relate them to the quantities they represent.

N.ME.01.04 Identify one more than, one less than, 10 more than, and 10 less than for any number up to 100.

N.ME.01.06 Count backward by 1’s, starting from any number between 1 and 100.

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N.ME.02.02 Read and write numbers to 1000 in numerals and words, and relate them to the quantities they represent.

N.ME.02.03 Compare and order numbers to 1000; use the symbols > and <.

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N.ME.03.01 Read and write numbers to 10,000 in both numerals and words, and relate them to the quantities they represent, e.g., relate numeral or written word to a display of dots or objects.

N.ME.03.02 Recognize and use expanded notation for numbers using place value to 10,000s place, e.g., 2,517 is 2 thousands, 5 hundreds, 1 ten, and 7 ones; 4 hundreds and 2 ones is 402; identify the place value of a digit in a number, e.g., in 3,241, 2 is in the hundreds place.

N.ME.03.16 Understand that fractions may represent a portion of a whole unit that has been partitioned into parts of equal area or length; use the terms "numerator" and "denominator."

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N.ME.04.15 Read and interpret decimals up to two decimal places; relate to money and place value decomposition.

N.ME.04.17 Locate tenths and hundredths on a number line.

N.ME.04.18 Read, write, interpret, and compare decimals up to two decimal places.

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N.ME.04.02 Compose and decompose numbers using place value to 1,000,000’s, e.g., 25,068 is 2 ten thousands, 5 thousands, 0 hundreds, 6 tens, and 8 ones.

N.ME.04.03 Understand the magnitude of numbers up to 1,000,000; recognize the place value’s of numbers, and the relationship of each place value to the place to its right, e.g., 1,000 is 10 hundreds.

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N.MR.03.14 Solve simple division problems involving remainders, viewing remainder as the "number left over" (less than the divisor), e.g., 4 children per group; we have 25 children; there are 6 groups with 1 child left over, interpret based on problem context.

N.MR.04.31 Use mathematical statements to represent problems that use addition and subtraction of decimals with up to two-digits; solve.

N.FL.04.34 Estimate the answers to calculations involving addition, subtraction, or multiplication.

N.FL.04.35 Know when approximation is appropriate and use it to check the reasonableness of answers; be familiar with common place-value errors in calculations.

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N.MR.02.13 Understand multiplication as the result of counting the total number of objects in a set of equal groups, e.g., 3 X 5 gives the number of objects in 3 groups of 5 objects, or 3 X 5 = 5 + 5 + 5 = 15.

N.MR.02.14 Represent multiplication using area and array models.

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N.MR.04.30 Multiply fractions by whole numbers, using repeated addition and area or array models.

N.ME.00.02 Use one-to-one correspondence to compare and order sets of objects to 30 using such phrases as "same number", "more than", or "less than"; use counting and matching.

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N.ME.01.03 Order numbers to 110; compare using the phrases: same as, more than, greater than, fewer than; use = symbol. Arrange small sets of numbers in increasing or decreasing order, e.g., write the following from smallest to largest: 21, 16, 35, 8.

N.ME.01.04 Identify one more than, one less than, 10 more than, and 10 less than for any number up to 100.

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N.ME.02.03 Compare and order numbers to 1000; use the symbols > and <.

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N.ME.03.03 Compare and order numbers up to 10,000.

N.ME.03.17 Recognize, name and use equivalent fractions with denominators 2, 4, and 8, using strips as area models.

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N.ME.04.03 Understand the magnitude of numbers up to 1,000,000; recognize the place value’s of numbers, and the relationship of each place value to the place to its right, e.g., 1,000 is 10 hundreds.

N.ME.04.17 Locate tenths and hundredths on a number line.

N.ME.04.18 Read, write, interpret, and compare decimals up to two decimal places.

N.MR.04.23 Understand the relationships among halves, fourths and eights and among thirds, sixths and twelfths.

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N.ME.01.07 Compose and decompose numbers to 30, including using bundles of tens and units, e.g., recognize 24 as 2 tens and 4 ones, 10 and 10 and 4, 20 and 4, and 24 ones.

N.ME.02.05 Express numbers up to 1000 using place value, e.g. 137 is 1 hundred, 3 tens, and 7 ones; use concrete materials.

N.MR.02.13 Understand multiplication as the result of counting the total number of objects in a set of equal groups, e.g., 3 X 5 gives the number of objects in 3 groups of 5 objects, or 3 X 5 = 5 + 5 + 5 = 15.

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N.ME.03.16 Understand that fractions may represent a portion of a whole unit that has been partitioned into parts of equal area or length; use the terms "numerator" and "denominator."

N.ME.03.17 Recognize, name and use equivalent fractions with denominators 2, 4, and 8, using strips as area models.

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N.ME.04.04 Find all factors of a whole number up to 50, and list factor pairs.

N.ME.04.20 Understand fractions as parts of a set of objects.

N.MR.04.21 Explain why equivalent fractions are equal, using models such as fraction strips or the number line, for fractions with denominators of 12 or less, or equal to 100.

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N.ME.04.04 Find all factors of a whole number up to 50, and list factor pairs.

N.ME.04.05 List the first ten multiples of a given one-digit whole number; determine if a whole number is a multiple of a given one-digit whole number, and if a one-digit number is a factor of a given whole number.

N.MR.04.06 Know that some numbers, including 2, 3, 5, 7 and 11 have exactly two factors (1 and the number itself) and are called prime numbers.

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N.MR.00.07 Compose and decompose numbers from 2 to 10, e.g., 5 = 4 + 1 = 2 + 3, with attention to the additive structure of number, e.g., 6 is 1 more than 5, 7 is one more than 6.

N.MR.00.08 Describe and make drawings to represent situations/stories involving putting together and taking apart for totals up to 10; use finger and object counting.

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N.MR.02.07 Find the distance between numbers on the number line, e.g., how far is 79 from 26?

N.MR.02.09 Given a contextual situation that involves addition and subtraction for numbers up to two digits: model using objects or pictures, explain in words, record using numbers and symbols; solve.

N.MR.02.13 Understand multiplication as the result of counting the total number of objects in a set of equal groups, e.g., 3 X 5 gives the number of objects in 3 groups of 5 objects, or 3 X 5 = 5 + 5 + 5 = 15.

N.MR.02.14 Represent multiplication using are and array models.

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N.MR.03.10 Recognize situations that can be solved using multiplication and division including finding "How many groups?" and "How many in a group?" and write mathematical statements for those situations.

N.FL.01.12 Know all the addition facts up to 10 + 10, and solve the related subtraction problems fluently.

N.FL.01.14 Add three one-digit numbers.

N.FL.01.15 Calculate mentally sums and differences involving a two-digit number and a one-digit number without regrouping; a two-digit number and a multiple of 10.

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N.FL.02.06 Decompose 100 into addition pairs, e.g., 99 + 1, 98 + 2…

N.FL.02.10 Add fluently two numbers up to two digits each, using strategies including formal algorithms; subtract fluently two numbers up to two digits each.

N.FL.02.12 Calculate mentally sums and differences involving: three-digit numbers and ones; three-digit numbers and tens; three-digit numbers and hundreds.

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N.FL.03.06 Add and subtract fluently two numbers; up to and including two-digit numbers with regrouping and up to four-digit numbers without regrouping.

N.FL.03.07 Estimate the sum and difference of two numbers with three digits (sums up to 1000), and judge reasonableness of estimates.

N.FL.03.08 Use mental strategies to fluently add and subtract two-digit numbers.

N.FL.03.11 Find products fluently up to 10 x 10; find related quotients using multiplication and division relationships.

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N.FL.04.08 Add and subtract whole numbers fluently.

N.ME.04.09 Multiply two-digit numbers by 2, 3, 4, and 5, using the distributive property, e.g., 21 x 3 = (1 + 20) x 3 = (1 x 3) + (20 x 3) = 3 + 60 = 63.

N.FL.04.10 Multiply fluently any whole number by a one-digit number, and a three-digit number by a two-digit number; for two-digit by one-digit multiplication, use distributive property to develop meaning for the algorithm.

N.FL.04.11 Divide numbers up to four-digits by one-digit numbers and by 10.

N.MR.04.27 Add and subtract fractions less than 1 with denominators 12 or less and including 100, in cases where the denominators are equal or when one denominator is a multiple of the other; e.g., 1/12 + 5/12 = 6/12; 2/25 + 7/50 = 11/50.

N.FL.04.28 Solve fraction problems involving sums and differences for fractions where one denominator is a multiple of the other (denominators 2 through 12, and 100).

N.FL.04.32 Add and subtract decimals up to two decimal places.

N.FL.04.33 Multiply and divide decimals up to two decimal places by a one-digit whole number where the result is a terminating decimal, e.g. 0.42 ÷ 3 = 0.14, but not 5 + 3 = 1.6.

N.FL.04.34 Estimate the answers to calculations involving addition, subtraction, or multiplication.

N.FL.04.35 Know when approximation is appropriate and use it to check the reasonableness of answers; be familiar with common place-value errors in calculations.

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N.ME.01.07 Compose and decompose numbers to 30, including using bundles of tens and units, e.g., recognize 24 as 2 tens and 4 ones, 10 and 10 and 4, 20 and 4, and 24 ones.

N.MR.01.11 Understand the inverse relationship between addition and subtraction, e.g., subtraction "undoes" addition: if 3 + 5 = 8, we know that 8 – 3 = 5 and 8 – 5 = 3; recognize that some problems involving combining, "taking away", or comparing can be solved by either operation.

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N.ME.02.05 Express numbers up to 1000 using place value, e.g., 137 is 1 hundred, 3 tens, and 7 ones; use concrete materials.

N.ME.03.02 Recognize and use expanded notation for numbers using place value to 10,000s place, e.g., 2,517 is 2 thousands, 5 hundreds, 1 ten and 7 ones; 4 hundreds and 2 ones if 402; identify the place value of a digit in a number, e.g., in 3,241, 2 is in the hundreds place.

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N.ME.04.02 Compose and decompose numbers using place value to 1,000,000’s, e.g. 25,068 is 2 ten thousands, 5 thousands, 0 hundreds, 6 tens, and 8 ones.

N.ME.04.09 Multiply two-digit numbers by 2, 3, 4 and 5, using the distributive property, e.g. 21x 3 = (1 + 20) x 3 = (1 x 3) + (20 x 3) = 3 + 60 = 63.

N.FL.04.10 Multiply fluently any whole number by a one-digit number, and a three-digit number by a two-digit number; for two-digit by one-digit multiplication, use distributive property to develop meaning for the algorithm.

N.MR.04.13 Use the relationship between multiplication and division to simplify computations and check results.

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N.FL.04.14 Solve applied problems involving whole number multiplication and division.

N.FL.02.28 Solve fraction problems involving sums and differences for fractions where one denominator is a multiple of the other (denominators 2 through 12, and 100).

N.MR.04.31 Use mathematical statements to represent problems that use addition and subtraction of decimals with up to two-digits; solve.

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N.MR.03.10 Recognize situations that can be solved using multiplication and division including finding "How many groups?" and "How many in a group?" and write mathematical statements for those situations.

N.MR.02.09 Given a contextual situation that involves addition and subtraction for numbers up to two digits; model using objects or pictures, explain in words, record using numbers and symbols; solve.

N.FL.04.12 Find unknowns in equations such as a ÷ 10 = 25; 125 ÷ b = 25.

N.MR.04.29 Solve for the unknown in equations such as:

N.MR.01.03 Order numbers to 110; compare using the phrases: same as, more than, greater than, fewer than; use = symbol. Arrange small sets of numbers in increasing or decreasing order, e.g., write the following from smallest to largest: 21, 16, 35, 8.