Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-7b145a8e-979b-3aef-b326-4cf03d8f1d98
Timestamp:  Thursday, February 23, 2017 02:24 PM EST
Status:     VALID!
Conformant: true

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Resource Validation Results
The document is valid.

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Schema Location Results
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Schema Validation Results
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Schematron Validation Results
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Curriculum Standards:

Represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15. - NO_4.4C
Add and subtract whole numbers and decimals to the hundredths place using the standard algorithm. - NO_4.4A
Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold wholenumber products as volumes, e.g., to represent the associative property of multiplication. - 5.MD.C.5a
Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Apply the formulas V = l x w x h and V = b x h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. - 5.MD.C.5b
Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1?100 with a common factor as a multiple of a sum of two whole numbers with no common factor. - 6.NS.B.4
Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4). - 4.NF.B.4a
Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. - 4.NF.B.4b
Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. - 4.NF.B.4c
Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers. - NO_4.4G
Illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers. - GM_4.7B
Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor. - NO_4.4F
Determine the approximate measures of angles in degrees to the nearest whole number using a protractor. - GM_4.7C
Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. - NO_4.4D
Illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers. - GM_4.7A
Apply knowledge of right angles to identify acute, right, and obtuse triangles. - GM_4.6C
Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ 1/5 , and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 x (1/5) = 4. - 5.NF.B.7b
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. - 5.NBT.B.7
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. - 5.NBT.B.6
Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. - 5.NBT.A.1
Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. - 3.MD.D.8
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. - 4.G.A.1
Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. - 4.G.A.3
Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (Two dimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.) - 4.G.A.2
Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100 , and add 3/10 + 4/100 = 34/100. - 4.NF.C.5
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. - 4.NF.C.6
Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. - GM_4.8C
Represent real-world relationships using number pairs in a table and verbal descriptions. - AR_3.5E
Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product. - AR_3.5D
Identify relative sizes of measurement units within the customary and metric systems. - GM_4.8A
Convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table. - GM_4.8B
Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. - 4.OA.A.3
Draw an angle with a given measure. - GM_4.7D
Determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. - GM_4.7E
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. - 4.OA.A.1
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. - 4.NF.C.7
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. - 4.OA.A.2
Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. - 4.MD.C.7
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. Multiply and divide within 100. - 3.OA.B.6
Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. - 4.MD.C.6
Apply properties of operations as strategies to multiply and divide. Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (Commutative property of multiplication). 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10 = 30 (Associative property of multiplication). Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56 (Distributive property). - 3.OA.B.5
Represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence. - AR_4.5B
Recognize and generate simple equivalent fractions, e.g.,1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. - 3.NF.A.3b
Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity. - AR_4.5A
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. - 3.NF.A.3a
Solve problems related to perimeter and area of rectangles where dimensions are whole numbers. - AR_4.5D
Solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals. - DA_3.8B
Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y - 6.EE.A.2a
Represent decimals, including tenths and hundredths, using concrete and visual models and money. - NO_4.2E
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. - 2.NBT.B.8
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. - 3.NF.A.3d
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand hat in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. - 2.NBT.B.7
Apply mathematics to problems arising in everyday life, society, and the workplace. - MP_4.1A
Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. - MP_4.1B
Use place value understanding to round decimals to any place. - 5.NBT.A.4
Analyze mathematical relationships to connect and communicate mathematical ideas. - MP_4.1F
Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. - MP_4.1C
Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. - MP_4.1D
Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations. - NO_4.3B
Represent fractions and decimals to the tenths or hundredths as distances from zero on a number line. - NO_4.3G
Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations. - NO_4.3E
Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or < . - NO_4.3D
Determine if two given fractions are equivalent using a variety of methods. - NO_4.3C
Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. - 3.OA.A.1
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. - 2.NBT.A.4
Count within 1000; skip-count by 2s, 5s, 10s, and 100s. - 2.NBT.A.2
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ?. - 3.OA.A.4
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. - 3.OA.A.3
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. - 5.NBT.A.3b
Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) - 5.NF.B.4a
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. - 3.OA.A.2
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. - 3.G.A.1
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. - 3.MD.A.2
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. - 3.MD.A.1
Represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines. - NO_3.3A
Compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models. - NO_3.3H
Represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines. - NO_3.3F
A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area and can be used to measure area. - 3.MD.C.5a
A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. - 3.MD.C.5b
Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. - 3.NF.A.2a
Solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. - NO_3.4A
Use place value understanding to round whole numbers to the nearest 10 or 100. - 3.NBT.A.1
Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. - NO_3.4G
Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts. - NO_3.4F
Determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems. - GM_3.7B
Explain why a fraction a/b is equivalent to a fraction (n - a) / (n - b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. - 4.NF.A.1
Determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10. - NO_3.4D
Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model. - 4.NF.A.2
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. - 3.NBT.A.2
Decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area. - GM_3.6D
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. - 2.NBT.B.5
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... - 4.MD.A.1
Use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories. - GM_3.6B
Determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row. - GM_3.6C
The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. - GM_4.7
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step 'how many more' and 'how many less' problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. - 3.MD.B.3
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. - 4.OA.C.5
Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Represent and interpret data. - 4.MD.A.3
Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. - 4.MD.A.2
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. - 3.OA.D.9
Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. - 3.OA.D.8
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units _QS whole numbers, halves, or quarters. - 3.MD.B.4
Represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models. - NO_5.3I
Determine liquid volume (capacity) or weight using appropriate units and tools. - GM_3.7E
Fluently add and subtract multi-digit whole numbers using the standard algorithm. - 4.NBT.B.4
An angle that turns through n one-degree angles is said to have an angle measure of n degrees. - 4.MD.C.5b
Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. - 4.NBT.B.5
Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. - 3.MD.C.7a
An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1 / 360 of a circle is called a one-degree angle and can be used to measure angles. - 4.MD.C.5a
Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. - 4.NBT.B.6
Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. - 3.MD.C.7d
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. - 4.NBT.A.1
Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. - 4.NF.B.3c
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. - 4.NBT.A.2
Resuelven problemas verbales sobre sumas y restas de fracciones relacionados a un mismo entero y con el mismo denominador, por ejemplo, utilizando modelos visuales de fracciones y ecuaciones para representar el problema. - 4.NF.B.3d
Use place value understanding to round multi-digit whole numbers to any place. - 4.NBT.A.3
Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. - 4.NF.B.3a
Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8. 2-1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. - 4.NF.B.3b
Identify points, lines, line segments, rays, angles, and perpendicular and parallel lines. - GM_4.6A
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. - 3.NF.A.1
Identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure. - GM_4.6B
Describe the mathematical relationships found in the base-10 place value system through the hundred thousands place. - NO_3.2B
Compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate. - NO_3.2A
Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. - 4.OA.B.4
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. - 3.OA.C.7
Analyze mathematical relationships to connect and communicate mathematical ideas. - MP_3.1F
Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. - MP_3.1D
Create and use representations to organize, record, and communicate mathematical ideas. - MP_3.1E
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. - 4.MD.B.4
Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. - MP_3.1B


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Title: enVisionMATH Common Core Realize Edition Grade  4

Description: enVisionMATH Common Core Realize Edition Grade 4


         Tools
         
            Grade 4: Accessible Student Edition

            Grade 04: ACTIVe-book

            Grade 4: Game Center

            Grade 4: Glossary

            Math Tools

         Mathematical Practices
         
            Mathematical Practice 1

            Mathematical Practice 2

            Mathematical Practice 3

            Mathematical Practice 4

            Mathematical Practice 5

            Mathematical Practice 6

            Mathematical Practice 7

            Mathematical Practice 8

         Grade 4: Online Placement Test
           Curriculum Standards: Use place value understanding to round whole numbers to the nearest 10 or 100. Use place value understanding to round whole numbers to the nearest 10 or 100. Use place value understanding to round whole numbers to the nearest 10 or 100. Utilizar la comprensión del valor de posición para redondear números enteros a la decena o centena más cercana. Utilizan el entendimiento del valor posicional para redondear los números enteros hasta la decena (10) o centena (100) más próxima. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar con facilidad hasta 1,000 utilizando estrategias y algoritmos basados en el valor de posición, las propiedades de las operaciones y la relación entre la suma y la resta. Suman y restan con facilidad hasta el número 1000 usando estrategias y algoritmos basados en el valor posicional, las propiedades de las operaciones, y/o la relación entre la suma y la resta. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Identificar patrones aritméticos (incluyendo las tablas de sumar y multiplicar) y explicarlos utilizando las propiedades de las operaciones. Por ejemplo, observar que 4 veces un número siempre es un par, y explicar por qué 4 veces un número siempre puede ser descompuesto en dos sumandos iguales. Identifican patrones aritméticos (incluyendo patrones en la tabla de suma o en la tabla de multiplicación), y los explican a través de las propiedades de las operaciones. Por ejemplo, observan que un número multiplicado por 4 siempre resultará en un par, y explican porqué éste puede ser descompuesto en dos sumandos iguales Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ?. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ?. Utilizar la multiplicación y la división hasta 100 para resolver problemas verbales relacionados con grupos iguales, matrices y cantidades de medición, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Determinar el número entero desconocido en una ecuación de multiplicación o división relacionando tres números enteros. Por ejemplo, determinar el número desconocido que hace que la ecuación sea verdadera en cada una de las ecuaciones 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ?. Utilizan operaciones de multiplicación y división hasta el número 100 para resolver problemas verbales en situaciones relacionados con grupos iguales, matrices, y cantidades de medición, por ejemplo, al usar dibujos y ecuaciones con un símbolo para el número desconocido al representar el problema. Determinan el número entero desconocido en unaecuación de multiplicación o división relacionada con tres números enteros. Por ejemplo, al determinar el número desconocido que hace que la ecuación sea verdadera en cada una de las siguientes ecuaciones: 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ? Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. Interpret whole-number quotients of whole numbers, e.g., interpret 56 x 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. Interpretar los cocientes de números enteros no negativos, por ej., interpretar 56 ÷ 8 como el número de objetos en cada parte cuando 56 objetos se separan igualmente en 8 partes, o como un número de partes cuando 56 objetos se separan en partes iguales de 8 objetos cada una. Por ejemplo, describir un contexto en el que un número de partes o un número de grupos puede expresarse como 56 ÷ 8. Interpretan los cocientes de números enteros, por ejemplo, al interpretar 56 ÷ 8 como la cantidad de objetos en cada parte cuando se reparten 56 objetos entre 8 partes iguales, o como una cantidad de partes cuando se reparten 56 objetos en grupos iguales de 8 objetos cada uno. Por ejemplo, al describir un contexto en el cual una cantidad de partes o una cantidad de grupos se puede expresar como 56 ÷ 8. Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts. Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units _QS whole numbers, halves, or quarters. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units„ whole numbers, halves, or quarters. Generar datos de medición al medir la longitud con una regla que tenga marcas de media pulgada y cuarto de pulgada. Presentar los datos en un diagrama de puntos en el que la escala horizontal esté marcada en las unidades apropiadas: números enteros, mitades o cuartos. Generan datos de medición al medir longitudes usando reglas marcadas con media pulgada y cuartos de pulgada. Muestran los datos trazando una línea, cuya escala horizontal queda marcada con las unidades apropiadas- números enteros, mitades, o cuartos. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Explicar la equivalencia de fracciones en casos especiales y comparar fracciones mediante el razonamiento sobre su tamaño. Comparar dos fracciones con el mismo numerador o el mismo denominador mediante el razonamiento sobre su tamaño. Reconocer que las comparaciones sólo son válidas cuando las dos fracciones se refieren al mismo entero. Anotar los resultados de las comparaciones con los símbolos >, = ó <, y justificar las conclusiones, por ej., utilizando un modelo visual de fracciones. Comparan dos fracciones con el mismo numerador o el mismo denominador al razonar sobre su tamaño. Reconocen que las comparaciones son válidas solamente cuando las dos fracciones hacen referencia al mismo entero. Anotan los resultados de las comparaciones con los símbolos >, = o <, y justifican las conclusiones, por ejemplo, usando un modelo visual de fracciones. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. Decir y escribir qué hora es al minuto más cercano y medir intervalos de tiempo en minutos. Resolver problemas verbales relacionados con la suma y la resta de intervalos de tiempo en minutos, por ej., representando el problema en una recta numérica. Dicen y escriben la hora al minuto más cercano ymiden intervalos de tiempo en minutos. Resuelven  problemas verbales de suma y resta sobre intervalos de tiempo en minutos, por ejemplo, al representar el  problema en un diagrama de una recta numérica. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step 'how many more' and 'how many less' problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step _how many more? and _how many less? problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step ñhow many moreî and ñhow many lessî problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. Dibujar pictografías a escala y gráficas de barras a escala para representar un conjunto de datos con varias categorías. Resolver problemas de uno y dos pasos sobre “cuántos más” y “cuántos menos” utilizando la información presentada en gráficas de barras a escala. Por ejemplo, dibujar una gráfica de barras en la que cada cuadrado en la gráfica de barras represente 5 mascotas. Trazan una pictografía a escala y una gráfica de barra a escala para representar datos con varias categorías. Resuelven problemas de uno y dos pasos sobre “cuántos más” y “cuántos menos” utilizando la información presentada en gráficas de barra a escala. Por ejemplo, al dibujar una gráfica de barras en la cual cada cuadrado pudiera representar 5 mascotas. Determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row. Determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row. Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. Interpretar los productos de los números enteros no negativos, por ej., interpretar 5 × 7 como el número total de objetos en 5 grupos de 7 objetos cada uno. Por ejemplo, describir un contexto en el que un número total de objetos pueda expresarse como 5 × 7. Interpretan productos de números enteros, por ejemplo, interpretan 5 x 7 como la cantidad total de objetos en 5 grupos de 7 objetos cada uno.Por ejemplo, al describir un contexto en el que una cantidad total de objetos pueda expresarse como 5 x 7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ??_ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Multiplicar y dividir con facilidad hasta 100, utilizando estrategias tales como la relación entre la multiplicación y la división (por ej., si se sabe que 8 × 5 = 40, se sabe que 40 ÷ 5 = 8) o las propiedades de las operaciones. Al final del Grado 3, saber de memoria todos los productos que resultan de multiplicar dos números de un dígito. Multiplican y dividen hasta el número 100 con facilidad, a través del uso de estrategiascomo la relación entre la multiplicación y la división (por ejemplo, al saber que 8 x 5 = 40, se sabe que 40 ÷ 5 = 8), o las propiedades de las operaciones. Al final del Tercer grado, saben de memoria todos los productos de dos números de un sólo dígito. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Recognize and generate simple equivalent fractions, e.g.,1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Recognize and generate simple equivalent fractions, e.g.,1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. Explicar la equivalencia de fracciones en casos especiales y comparar fracciones mediante el razonamiento sobre su tamaño. Entender dos fracciones como equivalentes (iguales) si son del mismo tamaño o están en el mismo punto en una recta numérica. Explicar la equivalencia de fracciones en casos especiales y comparar fracciones mediante el razonamiento sobre su tamaño. Reconocer y generar fracciones equivalentes sencillas, por ej., 1/2 = 2/4, 4/6 = 2/3. Explicar por qué las fracciones son equivalentes, por ej., utilizando un modelo visual de fracciones. Reconocen a dos fracciones como equivalentes (iguales) si tienen el mismo tamaño, o el mismo punto en una recta numérica. Reconocen y generan fracciones equivalentes simples, por ejemplo, 1/2 = 2/4; 4/6 = 2/3. Explican porqué las fracciones son equivalentes, por ejemplo, al utilizar un modelo visual de fracciones. Apply properties of operations as strategies to multiply and divide. Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (Commutative property of multiplication). 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10 = 30 (Associative property of multiplication). Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56 (Distributive property). Apply properties of operations as strategies to multiply and divide. Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known. (Commutative property of multiplication.) 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10 = 30. (Associative property of multiplication.) Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56. (Distributive property.) Apply properties of operations as strategies to multiply and divide. Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known. (Commutative property of multiplication.) 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10 = 30. (Associative property of multiplication.) Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56. (Distributive property.) Aplicar las propiedades de las operaciones como estrategias para multiplicar y dividir. Por ejemplo, si se sabe que 6 × 4 = 24, entonces también se sabe que 4 × 6 = 24 (propiedad conmutativa de la multiplicación). Se puede hallar 3 × 5 × 2 con 3 × 5 = 15 y luego 15 × 2 = 30, o con 5 × 2 = 10 y luego 3 × 10 = 30 (propiedad asociativa de la multiplicación). Si se sabe que 8 × 5 = 40 y 8 × 2 = 16, entonces se puede  hallar 8 × 7 como 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56 (propiedad distributiva). Aplican propiedades de operaciones como estrategias para multiplicar y dividir.2 Ejemplos: Si se sabe que 6 x 4 = 24, entonces también se sabe que 4 x 6 = 24 (Propiedad conmutativa de la multiplicación). Se puede hallar 3 x 5 x 2 con 3 x 5 = 15, y luego 15 x 2 = 30, o con 5 x 2 = 10, y luego 3 x 10 = 30 (Propiedad asociativa de la multiplicación). Al saber que 8 x 5 = 40 y que 8 x 2 = 16, se puede hallar que 8 x 7 es como 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56 (Propiedad distributiva). Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. Multiply and divide within 100. Understand division as an unknown-factor problem. For example, find 32 ??_ 8 by finding the number that makes 32 when multiplied by 8. Multiply and divide within 100. Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. Multiply and divide within 100. Entender la división como un problema de factor desconocido. Por ejemplo, hallar 32 ÷ 8 encontrando el número que al multiplicarse por 8, forma 32. Entender la división como un problema de factor desconocido. Por ejemplo, el hallar 32 ÷ 8 al determinar el número que al multiplicarse por 8 da 32. Compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models. Compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Resolver problemas matemáticos y de la vida diaria relacionados con los perímetros de polígonos, incluyendo:  hallar el perímetro dadas las longitudes de los lados,  hallar una longitud de lado desconocida y mostrar rectángulos que tienen el mismo perímetro con distintas áreas, o con la misma área y distintos perímetros. Resuelven problemas de matemáticas y del mundo real relacionados con los perímetros de polígonos, incluyendo el encontrar el perímetro dadas las longitudes laterales, el encontrar la longitud desconocida de uno de los lados, y muestran rectángulos con el mismo perímetro y diferentes áreas o con la misma área y diferentes perímetros. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Medir y estimar volúmenes líquidos y masas de objetos utilizando las unidades estándares de gramos (g), kilogramos (kg), y litros (l). Sumar, restar, multiplicar o dividir para resolver problemas verbales de un paso, relacionados con masas o volúmenes, dados en las mismas unidades, por ej., utilizando dibujos (como un vaso de laboratorio graduado) para representar el problema. Miden y estiman volúmenes líquidos y las masas de los objetos utilizando las unidades estándares de gramos (g), kilogramos (kg), y litros (l). Suman, restan, multiplican, o dividen para resolver problemas verbales de un solo paso relacionados con masas o volúmenes dados en las mismas unidades, por ejemplo, al usar dibujos (un vaso de laboratorio graduado) para representar el problema. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area and can be used to measure area. Recognize area as an attribute of plane figures and understand concepts of area measurement. A square with side length 1 unit, called _a unit square,? is said to have _one square unit? of area, and can be used to measure area. Recognize area as an attribute of plane figures and understand concepts of area measurement. A square with side length 1 unit, called ña unit square,î is said to have ñone square unitî of area, and can be used to measure area. Reconocer el área como un atributo de las figuras planas y entender los conceptos de la medición del área. Un cuadrado cuyos lados miden 1 unidad, se dice que tiene “una unidad cuadrada” de área y puede utilizarse para medir el área. Un cuadrado cuyos lados miden 1 unidad, se dice que tiene “una unidad cuadrada” de área y puede utilizarse para medir el área. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Entender una fracción 1/b como la cantidad que está formada por 1 parte cuando un entero se separa en b partes iguales; entender una fracción a/b como la cantidad formada por partes a de tamaño 1/b. Comprenden una fracción 1/b como la cantidad formada por 1 parte cuando un entero se separa entre b partes iguales; comprenden una fracción a/b como la cantidad formada por partes a de tamaño 1/b. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Entender que las figuras de diferentes categorías (por ej., rombos, rectángulos y otras) pueden compartir atributos (por ej., tener cuatro lados), y que los atributos compartidos pueden definir una categoría más amplia (por ej., cuadriláteros). Reconocer los rombos, rectángulos y cuadrados como ejemplos de cuadriláteros y dibujar ejemplos de cuadriláteros que no pertenecen a ninguna de estas subcategorías. Comprenden que las figuras geométricas en diferentes categorías (por ejemplo, rombos, rectángulos y otros) pueden compartir atributos (por ejemplo, tener cuatro lados), y que los atributos compartidos pueden definir una categoría más amplia (por ejemplo, cuadriláteros). Reconocen los rombos, los rectángulos, y los cuadrados como ejemplos de cuadriláteros, y dibujan ejemplos de cuadriláteros que no pertenecen a ninguna de estas sub-categorías. Solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals. Solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals. 

         Topic 01: Multiplication and Division: Meanings and Facts
         
            Multiplication Properties

            Topic 01: Online Topic Readiness
              Curriculum Standards: Determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10. Determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Utilizar la multiplicación y la división hasta 100 para resolver problemas verbales relacionados con grupos iguales, matrices y cantidades de medición, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizan operaciones de multiplicación y división hasta el número 100 para resolver problemas verbales en situaciones relacionados con grupos iguales, matrices, y cantidades de medición, por ejemplo, al usar dibujos y ecuaciones con un símbolo para el número desconocido al representar el problema. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Identificar patrones aritméticos (incluyendo las tablas de sumar y multiplicar) y explicarlos utilizando las propiedades de las operaciones. Por ejemplo, observar que 4 veces un número siempre es un par, y explicar por qué 4 veces un número siempre puede ser descompuesto en dos sumandos iguales. Identifican patrones aritméticos (incluyendo patrones en la tabla de suma o en la tabla de multiplicación), y los explican a través de las propiedades de las operaciones. Por ejemplo, observan que un número multiplicado por 4 siempre resultará en un par, y explican porqué éste puede ser descompuesto en dos sumandos iguales Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. Interpretar los productos de los números enteros no negativos, por ej., interpretar 5 × 7 como el número total de objetos en 5 grupos de 7 objetos cada uno. Por ejemplo, describir un contexto en el que un número total de objetos pueda expresarse como 5 × 7. Interpretan productos de números enteros, por ejemplo, interpretan 5 x 7 como la cantidad total de objetos en 5 grupos de 7 objetos cada uno.Por ejemplo, al describir un contexto en el que una cantidad total de objetos pueda expresarse como 5 x 7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ??_ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Multiplicar y dividir con facilidad hasta 100, utilizando estrategias tales como la relación entre la multiplicación y la división (por ej., si se sabe que 8 × 5 = 40, se sabe que 40 ÷ 5 = 8) o las propiedades de las operaciones. Al final del Grado 3, saber de memoria todos los productos que resultan de multiplicar dos números de un dígito. Multiplican y dividen hasta el número 100 con facilidad, a través del uso de estrategiascomo la relación entre la multiplicación y la división (por ejemplo, al saber que 8 x 5 = 40, se sabe que 40 ÷ 5 = 8), o las propiedades de las operaciones. Al final del Tercer grado, saben de memoria todos los productos de dos números de un sólo dígito. 

            01-01: Meanings of Multiplication
            
               Develop the Concept: Visual
               
                  Meanings of Multiplication: Visual Learning
                    Curriculum Standards: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpretar una ecuación de multiplicación como una comparación, por ej., interpretar 35 = 5 × 7 como un enunciado de que 35 es 5 veces 7 y 7 veces 5. Representar enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. Interpretan una ecuación de multiplicación como una comparación, por ejemplo, 35 = 5x7 como un enunciados de que 35 es 5 veces 7, y 7 veces 5. Representan enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. 

               Assess & Differentiate
               
                  01-01: Digital Quick Check
                    Curriculum Standards: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpretar una ecuación de multiplicación como una comparación, por ej., interpretar 35 = 5 × 7 como un enunciado de que 35 es 5 veces 7 y 7 veces 5. Representar enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. Interpretan una ecuación de multiplicación como una comparación, por ejemplo, 35 = 5x7 como un enunciados de que 35 es 5 veces 7, y 7 veces 5. Representan enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. 

            01-02: Patterns for Facts
            
               Develop the Concept: Visual
               
                  Patterns for Facts: Visual Learning
                    Curriculum Standards: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Generar un patrón de números o figuras que siga una regla dada. Identificar características aparentes de la regla que no estaban explícitas en la regla misma. Por ejemplo, dada la regla “Sumar 3” y el número 1 para comenzar, generar términos en la sucesión resultante y observar que los términos parecen alternarse entre números impares y pares. Explicar informalmente por qué los números seguirán alternándose de esta manera. Generan un patrón de números o figuras que sigue una regla dada. Identifican las características aparentes del patrón que no eran explícitas en la regla misma. Por ejemplo, dada la regla “Añadir 3” y con el número 1 para comenzar, generan términos en la secuencia resultante y observan que los términos parecen alternarse entre números impares y pares. Explican informalmente porqué los números continuarán alternándose de esta manera. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. 

               Assess & Differentiate
               
                  01-02: Digital Quick Check
                    Curriculum Standards: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Generar un patrón de números o figuras que siga una regla dada. Identificar características aparentes de la regla que no estaban explícitas en la regla misma. Por ejemplo, dada la regla “Sumar 3” y el número 1 para comenzar, generar términos en la sucesión resultante y observar que los términos parecen alternarse entre números impares y pares. Explicar informalmente por qué los números seguirán alternándose de esta manera. Generan un patrón de números o figuras que sigue una regla dada. Identifican las características aparentes del patrón que no eran explícitas en la regla misma. Por ejemplo, dada la regla “Añadir 3” y con el número 1 para comenzar, generan términos en la secuencia resultante y observan que los términos parecen alternarse entre números impares y pares. Explican informalmente porqué los números continuarán alternándose de esta manera. 

            01-03: Multiplication Properties
            
               Develop the Concept: Visual
               
                  Multiplication Properties: Visual Learning
                    Curriculum Standards: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpretar una ecuación de multiplicación como una comparación, por ej., interpretar 35 = 5 × 7 como un enunciado de que 35 es 5 veces 7 y 7 veces 5. Representar enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. Interpretan una ecuación de multiplicación como una comparación, por ejemplo, 35 = 5x7 como un enunciados de que 35 es 5 veces 7, y 7 veces 5. Representan enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. Multiplican o dividen para resolver problemas verbales que incluyen comparaciones multiplicativas, por ejemplo, para representar el problema usando dibujos y ecuaciones con un símbolo para el número desconocido, distinguen una comparación multiplicativa de una comparación de suma. 

               Assess & Differentiate
               
                  01-03: Digital Quick Check
                    Curriculum Standards: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpretar una ecuación de multiplicación como una comparación, por ej., interpretar 35 = 5 × 7 como un enunciado de que 35 es 5 veces 7 y 7 veces 5. Representar enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. Interpretan una ecuación de multiplicación como una comparación, por ejemplo, 35 = 5x7 como un enunciados de que 35 es 5 veces 7, y 7 veces 5. Representan enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. Multiplican o dividen para resolver problemas verbales que incluyen comparaciones multiplicativas, por ejemplo, para representar el problema usando dibujos y ecuaciones con un símbolo para el número desconocido, distinguen una comparación multiplicativa de una comparación de suma. 

            01-04: 3, 4, 6, 7, and 8 as Factors
            
               Develop the Concept: Visual
               
                  3, 4, 6, 7, and 8 as Factors: Visual Learning
                    Curriculum Standards: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 Multiplicar o dividir para resolver problemas verbales con comparaciones multiplicativas, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido; distinguir la comparación multiplicativa de la comparación de suma. Multiplican o dividen para resolver problemas verbales que incluyen comparaciones multiplicativas, por ejemplo, para representar el problema usando dibujos y ecuaciones con un símbolo para el número desconocido, distinguen una comparación multiplicativa de una comparación de suma. 

               Assess & Differentiate
               
                  01-04: Digital Quick Check
                    Curriculum Standards: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 Multiplicar o dividir para resolver problemas verbales con comparaciones multiplicativas, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido; distinguir la comparación multiplicativa de la comparación de suma. Multiplican o dividen para resolver problemas verbales que incluyen comparaciones multiplicativas, por ejemplo, para representar el problema usando dibujos y ecuaciones con un símbolo para el número desconocido, distinguen una comparación multiplicativa de una comparación de suma. 

            01-05: Multiplication as Comparison
            
               Develop the Concept: Visual
               
                  Problem Solving: Look for a Pattern: Visual Learning
                    Curriculum Standards: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

               Assess & Differentiate
               
                  01-05: Digital Quick Check
                    Curriculum Standards: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

            01-06: Meanings of Division
            
               Develop the Concept: Visual
               
                  Meanings of Division: Visual Learning
                    Curriculum Standards: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 Multiplicar o dividir para resolver problemas verbales con comparaciones multiplicativas, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido; distinguir la comparación multiplicativa de la comparación de suma. Multiplican o dividen para resolver problemas verbales que incluyen comparaciones multiplicativas, por ejemplo, para representar el problema usando dibujos y ecuaciones con un símbolo para el número desconocido, distinguen una comparación multiplicativa de una comparación de suma. 

               Assess & Differentiate
               
                  01-06: Digital Quick Check
                    Curriculum Standards: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 Multiplicar o dividir para resolver problemas verbales con comparaciones multiplicativas, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido; distinguir la comparación multiplicativa de la comparación de suma. Multiplican o dividen para resolver problemas verbales que incluyen comparaciones multiplicativas, por ejemplo, para representar el problema usando dibujos y ecuaciones con un símbolo para el número desconocido, distinguen una comparación multiplicativa de una comparación de suma. 

            01-07: Multiplication and Division Comparison Problems
            
               Develop the Concept: Visual
               
                  Relating Multiplication and Division: Visual Learning
                    Curriculum Standards: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpretar una ecuación de multiplicación como una comparación, por ej., interpretar 35 = 5 × 7 como un enunciado de que 35 es 5 veces 7 y 7 veces 5. Representar enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. Interpretan una ecuación de multiplicación como una comparación, por ejemplo, 35 = 5x7 como un enunciados de que 35 es 5 veces 7, y 7 veces 5. Representan enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. 

               Assess & Differentiate
               
                  01-07: Digital Quick Check
                    Curriculum Standards: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpretar una ecuación de multiplicación como una comparación, por ej., interpretar 35 = 5 × 7 como un enunciado de que 35 es 5 veces 7 y 7 veces 5. Representar enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. Interpretan una ecuación de multiplicación como una comparación, por ejemplo, 35 = 5x7 como un enunciados de que 35 es 5 veces 7, y 7 veces 5. Representan enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. 

            01-08: Special Quotients
            
               Develop the Concept: Visual
               
                  Special Quotients: Visual Learning
                    Curriculum Standards: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

               Assess & Differentiate
               
                  01-08: Digital Quick Check
                    Curriculum Standards: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

            01-09: Using Multiplication Facts to Find Division Facts
            
               Develop the Concept: Visual
               
                  Using Multiplication Facts to Find Division Facts
                    Curriculum Standards: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 Multiplicar o dividir para resolver problemas verbales con comparaciones multiplicativas, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido; distinguir la comparación multiplicativa de la comparación de suma. Multiplican o dividen para resolver problemas verbales que incluyen comparaciones multiplicativas, por ejemplo, para representar el problema usando dibujos y ecuaciones con un símbolo para el número desconocido, distinguen una comparación multiplicativa de una comparación de suma. 

               Assess & Differentiate
               
                  01-09: Digital Quick Check
                    Curriculum Standards: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 Multiplicar o dividir para resolver problemas verbales con comparaciones multiplicativas, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido; distinguir la comparación multiplicativa de la comparación de suma. Multiplican o dividen para resolver problemas verbales que incluyen comparaciones multiplicativas, por ejemplo, para representar el problema usando dibujos y ecuaciones con un símbolo para el número desconocido, distinguen una comparación multiplicativa de una comparación de suma. 

            01-10: Problem Solving: Draw a Picture and Write an Equation
            
               Develop the Concept: Visual
               
                  Problem Solving: Draw a Picture and Write an Equation: Visual Learning
                    Curriculum Standards: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 Multiplicar o dividir para resolver problemas verbales con comparaciones multiplicativas, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido; distinguir la comparación multiplicativa de la comparación de suma. Multiplican o dividen para resolver problemas verbales que incluyen comparaciones multiplicativas, por ejemplo, para representar el problema usando dibujos y ecuaciones con un símbolo para el número desconocido, distinguen una comparación multiplicativa de una comparación de suma. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

               Assess & Differentiate
               
                  01-10: Digital Quick Check
                    Curriculum Standards: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 Multiplicar o dividir para resolver problemas verbales con comparaciones multiplicativas, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido; distinguir la comparación multiplicativa de la comparación de suma. Multiplican o dividen para resolver problemas verbales que incluyen comparaciones multiplicativas, por ejemplo, para representar el problema usando dibujos y ecuaciones con un símbolo para el número desconocido, distinguen una comparación multiplicativa de una comparación de suma. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

            Topic 01: Online Topic Test
              Curriculum Standards: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 Multiplicar o dividir para resolver problemas verbales con comparaciones multiplicativas, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido; distinguir la comparación multiplicativa de la comparación de suma. Multiplican o dividen para resolver problemas verbales que incluyen comparaciones multiplicativas, por ejemplo, para representar el problema usando dibujos y ecuaciones con un símbolo para el número desconocido, distinguen una comparación multiplicativa de una comparación de suma. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpretar una ecuación de multiplicación como una comparación, por ej., interpretar 35 = 5 × 7 como un enunciado de que 35 es 5 veces 7 y 7 veces 5. Representar enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. Interpretan una ecuación de multiplicación como una comparación, por ejemplo, 35 = 5x7 como un enunciados de que 35 es 5 veces 7, y 7 veces 5. Representan enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Generar un patrón de números o figuras que siga una regla dada. Identificar características aparentes de la regla que no estaban explícitas en la regla misma. Por ejemplo, dada la regla “Sumar 3” y el número 1 para comenzar, generar términos en la sucesión resultante y observar que los términos parecen alternarse entre números impares y pares. Explicar informalmente por qué los números seguirán alternándose de esta manera. Generan un patrón de números o figuras que sigue una regla dada. Identifican las características aparentes del patrón que no eran explícitas en la regla misma. Por ejemplo, dada la regla “Añadir 3” y con el número 1 para comenzar, generan términos en la secuencia resultante y observan que los términos parecen alternarse entre números impares y pares. Explican informalmente porqué los números continuarán alternándose de esta manera. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 02: Generate and Analyze Patterns
         
            Patterns and Number Sequences

            Topic 02: Online Topic Readiness
              Curriculum Standards: Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand hat in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Count within 1000; skip-count by  2s, 5s, 10s, and 100s. Contar hasta 1000; contar de cinco en cinco, de diez en diez y de cien en cien. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar n?meros de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Utilizar la multiplicación y la división hasta 100 para resolver problemas verbales relacionados con grupos iguales, matrices y cantidades de medición, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizan operaciones de multiplicación y división hasta el número 100 para resolver problemas verbales en situaciones relacionados con grupos iguales, matrices, y cantidades de medición, por ejemplo, al usar dibujos y ecuaciones con un símbolo para el número desconocido al representar el problema. Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts. Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ??_ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Multiplicar y dividir con facilidad hasta 100, utilizando estrategias tales como la relación entre la multiplicación y la división (por ej., si se sabe que 8 × 5 = 40, se sabe que 40 ÷ 5 = 8) o las propiedades de las operaciones. Al final del Grado 3, saber de memoria todos los productos que resultan de multiplicar dos números de un dígito. Multiplican y dividen hasta el número 100 con facilidad, a través del uso de estrategiascomo la relación entre la multiplicación y la división (por ejemplo, al saber que 8 x 5 = 40, se sabe que 40 ÷ 5 = 8), o las propiedades de las operaciones. Al final del Tercer grado, saben de memoria todos los productos de dos números de un sólo dígito. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ?. Interpret whole-number quotients of whole numbers, e.g., interpret 56 x 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ?. Interpretar los cocientes de números enteros no negativos, por ej., interpretar 56 ÷ 8 como el número de objetos en cada parte cuando 56 objetos se separan igualmente en 8 partes, o como un número de partes cuando 56 objetos se separan en partes iguales de 8 objetos cada una. Por ejemplo, describir un contexto en el que un número de partes o un número de grupos puede expresarse como 56 ÷ 8. Determinar el número entero desconocido en una ecuación de multiplicación o división relacionando tres números enteros. Por ejemplo, determinar el número desconocido que hace que la ecuación sea verdadera en cada una de las ecuaciones 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ?. Interpretan los cocientes de números enteros, por ejemplo, al interpretar 56 ÷ 8 como la cantidad de objetos en cada parte cuando se reparten 56 objetos entre 8 partes iguales, o como una cantidad de partes cuando se reparten 56 objetos en grupos iguales de 8 objetos cada uno. Por ejemplo, al describir un contexto en el cual una cantidad de partes o una cantidad de grupos se puede expresar como 56 ÷ 8. Determinan el número entero desconocido en unaecuación de multiplicación o división relacionada con tres números enteros. Por ejemplo, al determinar el número desconocido que hace que la ecuación sea verdadera en cada una de las siguientes ecuaciones: 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ? Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            02-01: Repeating Patterns
            
               Develop the Concept: Visual
               
                  Repeating Patterns: Visual Learning
                    Curriculum Standards: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Generar un patrón de números o figuras que siga una regla dada. Identificar características aparentes de la regla que no estaban explícitas en la regla misma. Por ejemplo, dada la regla “Sumar 3” y el número 1 para comenzar, generar términos en la sucesión resultante y observar que los términos parecen alternarse entre números impares y pares. Explicar informalmente por qué los números seguirán alternándose de esta manera. Generan un patrón de números o figuras que sigue una regla dada. Identifican las características aparentes del patrón que no eran explícitas en la regla misma. Por ejemplo, dada la regla “Añadir 3” y con el número 1 para comenzar, generan términos en la secuencia resultante y observan que los términos parecen alternarse entre números impares y pares. Explican informalmente porqué los números continuarán alternándose de esta manera. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. 

               Assess & Differentiate
               
                  02-01: Digital Quick Check
                    Curriculum Standards: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Generar un patrón de números o figuras que siga una regla dada. Identificar características aparentes de la regla que no estaban explícitas en la regla misma. Por ejemplo, dada la regla “Sumar 3” y el número 1 para comenzar, generar términos en la sucesión resultante y observar que los términos parecen alternarse entre números impares y pares. Explicar informalmente por qué los números seguirán alternándose de esta manera. Generan un patrón de números o figuras que sigue una regla dada. Identifican las características aparentes del patrón que no eran explícitas en la regla misma. Por ejemplo, dada la regla “Añadir 3” y con el número 1 para comenzar, generan términos en la secuencia resultante y observan que los términos parecen alternarse entre números impares y pares. Explican informalmente porqué los números continuarán alternándose de esta manera. 

            02-02: Number Sequences
            
               Develop the Concept: Visual
               
                  Number Sequences: Visual Learning
                    Curriculum Standards: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Generar un patrón de números o figuras que siga una regla dada. Identificar características aparentes de la regla que no estaban explícitas en la regla misma. Por ejemplo, dada la regla “Sumar 3” y el número 1 para comenzar, generar términos en la sucesión resultante y observar que los términos parecen alternarse entre números impares y pares. Explicar informalmente por qué los números seguirán alternándose de esta manera. Generan un patrón de números o figuras que sigue una regla dada. Identifican las características aparentes del patrón que no eran explícitas en la regla misma. Por ejemplo, dada la regla “Añadir 3” y con el número 1 para comenzar, generan términos en la secuencia resultante y observan que los términos parecen alternarse entre números impares y pares. Explican informalmente porqué los números continuarán alternándose de esta manera. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. 

               Assess & Differentiate
               
                  02-02: Digital Quick Check
                    Curriculum Standards: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Generar un patrón de números o figuras que siga una regla dada. Identificar características aparentes de la regla que no estaban explícitas en la regla misma. Por ejemplo, dada la regla “Sumar 3” y el número 1 para comenzar, generar términos en la sucesión resultante y observar que los términos parecen alternarse entre números impares y pares. Explicar informalmente por qué los números seguirán alternándose de esta manera. Generan un patrón de números o figuras que sigue una regla dada. Identifican las características aparentes del patrón que no eran explícitas en la regla misma. Por ejemplo, dada la regla “Añadir 3” y con el número 1 para comenzar, generan términos en la secuencia resultante y observan que los términos parecen alternarse entre números impares y pares. Explican informalmente porqué los números continuarán alternándose de esta manera. 

            02-03: Extending Tables
            
               Develop the Concept: Visual
               
                  Extending Tables: Visual Learning
                    Curriculum Standards: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Generar un patrón de números o figuras que siga una regla dada. Identificar características aparentes de la regla que no estaban explícitas en la regla misma. Por ejemplo, dada la regla “Sumar 3” y el número 1 para comenzar, generar términos en la sucesión resultante y observar que los términos parecen alternarse entre números impares y pares. Explicar informalmente por qué los números seguirán alternándose de esta manera. Generan un patrón de números o figuras que sigue una regla dada. Identifican las características aparentes del patrón que no eran explícitas en la regla misma. Por ejemplo, dada la regla “Añadir 3” y con el número 1 para comenzar, generan términos en la secuencia resultante y observan que los términos parecen alternarse entre números impares y pares. Explican informalmente porqué los números continuarán alternándose de esta manera. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. 

               Assess & Differentiate
               
                  02-03: Digital Quick Check
                    Curriculum Standards: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Generar un patrón de números o figuras que siga una regla dada. Identificar características aparentes de la regla que no estaban explícitas en la regla misma. Por ejemplo, dada la regla “Sumar 3” y el número 1 para comenzar, generar términos en la sucesión resultante y observar que los términos parecen alternarse entre números impares y pares. Explicar informalmente por qué los números seguirán alternándose de esta manera. Generan un patrón de números o figuras que sigue una regla dada. Identifican las características aparentes del patrón que no eran explícitas en la regla misma. Por ejemplo, dada la regla “Añadir 3” y con el número 1 para comenzar, generan términos en la secuencia resultante y observan que los términos parecen alternarse entre números impares y pares. Explican informalmente porqué los números continuarán alternándose de esta manera. 

            02-04: Writing Rules for Situations
            
               Develop the Concept: Visual
               
                  Writing Rules for Situations: Visual Learning
                    Curriculum Standards: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Generar un patrón de números o figuras que siga una regla dada. Identificar características aparentes de la regla que no estaban explícitas en la regla misma. Por ejemplo, dada la regla “Sumar 3” y el número 1 para comenzar, generar términos en la sucesión resultante y observar que los términos parecen alternarse entre números impares y pares. Explicar informalmente por qué los números seguirán alternándose de esta manera. Generan un patrón de números o figuras que sigue una regla dada. Identifican las características aparentes del patrón que no eran explícitas en la regla misma. Por ejemplo, dada la regla “Añadir 3” y con el número 1 para comenzar, generan términos en la secuencia resultante y observan que los términos parecen alternarse entre números impares y pares. Explican informalmente porqué los números continuarán alternándose de esta manera. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. 

               Assess & Differentiate
               
                  02-04: Digital Quick Check
                    Curriculum Standards: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Generar un patrón de números o figuras que siga una regla dada. Identificar características aparentes de la regla que no estaban explícitas en la regla misma. Por ejemplo, dada la regla “Sumar 3” y el número 1 para comenzar, generar términos en la sucesión resultante y observar que los términos parecen alternarse entre números impares y pares. Explicar informalmente por qué los números seguirán alternándose de esta manera. Generan un patrón de números o figuras que sigue una regla dada. Identifican las características aparentes del patrón que no eran explícitas en la regla misma. Por ejemplo, dada la regla “Añadir 3” y con el número 1 para comenzar, generan términos en la secuencia resultante y observan que los términos parecen alternarse entre números impares y pares. Explican informalmente porqué los números continuarán alternándose de esta manera. 

            02-05: Geometric Patterns
            
               Develop the Concept: Visual
               
                  Geometric Patterns: Visual Learning
                    Curriculum Standards: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Generar un patrón de números o figuras que siga una regla dada. Identificar características aparentes de la regla que no estaban explícitas en la regla misma. Por ejemplo, dada la regla “Sumar 3” y el número 1 para comenzar, generar términos en la sucesión resultante y observar que los términos parecen alternarse entre números impares y pares. Explicar informalmente por qué los números seguirán alternándose de esta manera. Generan un patrón de números o figuras que sigue una regla dada. Identifican las características aparentes del patrón que no eran explícitas en la regla misma. Por ejemplo, dada la regla “Añadir 3” y con el número 1 para comenzar, generan términos en la secuencia resultante y observan que los términos parecen alternarse entre números impares y pares. Explican informalmente porqué los números continuarán alternándose de esta manera. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. 

               Assess & Differentiate
               
                  02-05: Digital Quick Check
                    Curriculum Standards: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Generar un patrón de números o figuras que siga una regla dada. Identificar características aparentes de la regla que no estaban explícitas en la regla misma. Por ejemplo, dada la regla “Sumar 3” y el número 1 para comenzar, generar términos en la sucesión resultante y observar que los términos parecen alternarse entre números impares y pares. Explicar informalmente por qué los números seguirán alternándose de esta manera. Generan un patrón de números o figuras que sigue una regla dada. Identifican las características aparentes del patrón que no eran explícitas en la regla misma. Por ejemplo, dada la regla “Añadir 3” y con el número 1 para comenzar, generan términos en la secuencia resultante y observan que los términos parecen alternarse entre números impares y pares. Explican informalmente porqué los números continuarán alternándose de esta manera. 

            02-06: Problem Solving: Act It Out and Use Reasoning
            
               Develop the Concept: Visual
               
                  Problem Solving: Act It Out and Use Reasoning: Visual Learning
                    Curriculum Standards: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

               Assess & Differentiate
               
                  02-06: Digital Quick Check
                    Curriculum Standards: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

            Topic 02: Online Topic Test
              Curriculum Standards: Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. Represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence. Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. Represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Generar un patrón de números o figuras que siga una regla dada. Identificar características aparentes de la regla que no estaban explícitas en la regla misma. Por ejemplo, dada la regla “Sumar 3” y el número 1 para comenzar, generar términos en la sucesión resultante y observar que los términos parecen alternarse entre números impares y pares. Explicar informalmente por qué los números seguirán alternándose de esta manera. Generan un patrón de números o figuras que sigue una regla dada. Identifican las características aparentes del patrón que no eran explícitas en la regla misma. Por ejemplo, dada la regla “Añadir 3” y con el número 1 para comenzar, generan términos en la secuencia resultante y observan que los términos parecen alternarse entre números impares y pares. Explican informalmente porqué los números continuarán alternándose de esta manera. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 03: Place Value
         
            Place value

            Topic 03: Online Topic Readiness
              Curriculum Standards: Use place value understanding to round whole numbers to the nearest 10 or 100. Use place value understanding to round whole numbers to the nearest 10 or 100. Use place value understanding to round whole numbers to the nearest 10 or 100. Utilizar la comprensión del valor de posición para redondear números enteros a la decena o centena más cercana. Utilizan el entendimiento del valor posicional para redondear los números enteros hasta la decena (10) o centena (100) más próxima. Compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate. Compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. 

            03-01: Representing Numbers
            
               Develop the Concept: Visual
               
                  Representing Numbers: Visual Learning
                    Curriculum Standards: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. Reconocer que en un número entero no negativo de múltiples dígitos, un dígito en determinado lugar representa diez veces lo que representa en el lugar a su derecha. Por ejemplo, reconocer que 700 ÷ 70 = 10 aplicando conceptos de valor de posición y de división. Reconocen que en un número entero de dígitos múltiples, un dígito en determinado lugar representa diez veces lo que representa en el lugar a su derecha. Por ejemplo, reconocen que 700 ÷ 70 = 10 al aplicar conceptos de valor de posición y de división. Leen y escriben números enteros con dígitos múltiples usando numerales en base diez, los nombres de los números, y sus formas desarrolladas. Comparan dos números de dígitos múltiples basándose en el valor de los dígitos en cada lugar, utilizando los símbolos >, = y < para anotar los resultados de las comparaciones. 

               Assess & Differentiate
               
                  03-01: Digital Quick Check
                    Curriculum Standards: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. Reconocer que en un número entero no negativo de múltiples dígitos, un dígito en determinado lugar representa diez veces lo que representa en el lugar a su derecha. Por ejemplo, reconocer que 700 ÷ 70 = 10 aplicando conceptos de valor de posición y de división. Reconocen que en un número entero de dígitos múltiples, un dígito en determinado lugar representa diez veces lo que representa en el lugar a su derecha. Por ejemplo, reconocen que 700 ÷ 70 = 10 al aplicar conceptos de valor de posición y de división. Leen y escriben números enteros con dígitos múltiples usando numerales en base diez, los nombres de los números, y sus formas desarrolladas. Comparan dos números de dígitos múltiples basándose en el valor de los dígitos en cada lugar, utilizando los símbolos >, = y < para anotar los resultados de las comparaciones. 

            03-02: Place Value Relationships
            
               Develop the Concept: Visual
               
                  Place Value Relationships: Visual Learning
                    Curriculum Standards: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. Reconocer que en un número entero no negativo de múltiples dígitos, un dígito en determinado lugar representa diez veces lo que representa en el lugar a su derecha. Por ejemplo, reconocer que 700 ÷ 70 = 10 aplicando conceptos de valor de posición y de división. Reconocen que en un número entero de dígitos múltiples, un dígito en determinado lugar representa diez veces lo que representa en el lugar a su derecha. Por ejemplo, reconocen que 700 ÷ 70 = 10 al aplicar conceptos de valor de posición y de división. 

               Assess & Differentiate
               
                  03-02: Digital Quick Check
                    Curriculum Standards: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. Reconocer que en un número entero no negativo de múltiples dígitos, un dígito en determinado lugar representa diez veces lo que representa en el lugar a su derecha. Por ejemplo, reconocer que 700 ÷ 70 = 10 aplicando conceptos de valor de posición y de división. Reconocen que en un número entero de dígitos múltiples, un dígito en determinado lugar representa diez veces lo que representa en el lugar a su derecha. Por ejemplo, reconocen que 700 ÷ 70 = 10 al aplicar conceptos de valor de posición y de división. 

            03-03: Comparing Numbers
            
               Develop the Concept: Visual
               
                  Comparing Numbers: Visual Learning
                    Curriculum Standards: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Leer y escribir números enteros no negativos con múltiples dígitos usando números de base diez, números en palabras y formas desarrolladas. Comparar dos números de múltiples dígitos en base al significado de los dígitos en cada lugar, utilizando los símbolos >, = y < para anotar los resultados de las comparaciones. Leen y escriben números enteros con dígitos múltiples usando numerales en base diez, los nombres de los números, y sus formas desarrolladas. Comparan dos números de dígitos múltiples basándose en el valor de los dígitos en cada lugar, utilizando los símbolos >, = y < para anotar los resultados de las comparaciones. 

               Assess & Differentiate
               
                  03-03: Digital Quick Check
                    Curriculum Standards: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Leer y escribir números enteros no negativos con múltiples dígitos usando números de base diez, números en palabras y formas desarrolladas. Comparar dos números de múltiples dígitos en base al significado de los dígitos en cada lugar, utilizando los símbolos >, = y < para anotar los resultados de las comparaciones. Leen y escriben números enteros con dígitos múltiples usando numerales en base diez, los nombres de los números, y sus formas desarrolladas. Comparan dos números de dígitos múltiples basándose en el valor de los dígitos en cada lugar, utilizando los símbolos >, = y < para anotar los resultados de las comparaciones. 

            03-04: Comparing Greater Numbers
            
               Develop the Concept: Visual
               
                  Comparing Greater Numbers: Visual Learning
                    Curriculum Standards: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Leer y escribir números enteros no negativos con múltiples dígitos usando números de base diez, números en palabras y formas desarrolladas. Comparar dos números de múltiples dígitos en base al significado de los dígitos en cada lugar, utilizando los símbolos >, = y < para anotar los resultados de las comparaciones. Leen y escriben números enteros con dígitos múltiples usando numerales en base diez, los nombres de los números, y sus formas desarrolladas. Comparan dos números de dígitos múltiples basándose en el valor de los dígitos en cada lugar, utilizando los símbolos >, = y < para anotar los resultados de las comparaciones. 

               Assess & Differentiate
               
                  03-04: Digital Quick Check
                    Curriculum Standards: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Leer y escribir números enteros no negativos con múltiples dígitos usando números de base diez, números en palabras y formas desarrolladas. Comparar dos números de múltiples dígitos en base al significado de los dígitos en cada lugar, utilizando los símbolos >, = y < para anotar los resultados de las comparaciones. Leen y escriben números enteros con dígitos múltiples usando numerales en base diez, los nombres de los números, y sus formas desarrolladas. Comparan dos números de dígitos múltiples basándose en el valor de los dígitos en cada lugar, utilizando los símbolos >, = y < para anotar los resultados de las comparaciones. 

            03-05: Rounding Whole Numbers
            
               Develop the Concept: Visual
               
                  Rounding Whole Numbers: Visual Learning
                    Curriculum Standards: Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding to round multi-digit whole numbers to any place. Utilizar la comprensión del valor de posición para redondear números enteros no negativos con múltiples dígitos a cualquier lugar de redondeo. Utilizan la comprensión del valor de posición para redondear números enteros con dígitos múltiples a cualquier lugar. 

               Assess & Differentiate
               
                  03-05: Digital Quick Check
                    Curriculum Standards: Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding to round multi-digit whole numbers to any place. Utilizar la comprensión del valor de posición para redondear números enteros no negativos con múltiples dígitos a cualquier lugar de redondeo. Utilizan la comprensión del valor de posición para redondear números enteros con dígitos múltiples a cualquier lugar. 

            03-06: Problem Solving: Make an Organized List
            
               Develop the Concept: Visual
               
                  Problem Solving: Make an Organized List: Visual Learning
                    Curriculum Standards: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. Reconocer que en un número entero no negativo de múltiples dígitos, un dígito en determinado lugar representa diez veces lo que representa en el lugar a su derecha. Por ejemplo, reconocer que 700 ÷ 70 = 10 aplicando conceptos de valor de posición y de división. Reconocen que en un número entero de dígitos múltiples, un dígito en determinado lugar representa diez veces lo que representa en el lugar a su derecha. Por ejemplo, reconocen que 700 ÷ 70 = 10 al aplicar conceptos de valor de posición y de división. 

               Assess & Differentiate
               
                  03-06: Digital Quick Check
                    Curriculum Standards: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. Reconocer que en un número entero no negativo de múltiples dígitos, un dígito en determinado lugar representa diez veces lo que representa en el lugar a su derecha. Por ejemplo, reconocer que 700 ÷ 70 = 10 aplicando conceptos de valor de posición y de división. Reconocen que en un número entero de dígitos múltiples, un dígito en determinado lugar representa diez veces lo que representa en el lugar a su derecha. Por ejemplo, reconocen que 700 ÷ 70 = 10 al aplicar conceptos de valor de posición y de división. 

            Topic 03: Online Topic Test
              Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Reconocer que en un número de varios dígitos, cualquier dígito en determinado lugar representa 10 veces lo que representa el mismo dígito en el lugar a su derecha y 1/10 de lo que representa en el lugar a su izquierda. Reconocen que en un número de varios dígitos, cualquier dígito en determinado lugar representa 10 veces lo que representa el mismo dígito en el lugar a su derecha y 1/10 de lo que representa en el lugar a su izquierda. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar con facilidad hasta 1,000 utilizando estrategias y algoritmos basados en el valor de posición, las propiedades de las operaciones y la relación entre la suma y la resta. Suman y restan con facilidad hasta el número 1000 usando estrategias y algoritmos basados en el valor posicional, las propiedades de las operaciones, y/o la relación entre la suma y la resta. Describe the mathematical relationships found in the base-10 place value system through the hundred thousands place. Describe the mathematical relationships found in the base-10 place value system through the hundred thousands place. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Leer y escribir números enteros no negativos con múltiples dígitos usando números de base diez, números en palabras y formas desarrolladas. Comparar dos números de múltiples dígitos en base al significado de los dígitos en cada lugar, utilizando los símbolos >, = y < para anotar los resultados de las comparaciones. Leen y escriben números enteros con dígitos múltiples usando numerales en base diez, los nombres de los números, y sus formas desarrolladas. Comparan dos números de dígitos múltiples basándose en el valor de los dígitos en cada lugar, utilizando los símbolos >, = y < para anotar los resultados de las comparaciones. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. Reconocer que en un número entero no negativo de múltiples dígitos, un dígito en determinado lugar representa diez veces lo que representa en el lugar a su derecha. Por ejemplo, reconocer que 700 ÷ 70 = 10 aplicando conceptos de valor de posición y de división. Reconocen que en un número entero de dígitos múltiples, un dígito en determinado lugar representa diez veces lo que representa en el lugar a su derecha. Por ejemplo, reconocen que 700 ÷ 70 = 10 al aplicar conceptos de valor de posición y de división. Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding to round multi-digit whole numbers to any place. Utilizar la comprensión del valor de posición para redondear números enteros no negativos con múltiples dígitos a cualquier lugar de redondeo. Utilizan la comprensión del valor de posición para redondear números enteros con dígitos múltiples a cualquier lugar. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 04: Addition and Subtraction of Whole Numbers
         
            Line 'Em Up

            Topic 04: Online Topic Readiness
              Curriculum Standards: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar con facilidad hasta 1,000 utilizando estrategias y algoritmos basados en el valor de posición, las propiedades de las operaciones y la relación entre la suma y la resta. Suman y restan con facilidad hasta el número 1000 usando estrategias y algoritmos basados en el valor posicional, las propiedades de las operaciones, y/o la relación entre la suma y la resta. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. Create and use representations to organize, record, and communicate mathematical ideas. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. Create and use representations to organize, record, and communicate mathematical ideas. Solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. Solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. Use place value understanding to round whole numbers to the nearest 10 or 100. Use place value understanding to round whole numbers to the nearest 10 or 100. Use place value understanding to round whole numbers to the nearest 10 or 100. Utilizar la comprensión del valor de posición para redondear números enteros a la decena o centena más cercana. Utilizan el entendimiento del valor posicional para redondear los números enteros hasta la decena (10) o centena (100) más próxima. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Resolver problemas verbales de dos pasos utilizando las cuatro operaciones. Plantear los problemas utilizando una letra para representar la cantidad desconocida en la ecuación. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluido el redondeo. Resuelven problemas verbales de dos pasos utilizando Las cuatro operaciones.Representan estos problemas utilizando ecuaciones con una letra que representa la cantidad desconocida. Evalúan lo rasonable que son las respuestas a través de cálculos mentales y estrategias de estimación, incluyendo el redondeo. 

            04-01: Using Mental Math to Add and Subtract
            
               Develop the Concept: Visual
               
                  Using Mental Math to Add and Subtract: Visual Learning
                    Curriculum Standards: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

               Assess & Differentiate
               
                  04-01: Digital Quick Check
                    Curriculum Standards: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

            04-02: Estimating Sums and Differences of Whole Numbers
            
               Develop the Concept: Visual
               
                  Estimating Sums and Differences of Whole Numbers: Visual Learning
                    Curriculum Standards: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Use place value understanding to round multi-digit whole numbers to any place. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Utilizan la comprensión del valor de posición para redondear números enteros con dígitos múltiples a cualquier lugar. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

               Assess & Differentiate
               
                  04-02: Digital Quick Check
                    Curriculum Standards: Use place value understanding to round multi-digit whole numbers to any place. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Utilizan la comprensión del valor de posición para redondear números enteros con dígitos múltiples a cualquier lugar. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

            04-03: Adding Whole Numbers
            
               Develop the Concept: Visual
               
                  Adding Whole Numbers: Visual Learning
                    Curriculum Standards: Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Sumar y restar con fluidez los números enteros no negativos con múltiples dígitos utilizando el algoritmo convencional. Suman y restan con fluidez los números enteros con dígitos múltiples utilizando el algoritmo convencional. 

               Assess & Differentiate
               
                  04-03: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Sumar y restar con fluidez los números enteros no negativos con múltiples dígitos utilizando el algoritmo convencional. Suman y restan con fluidez los números enteros con dígitos múltiples utilizando el algoritmo convencional. 

            04-04: Subtracting Whole Numbers
            
               Develop the Concept: Visual
               
                  Subtracting Whole Numbers: Visual Learning
                    Curriculum Standards: Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Sumar y restar con fluidez los números enteros no negativos con múltiples dígitos utilizando el algoritmo convencional. Suman y restan con fluidez los números enteros con dígitos múltiples utilizando el algoritmo convencional. 

               Assess & Differentiate
               
                  04-04: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Sumar y restar con fluidez los números enteros no negativos con múltiples dígitos utilizando el algoritmo convencional. Suman y restan con fluidez los números enteros con dígitos múltiples utilizando el algoritmo convencional. 

            04-05: Subtracting Across Zeros
            
               Develop the Concept: Visual
               
                  Subtracting Across Zeros: Visual Learning
                    Curriculum Standards: Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Sumar y restar con fluidez los números enteros no negativos con múltiples dígitos utilizando el algoritmo convencional. Suman y restan con fluidez los números enteros con dígitos múltiples utilizando el algoritmo convencional. 

               Assess & Differentiate
               
                  04-05: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Sumar y restar con fluidez los números enteros no negativos con múltiples dígitos utilizando el algoritmo convencional. Suman y restan con fluidez los números enteros con dígitos múltiples utilizando el algoritmo convencional. 

            04-06: Problem Solving: Draw a Picture and Write an Equation
            
               Develop the Concept: Visual
               
                  Problem Solving: Draw a Picture and Write an Equation: Visual Learning
                    Curriculum Standards: Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Sumar y restar con fluidez los números enteros no negativos con múltiples dígitos utilizando el algoritmo convencional. Suman y restan con fluidez los números enteros con dígitos múltiples utilizando el algoritmo convencional. 

               Assess & Differentiate
               
                  04-06: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Sumar y restar con fluidez los números enteros no negativos con múltiples dígitos utilizando el algoritmo convencional. Suman y restan con fluidez los números enteros con dígitos múltiples utilizando el algoritmo convencional. 

            Topic 04: Online Topic Test
              Curriculum Standards: Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Sumar y restar con fluidez los números enteros no negativos con múltiples dígitos utilizando el algoritmo convencional. Suman y restan con fluidez los números enteros con dígitos múltiples utilizando el algoritmo convencional. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. Use place value understanding to round multi-digit whole numbers to any place. Utilizan la comprensión del valor de posición para redondear números enteros con dígitos múltiples a cualquier lugar. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Grade 4: Online Topics 01-04: Benchmark Test
           Curriculum Standards: Add and subtract whole numbers and decimals to the hundredths place using the standard algorithm. Add and subtract whole numbers and decimals to the hundredths place using the standard algorithm. Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers. Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpretar una ecuación de multiplicación como una comparación, por ej., interpretar 35 = 5 × 7 como un enunciado de que 35 es 5 veces 7 y 7 veces 5. Representar enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. Interpretan una ecuación de multiplicación como una comparación, por ejemplo, 35 = 5x7 como un enunciados de que 35 es 5 veces 7, y 7 veces 5. Representan enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Leer y escribir números enteros no negativos con múltiples dígitos usando números de base diez, números en palabras y formas desarrolladas. Comparar dos números de múltiples dígitos en base al significado de los dígitos en cada lugar, utilizando los símbolos >, = y < para anotar los resultados de las comparaciones. Leen y escriben números enteros con dígitos múltiples usando numerales en base diez, los nombres de los números, y sus formas desarrolladas. Comparan dos números de dígitos múltiples basándose en el valor de los dígitos en cada lugar, utilizando los símbolos >, = y < para anotar los resultados de las comparaciones. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Generar un patrón de números o figuras que siga una regla dada. Identificar características aparentes de la regla que no estaban explícitas en la regla misma. Por ejemplo, dada la regla “Sumar 3” y el número 1 para comenzar, generar términos en la sucesión resultante y observar que los términos parecen alternarse entre números impares y pares. Explicar informalmente por qué los números seguirán alternándose de esta manera. Generan un patrón de números o figuras que sigue una regla dada. Identifican las características aparentes del patrón que no eran explícitas en la regla misma. Por ejemplo, dada la regla “Añadir 3” y con el número 1 para comenzar, generan términos en la secuencia resultante y observan que los términos parecen alternarse entre números impares y pares. Explican informalmente porqué los números continuarán alternándose de esta manera. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiplican o dividen para resolver problemas verbales que incluyen comparaciones multiplicativas, por ejemplo, para representar el problema usando dibujos y ecuaciones con un símbolo para el número desconocido, distinguen una comparación multiplicativa de una comparación de suma. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 Multiplicar o dividir para resolver problemas verbales con comparaciones multiplicativas, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido; distinguir la comparación multiplicativa de la comparación de suma. Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding to round multi-digit whole numbers to any place. Utilizar la comprensión del valor de posición para redondear números enteros no negativos con múltiples dígitos a cualquier lugar de redondeo. Utilizan la comprensión del valor de posición para redondear números enteros con dígitos múltiples a cualquier lugar. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. Reconocer que en un número entero no negativo de múltiples dígitos, un dígito en determinado lugar representa diez veces lo que representa en el lugar a su derecha. Por ejemplo, reconocer que 700 ÷ 70 = 10 aplicando conceptos de valor de posición y de división. Reconocen que en un número entero de dígitos múltiples, un dígito en determinado lugar representa diez veces lo que representa en el lugar a su derecha. Por ejemplo, reconocen que 700 ÷ 70 = 10 al aplicar conceptos de valor de posición y de división. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. Describe the mathematical relationships found in the base-10 place value system through the hundred thousands place. Describe the mathematical relationships found in the base-10 place value system through the hundred thousands place. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Sumar y restar con fluidez los números enteros no negativos con múltiples dígitos utilizando el algoritmo convencional. Suman y restan con fluidez los números enteros con dígitos múltiples utilizando el algoritmo convencional. 

         Topic 05: Number Sense: Multiplying by 1-Digit Numbers
         
            Break Apart and Multiply

            Topic 05: Online Topic Readiness
              Curriculum Standards: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Identificar patrones aritméticos (incluyendo las tablas de sumar y multiplicar) y explicarlos utilizando las propiedades de las operaciones. Por ejemplo, observar que 4 veces un número siempre es un par, y explicar por qué 4 veces un número siempre puede ser descompuesto en dos sumandos iguales. Identifican patrones aritméticos (incluyendo patrones en la tabla de suma o en la tabla de multiplicación), y los explican a través de las propiedades de las operaciones. Por ejemplo, observan que un número multiplicado por 4 siempre resultará en un par, y explican porqué éste puede ser descompuesto en dos sumandos iguales Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. Interpretar los productos de los números enteros no negativos, por ej., interpretar 5 × 7 como el número total de objetos en 5 grupos de 7 objetos cada uno. Por ejemplo, describir un contexto en el que un número total de objetos pueda expresarse como 5 × 7. Interpretan productos de números enteros, por ejemplo, interpretan 5 x 7 como la cantidad total de objetos en 5 grupos de 7 objetos cada uno.Por ejemplo, al describir un contexto en el que una cantidad total de objetos pueda expresarse como 5 x 7. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Utilizar la multiplicación y la división hasta 100 para resolver problemas verbales relacionados con grupos iguales, matrices y cantidades de medición, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizan operaciones de multiplicación y división hasta el número 100 para resolver problemas verbales en situaciones relacionados con grupos iguales, matrices, y cantidades de medición, por ejemplo, al usar dibujos y ecuaciones con un símbolo para el número desconocido al representar el problema. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Generar un patrón de números o figuras que siga una regla dada. Identificar características aparentes de la regla que no estaban explícitas en la regla misma. Por ejemplo, dada la regla “Sumar 3” y el número 1 para comenzar, generar términos en la sucesión resultante y observar que los términos parecen alternarse entre números impares y pares. Explicar informalmente por qué los números seguirán alternándose de esta manera. Generan un patrón de números o figuras que sigue una regla dada. Identifican las características aparentes del patrón que no eran explícitas en la regla misma. Por ejemplo, dada la regla “Añadir 3” y con el número 1 para comenzar, generan términos en la secuencia resultante y observan que los términos parecen alternarse entre números impares y pares. Explican informalmente porqué los números continuarán alternándose de esta manera. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpretar una ecuación de multiplicación como una comparación, por ej., interpretar 35 = 5 × 7 como un enunciado de que 35 es 5 veces 7 y 7 veces 5. Representar enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. Interpretan una ecuación de multiplicación como una comparación, por ejemplo, 35 = 5x7 como un enunciados de que 35 es 5 veces 7, y 7 veces 5. Representan enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. Multiplican o dividen para resolver problemas verbales que incluyen comparaciones multiplicativas, por ejemplo, para representar el problema usando dibujos y ecuaciones con un símbolo para el número desconocido, distinguen una comparación multiplicativa de una comparación de suma. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 Multiplicar o dividir para resolver problemas verbales con comparaciones multiplicativas, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido; distinguir la comparación multiplicativa de la comparación de suma. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

            05-01: Arrays and Multiplying by 10 and 100
            
               Develop the Concept: Visual
               
                  Arrays and Multiplying by 10 and 100: Visual Learning
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

               Assess & Differentiate
               
                  05-01: Digital Quick Check
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

            05-02: Multiplying by Multiples of 10 and 100
            
               Develop the Concept: Visual
               
                  Multiplying by Multiples of 10 and 100: Visual Learning
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

               Assess & Differentiate
               
                  05-02: Digital Quick Check
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

            05-03: Breaking Apart to Multiply
            
               Develop the Concept: Visual
               
                  Breaking Apart to Multiply: Visual Learning
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

               Assess & Differentiate
               
                  05-03: Digital Quick Check
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

            05-04: Using Mental Math to Multiply
            
               Develop the Concept: Visual
               
                  Using Mental Math to Multiply: Visual Learning
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

               Assess & Differentiate
               
                  05-04: Digital Quick Check
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

            05-05: Using Rounding to Estimate
            
               Develop the Concept: Visual
               
                  Using Rounding to Estimate: Visual Learning
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding to round multi-digit whole numbers to any place. Utilizar la comprensión del valor de posición para redondear números enteros no negativos con múltiples dígitos a cualquier lugar de redondeo. Utilizan la comprensión del valor de posición para redondear números enteros con dígitos múltiples a cualquier lugar. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

               Assess & Differentiate
               
                  05-05: Digital Quick Check
                    Curriculum Standards: Use place value understanding to round multi-digit whole numbers to any place. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding to round multi-digit whole numbers to any place. Utilizar la comprensión del valor de posición para redondear números enteros no negativos con múltiples dígitos a cualquier lugar de redondeo. Utilizan la comprensión del valor de posición para redondear números enteros con dígitos múltiples a cualquier lugar. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

            05-06: Problem Solving: Reasonableness
            
               Develop the Concept: Visual
               
                  Problem Solving: Reasonableness: Visual Learning
                    Curriculum Standards: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

               Assess & Differentiate
               
                  05-06: Digital Quick Check
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

            Topic 05: Online Topic Test
              Curriculum Standards: Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers. Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers. Use place value understanding to round multi-digit whole numbers to any place. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding to round multi-digit whole numbers to any place. Utilizar la comprensión del valor de posición para redondear números enteros no negativos con múltiples dígitos a cualquier lugar de redondeo. Utilizan la comprensión del valor de posición para redondear números enteros con dígitos múltiples a cualquier lugar. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 06: Developing Fluency: Multiplying by 1-Digit Numbers
         
            Multiply by 10 and 11

            Topic 06: Online Topic Readiness
              Curriculum Standards: Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. Interpretar los productos de los números enteros no negativos, por ej., interpretar 5 × 7 como el número total de objetos en 5 grupos de 7 objetos cada uno. Por ejemplo, describir un contexto en el que un número total de objetos pueda expresarse como 5 × 7. Interpretan productos de números enteros, por ejemplo, interpretan 5 x 7 como la cantidad total de objetos en 5 grupos de 7 objetos cada uno.Por ejemplo, al describir un contexto en el que una cantidad total de objetos pueda expresarse como 5 x 7. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Identificar patrones aritméticos (incluyendo las tablas de sumar y multiplicar) y explicarlos utilizando las propiedades de las operaciones. Por ejemplo, observar que 4 veces un número siempre es un par, y explicar por qué 4 veces un número siempre puede ser descompuesto en dos sumandos iguales. Identifican patrones aritméticos (incluyendo patrones en la tabla de suma o en la tabla de multiplicación), y los explican a través de las propiedades de las operaciones. Por ejemplo, observan que un número multiplicado por 4 siempre resultará en un par, y explican porqué éste puede ser descompuesto en dos sumandos iguales Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 Multiplicar o dividir para resolver problemas verbales con comparaciones multiplicativas, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido; distinguir la comparación multiplicativa de la comparación de suma. Multiplican o dividen para resolver problemas verbales que incluyen comparaciones multiplicativas, por ejemplo, para representar el problema usando dibujos y ecuaciones con un símbolo para el número desconocido, distinguen una comparación multiplicativa de una comparación de suma. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpretar una ecuación de multiplicación como una comparación, por ej., interpretar 35 = 5 × 7 como un enunciado de que 35 es 5 veces 7 y 7 veces 5. Representar enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. Interpretan una ecuación de multiplicación como una comparación, por ejemplo, 35 = 5x7 como un enunciados de que 35 es 5 veces 7, y 7 veces 5. Representan enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. Use place value understanding to round multi-digit whole numbers to any place. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding to round multi-digit whole numbers to any place. Utilizar la comprensión del valor de posición para redondear números enteros no negativos con múltiples dígitos a cualquier lugar de redondeo. Utilizan la comprensión del valor de posición para redondear números enteros con dígitos múltiples a cualquier lugar. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. 

            06-01: Arrays and Using an Expanded Algorithm
            
               Develop the Concept: Visual
               
                  Arrays and Using an Expanded Algorithm: Visual Learning
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

               Assess & Differentiate
               
                  06-01: Digital Quick Check
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

            06-02: Connecting the Expanded and Standard Algorithms
            
               Develop the Concept: Visual
               
                  Connecting the Expanded and Standard Algorithms: Visual Learning
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

               Assess & Differentiate
               
                  06-02: Digital Quick Check
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

            06-03: Multiplying 2-Digit by 1-Digit Numbers
            
               Develop the Concept: Visual
               
                  Multiplying 2-Digit by 1-Digit Numbers
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

               Assess & Differentiate
               
                  06-03: Digital Quick Check
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

            06-04: Multiplying 3- and 4-Digit by 1-Digit Numbers
            
               Develop the Concept: Visual
               
                  Multiplying 3- and 4-Digit by 1-Digit Numbers
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

               Assess & Differentiate
               
                  06-04: Digital Quick Check
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

            06-05: Multiplying by 1-Digit Numbers
            
               Develop the Concept: Visual
               
                  Multiplying by 1-Digit Numbers: Visual Learning
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

               Assess & Differentiate
               
                  06-05: Digital Quick Check
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

            06-06: Problem Solving: Missing or Extra Information
            
               Develop the Concept: Visual
               
                  Problem Solving: Missing or Extra Information: Visual Learning
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

               Assess & Differentiate
               
                  06-06: Digital Quick Check
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

            Topic 06: Online Topic Test
              Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 07: Number Sense: Multiplying by 2-Digit Numbers
         
            2-Digit Multiplication

            Topic 07: Online Topic Readiness
              Curriculum Standards: Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding to round multi-digit whole numbers to any place. Utilizar la comprensión del valor de posición para redondear números enteros no negativos con múltiples dígitos a cualquier lugar de redondeo. Utilizan la comprensión del valor de posición para redondear números enteros con dígitos múltiples a cualquier lugar. Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

            07-01: Arrays and Multiplying 2-Digit Numbers by Multiples of 10
            
               Develop the Concept: Visual
               
                  Arrays and Multiplying 2-Digit Numbers by Multiples of 10
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

               Assess & Differentiate
               
                  07-01: Digital Quick Check
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

            07-02: Using Mental Math to Multiply 2-Digit Numbers
            
               Develop the Concept: Visual
               
                  Using Mental Math to Multiply 2-Digit Numbers
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

               Assess & Differentiate
               
                  07-02: Digital Quick Check
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

            07-03: Using Rounding to Estimate
            
               Develop the Concept: Visual
               
                  Using Rounding to Estimate: Visual Learning
                    Curriculum Standards: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Use place value understanding to round multi-digit whole numbers to any place. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Utilizan la comprensión del valor de posición para redondear números enteros con dígitos múltiples a cualquier lugar. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

               Assess & Differentiate
               
                  07-03: Digital Quick Check
                    Curriculum Standards: Use place value understanding to round multi-digit whole numbers to any place. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Utilizan la comprensión del valor de posición para redondear números enteros con dígitos múltiples a cualquier lugar. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

            07-04: Using Compatible Numbers to Estimate
            
               Develop the Concept: Visual
               
                  Using Compatible Numbers to Estimate: Visual Learning
                    Curriculum Standards: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

               Assess & Differentiate
               
                  07-04: Digital Quick Check
                    Curriculum Standards: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

            07-05: Problem Solving: Multiple-Step Problems
            
               Develop the Concept: Visual
               
                  Problem Solving: Multiple-Step Problems: Visual Learning
                    Curriculum Standards: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

               Assess & Differentiate
               
                  07-05: Digital Quick Check
                    Curriculum Standards: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

            Topic 07: Online Topic Test
              Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers. Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers. Apply mathematics to problems arising in everyday life, society, and the workplace. Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity. Apply mathematics to problems arising in everyday life, society, and the workplace. Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity. Represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15. Represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. Use place value understanding to round multi-digit whole numbers to any place. Utilizan la comprensión del valor de posición para redondear números enteros con dígitos múltiples a cualquier lugar. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 08: Developing Fluency: Multiplying by 2-Digit Numbers
         
            Topic 08: Online Topic Readiness
              Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. Use place value understanding to round multi-digit whole numbers to any place. Utilizan la comprensión del valor de posición para redondear números enteros con dígitos múltiples a cualquier lugar. 

            08-01: Arrays and Multiplying 2-Digit Numbers
            
               Develop the Concept: Visual
               
                  Arrays and Multiplying 2-Digit Numbers: Visual Learning
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

               Assess & Differentiate
               
                  08-01: Digital Quick Check
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

            08-02: Arrays and an Expanded Algorithm
            
               Develop the Concept: Visual
               
                  Arrays and an Expanded Algorithm: Visual Learning
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

               Assess & Differentiate
               
                  08-02: Digital Quick Check
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

            08-03: Multiplying 2-Digit Numbers by Multiples of Ten
            
               Develop the Concept: Visual
               
                  Multiplying 2-Digit Numbers by Multiples of Ten: Visual Learning
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

               Assess & Differentiate
               
                  08-03: Digital Quick Check
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

            08-04: Multiplying 2-Digit by 2-Digit Numbers
            
               Develop the Concept: Visual
               
                  Multiplying 2-Digit by 2-Digit Numbers
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

               Assess & Differentiate
               
                  08-04: Digital Quick Check
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. 

            08-05: Problem Solving: Two-Question Problems
            
               Develop the Concept: Visual
               
                  Problem Solving: Two-Question Problems: Visual Learning
                    Curriculum Standards: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

               Assess & Differentiate
               
                  08-05: Digital Quick Check
                    Curriculum Standards: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

            Topic 08: Online Topic Test
              Curriculum Standards: Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. Represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15. Represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15. Apply mathematics to problems arising in everyday life, society, and the workplace. Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity. Apply mathematics to problems arising in everyday life, society, and the workplace. Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Grade 4: Online Topics 05-08: Benchmark Test
           Curriculum Standards: Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding to round multi-digit whole numbers to any place. Utilizar la comprensión del valor de posición para redondear números enteros no negativos con múltiples dígitos a cualquier lugar de redondeo. Utilizan la comprensión del valor de posición para redondear números enteros con dígitos múltiples a cualquier lugar. Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers. Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. Apply mathematics to problems arising in everyday life, society, and the workplace. Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity. Apply mathematics to problems arising in everyday life, society, and the workplace. Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity. 

         Topic 09: Number Sense: Dividing by 1-Digit Divisors
         
            Interpreting Remainders

            Topic 09: Online Topic Readiness
              Curriculum Standards: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 Multiplicar o dividir para resolver problemas verbales con comparaciones multiplicativas, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido; distinguir la comparación multiplicativa de la comparación de suma. Multiplican o dividen para resolver problemas verbales que incluyen comparaciones multiplicativas, por ejemplo, para representar el problema usando dibujos y ecuaciones con un símbolo para el número desconocido, distinguen una comparación multiplicativa de una comparación de suma. Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product. Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ?. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ?. Utilizar la multiplicación y la división hasta 100 para resolver problemas verbales relacionados con grupos iguales, matrices y cantidades de medición, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Determinar el número entero desconocido en una ecuación de multiplicación o división relacionando tres números enteros. Por ejemplo, determinar el número desconocido que hace que la ecuación sea verdadera en cada una de las ecuaciones 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ?. Utilizan operaciones de multiplicación y división hasta el número 100 para resolver problemas verbales en situaciones relacionados con grupos iguales, matrices, y cantidades de medición, por ejemplo, al usar dibujos y ecuaciones con un símbolo para el número desconocido al representar el problema. Determinan el número entero desconocido en unaecuación de multiplicación o división relacionada con tres números enteros. Por ejemplo, al determinar el número desconocido que hace que la ecuación sea verdadera en cada una de las siguientes ecuaciones: 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ? Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpretar una ecuación de multiplicación como una comparación, por ej., interpretar 35 = 5 × 7 como un enunciado de que 35 es 5 veces 7 y 7 veces 5. Representar enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. Interpretan una ecuación de multiplicación como una comparación, por ejemplo, 35 = 5x7 como un enunciados de que 35 es 5 veces 7, y 7 veces 5. Representan enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. Multiply and divide within 100. Understand division as an unknown-factor problem. For example, find 32 ??_ 8 by finding the number that makes 32 when multiplied by 8. Multiply and divide within 100. Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. Multiply and divide within 100. Entender la división como un problema de factor desconocido. Por ejemplo, hallar 32 ÷ 8 encontrando el número que al multiplicarse por 8, forma 32. Entender la división como un problema de factor desconocido. Por ejemplo, el hallar 32 ÷ 8 al determinar el número que al multiplicarse por 8 da 32. 

            09-01: Using Mental Math to Divide
            
               Develop the Concept: Visual
               
                  Using Mental Math to Divide: Visual Learning
                    Curriculum Standards: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

               Assess & Differentiate
               
                  09-01: Digital Quick Check
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

            09-02: Estimating Quotients
            
               Develop the Concept: Visual
               
                  Estimating Quotients: Visual Learning
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

               Assess & Differentiate
               
                  09-02: Digital Quick Check
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

            09-03: Estimating Quotients for Greater Dividends
            
               Develop the Concept: Visual
               
                  Estimating Quotients for Greater Dividends: Visual Learning
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

               Assess & Differentiate
               
                  09-03: Digital Quick Check
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

            09-04: Dividing with Remainders
            
               Develop the Concept: Visual
               
                  Dividing with Remainders: Visual Learning
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

               Assess & Differentiate
               
                  09-04: Digital Quick Check
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

            09-05: Multiplication and Division Stories
            
               Develop the Concept: Visual
               
                  Multiplication and Division Stories: Visual Learning
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

               Assess & Differentiate
               
                  09-05: Digital Quick Check
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

            09-06: Problem Solving: Draw a Picture and Write an Equation
            
               Develop the Concept: Visual
               
                  Problem Solving: Draw a Picture and Write an Equation: Visual Learning
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

               Assess & Differentiate
               
                  09-06: Digital Quick Check
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

            Topic 09: Online Topic Test
              Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers. Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor. Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 10: Developing Fluency: Dividing by 1-Digit Divisors
         
            Topic 10: Online Topic Readiness
              Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers. Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. 

            10-01: Division as Repeated Subtraction
            
               Develop the Concept: Visual
               
                  Division as Repeated Subtraction: Visual Learning
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

               Assess & Differentiate
               
                  10-01: Digital Quick Check
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

            10-02: Using Objects to Divide: Division as Sharing
            
               Develop the Concept: Visual
               
                  Using Objects to Divide: Division as Sharing: Visual Learning
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

               Assess & Differentiate
               
                  10-02: Digital Quick Check
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

            10-03: Dividing 2-Digit by 1-Digit Numbers
            
               Develop the Concept: Visual
               
                  Dividing 2-Digit by 1-Digit Numbers: Visual Learning
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

               Assess & Differentiate
               
                  10-03: Digital Quick Check
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

            10-04: Dividing 3-Digit by 1-Digit Numbers
            
               Develop the Concept: Visual
               
                  Dividing 3-Digit by 1-Digit Numbers: Visual Learning
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

               Assess & Differentiate
               
                  10-04: Digital Quick Check
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

            10-05: Deciding Where to Start Dividing
            
               Develop the Concept: Visual
               
                  Deciding Where to Start Dividing: Visual Learning
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

               Assess & Differentiate
               
                  10-05: Digital Quick Check
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

            10-06: Dividing 4-Digit by 1-Digit Numbers
            
               Develop the Concept: Visual
               
                  Dividing 4-Digit by 1-Digit Numbers: Visual Learning
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

               Assess & Differentiate
               
                  10-06: Digital Quick Check
                    Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. 

            10-07: Problem Solving: Multiple-Step Problems
            
               Develop the Concept: Visual
               
                  Problem Solving: Multiple-Step Problems: Visual Learning
                    Curriculum Standards: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

               Assess & Differentiate
               
                  10-07: Digital Quick Check
                    Curriculum Standards: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. 

            Topic 10: Online Topic Test
              Curriculum Standards: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor. Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 11: Fraction Equivalence and Ordering
         
            Equivalent Fractions

            Topic 11: Online Topic Readiness
              Curriculum Standards: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 Multiplicar o dividir para resolver problemas verbales con comparaciones multiplicativas, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido; distinguir la comparación multiplicativa de la comparación de suma. Multiplican o dividen para resolver problemas verbales que incluyen comparaciones multiplicativas, por ejemplo, para representar el problema usando dibujos y ecuaciones con un símbolo para el número desconocido, distinguen una comparación multiplicativa de una comparación de suma. Represent real-world relationships using number pairs in a table and verbal descriptions. Represent real-world relationships using number pairs in a table and verbal descriptions. Represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines. Represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines. Represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines. Represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Entender una fracción 1/b como la cantidad que está formada por 1 parte cuando un entero se separa en b partes iguales; entender una fracción a/b como la cantidad formada por partes a de tamaño 1/b. Comprenden una fracción 1/b como la cantidad formada por 1 parte cuando un entero se separa entre b partes iguales; comprenden una fracción a/b como la cantidad formada por partes a de tamaño 1/b. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Create and use representations to organize, record, and communicate mathematical ideas. Analyze mathematical relationships to connect and communicate mathematical ideas. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Create and use representations to organize, record, and communicate mathematical ideas. Analyze mathematical relationships to connect and communicate mathematical ideas. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Interpretar una ecuación de multiplicación como una comparación, por ej., interpretar 35 = 5 × 7 como un enunciado de que 35 es 5 veces 7 y 7 veces 5. Representar enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. Interpretan una ecuación de multiplicación como una comparación, por ejemplo, 35 = 5x7 como un enunciados de que 35 es 5 veces 7, y 7 veces 5. Representan enunciados verbales de comparaciones multiplicativas como ecuaciones de multiplicación. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Recognize and generate simple equivalent fractions, e.g.,1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Recognize and generate simple equivalent fractions, e.g.,1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. Explicar la equivalencia de fracciones en casos especiales y comparar fracciones mediante el razonamiento sobre su tamaño. Entender dos fracciones como equivalentes (iguales) si son del mismo tamaño o están en el mismo punto en una recta numérica. Explicar la equivalencia de fracciones en casos especiales y comparar fracciones mediante el razonamiento sobre su tamaño. Reconocer y generar fracciones equivalentes sencillas, por ej., 1/2 = 2/4, 4/6 = 2/3. Explicar por qué las fracciones son equivalentes, por ej., utilizando un modelo visual de fracciones. Reconocen a dos fracciones como equivalentes (iguales) si tienen el mismo tamaño, o el mismo punto en una recta numérica. Reconocen y generan fracciones equivalentes simples, por ejemplo, 1/2 = 2/4; 4/6 = 2/3. Explican porqué las fracciones son equivalentes, por ejemplo, al utilizar un modelo visual de fracciones. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ??_ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Multiplicar y dividir con facilidad hasta 100, utilizando estrategias tales como la relación entre la multiplicación y la división (por ej., si se sabe que 8 × 5 = 40, se sabe que 40 ÷ 5 = 8) o las propiedades de las operaciones. Al final del Grado 3, saber de memoria todos los productos que resultan de multiplicar dos números de un dígito. Multiplican y dividen hasta el número 100 con facilidad, a través del uso de estrategiascomo la relación entre la multiplicación y la división (por ejemplo, al saber que 8 x 5 = 40, se sabe que 40 ÷ 5 = 8), o las propiedades de las operaciones. Al final del Tercer grado, saben de memoria todos los productos de dos números de un sólo dígito. 

            11-01: Factors
            
               Develop the Concept: Visual
               
                  Factors: Visual Learning
                    Curriculum Standards: Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. Hallar todos los pares de factores de un número entero no negativo con rango de 1 a 100. Reconocer que un número entero no negativo es un múltiplo de cada uno de sus factores. Determinar si cierto número entero no negativo con rango de 1 a 100 es un múltiplo de cierto número de un dígito. Determinar si cierto número entero no negativo con rango de 1 a 100 es primo o compuesto. Hallan todos los pares de factores de números enteros dentro del rango 1–100. Reconocen que un número entero es un múltiplo de cada uno de sus factores. Determinan si cierto número entero dentro del rango 1–100 es un múltiplo de cierto número de un solo dígito. Determinan si un número entero dentro del rango 1–100 es primo o compuesto. 

               Assess & Differentiate
               
                  11-01: Digital Quick Check
                    Curriculum Standards: Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. Hallar todos los pares de factores de un número entero no negativo con rango de 1 a 100. Reconocer que un número entero no negativo es un múltiplo de cada uno de sus factores. Determinar si cierto número entero no negativo con rango de 1 a 100 es un múltiplo de cierto número de un dígito. Determinar si cierto número entero no negativo con rango de 1 a 100 es primo o compuesto. Hallan todos los pares de factores de números enteros dentro del rango 1–100. Reconocen que un número entero es un múltiplo de cada uno de sus factores. Determinan si cierto número entero dentro del rango 1–100 es un múltiplo de cierto número de un solo dígito. Determinan si un número entero dentro del rango 1–100 es primo o compuesto. 

            11-02: Prime and Composite Numbers
            
               Develop the Concept: Visual
               
                  Prime and Composite Numbers: Visual Learning
                    Curriculum Standards: Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. Hallar todos los pares de factores de un número entero no negativo con rango de 1 a 100. Reconocer que un número entero no negativo es un múltiplo de cada uno de sus factores. Determinar si cierto número entero no negativo con rango de 1 a 100 es un múltiplo de cierto número de un dígito. Determinar si cierto número entero no negativo con rango de 1 a 100 es primo o compuesto. Hallan todos los pares de factores de números enteros dentro del rango 1–100. Reconocen que un número entero es un múltiplo de cada uno de sus factores. Determinan si cierto número entero dentro del rango 1–100 es un múltiplo de cierto número de un solo dígito. Determinan si un número entero dentro del rango 1–100 es primo o compuesto. 

               Assess & Differentiate
               
                  11-02: Digital Quick Check
                    Curriculum Standards: Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. Hallar todos los pares de factores de un número entero no negativo con rango de 1 a 100. Reconocer que un número entero no negativo es un múltiplo de cada uno de sus factores. Determinar si cierto número entero no negativo con rango de 1 a 100 es un múltiplo de cierto número de un dígito. Determinar si cierto número entero no negativo con rango de 1 a 100 es primo o compuesto. Hallan todos los pares de factores de números enteros dentro del rango 1–100. Reconocen que un número entero es un múltiplo de cada uno de sus factores. Determinan si cierto número entero dentro del rango 1–100 es un múltiplo de cierto número de un solo dígito. Determinan si un número entero dentro del rango 1–100 es primo o compuesto. 

            11-03: Multiples
            
               Develop the Concept: Visual
               
                  Multiples: Visual Learning
                    Curriculum Standards: Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. Hallar todos los pares de factores de un número entero no negativo con rango de 1 a 100. Reconocer que un número entero no negativo es un múltiplo de cada uno de sus factores. Determinar si cierto número entero no negativo con rango de 1 a 100 es un múltiplo de cierto número de un dígito. Determinar si cierto número entero no negativo con rango de 1 a 100 es primo o compuesto. Hallan todos los pares de factores de números enteros dentro del rango 1–100. Reconocen que un número entero es un múltiplo de cada uno de sus factores. Determinan si cierto número entero dentro del rango 1–100 es un múltiplo de cierto número de un solo dígito. Determinan si un número entero dentro del rango 1–100 es primo o compuesto. 

               Assess & Differentiate
               
                  11-03: Digital Quick Check
                    Curriculum Standards: Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. Hallar todos los pares de factores de un número entero no negativo con rango de 1 a 100. Reconocer que un número entero no negativo es un múltiplo de cada uno de sus factores. Determinar si cierto número entero no negativo con rango de 1 a 100 es un múltiplo de cierto número de un dígito. Determinar si cierto número entero no negativo con rango de 1 a 100 es primo o compuesto. Hallan todos los pares de factores de números enteros dentro del rango 1–100. Reconocen que un número entero es un múltiplo de cada uno de sus factores. Determinan si cierto número entero dentro del rango 1–100 es un múltiplo de cierto número de un solo dígito. Determinan si un número entero dentro del rango 1–100 es primo o compuesto. 

            11-04: Equivalent Fractions
            
               Develop the Concept: Visual
               
                  Equivalent Fractions: Visual Learning
                    Curriculum Standards: Explain why a fraction a / b is equivalent to a fraction (n - a) / (n - b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explain why a fraction a/b is equivalent to a fraction (n - a) / (n - b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explicar por qué la fracción a/b es equivalente a la fracción (n × a)/(n × b) utilizando modelos visuales de fracciones, observando que el número y el tamaño de las partes difiere aunque las dos fracciones en sí son del mismo tamaño. Utilizar este principio para reconocer y generar fracciones equivalentes. Explican por qué la fracción a/b es equivalente a la fracción (n × a)/(n × b) al utilizar modelos visuales de fracciones, poniendo atención a como el número y el tamaño de las partes difiere aún cuando ambas fracciones son del mismo tamaño. Utilizan este principio para reconocer y generar fracciones equivalentes 

               Assess & Differentiate
               
                  11-04: Digital Quick Check
                    Curriculum Standards: Explain why a fraction a/b is equivalent to a fraction (n - a) / (n - b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explain why a fraction a / b is equivalent to a fraction (n - a) / (n - b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explicar por qué la fracción a/b es equivalente a la fracción (n × a)/(n × b) utilizando modelos visuales de fracciones, observando que el número y el tamaño de las partes difiere aunque las dos fracciones en sí son del mismo tamaño. Utilizar este principio para reconocer y generar fracciones equivalentes. Explican por qué la fracción a/b es equivalente a la fracción (n × a)/(n × b) al utilizar modelos visuales de fracciones, poniendo atención a como el número y el tamaño de las partes difiere aún cuando ambas fracciones son del mismo tamaño. Utilizan este principio para reconocer y generar fracciones equivalentes 

            11-05: Number Lines and Equivalent Fractions
            
               Develop the Concept: Visual
               
                  Number Lines and Equivalent Fractions: Visual Learning
                    Curriculum Standards: Explain why a fraction a / b is equivalent to a fraction (n - a) / (n - b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model. Explain why a fraction a/b is equivalent to a fraction (n - a) / (n - b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explicar por qué la fracción a/b es equivalente a la fracción (n × a)/(n × b) utilizando modelos visuales de fracciones, observando que el número y el tamaño de las partes difiere aunque las dos fracciones en sí son del mismo tamaño. Utilizar este principio para reconocer y generar fracciones equivalentes. Explican por qué la fracción a/b es equivalente a la fracción (n × a)/(n × b) al utilizar modelos visuales de fracciones, poniendo atención a como el número y el tamaño de las partes difiere aún cuando ambas fracciones son del mismo tamaño. Utilizan este principio para reconocer y generar fracciones equivalentes Comparan dos fracciones con numeradores distintos y denominadores distintos, por ejemplo, al crear denominadores o numeradores comunes, o al comparar una fracción de referencia como 1/2. Reconocen que las comparaciones son válidas solamente cuando las dos fracciones se refieren al mismo entero. Anotan los resultados de las comparaciones con los símbolos >, = ó <, y justifican las conclusiones, por ejemplo, utilizando un modelo visual de fracciones. 

               Assess & Differentiate
               
                  11-05: Digital Quick Check
                    Curriculum Standards: Explain why a fraction a/b is equivalent to a fraction (n - a) / (n - b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model. Explain why a fraction a / b is equivalent to a fraction (n - a) / (n - b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explicar por qué la fracción a/b es equivalente a la fracción (n × a)/(n × b) utilizando modelos visuales de fracciones, observando que el número y el tamaño de las partes difiere aunque las dos fracciones en sí son del mismo tamaño. Utilizar este principio para reconocer y generar fracciones equivalentes. Explican por qué la fracción a/b es equivalente a la fracción (n × a)/(n × b) al utilizar modelos visuales de fracciones, poniendo atención a como el número y el tamaño de las partes difiere aún cuando ambas fracciones son del mismo tamaño. Utilizan este principio para reconocer y generar fracciones equivalentes Comparan dos fracciones con numeradores distintos y denominadores distintos, por ejemplo, al crear denominadores o numeradores comunes, o al comparar una fracción de referencia como 1/2. Reconocen que las comparaciones son válidas solamente cuando las dos fracciones se refieren al mismo entero. Anotan los resultados de las comparaciones con los símbolos >, = ó <, y justifican las conclusiones, por ejemplo, utilizando un modelo visual de fracciones. 

            11-06: Comparing Fractions
            
               Develop the Concept: Visual
               
                  Comparing Fractions: Visual Learning
                    Curriculum Standards: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Comparar dos fracciones con numeradores distintos y denominadores distintos, por ej., creando denominadores o numeradores comunes o comparándolas a una fracción de referencia como 1/2. Reconocer que las comparaciones son válidas solamente cuando las dos fracciones se refieren al mismo entero. Anotar los resultados de las comparaciones con los símbolos >, = ó <, y justificar las conclusiones, por ej., utilizando un modelo visual de fracciones. Comparan dos fracciones con numeradores distintos y denominadores distintos, por ejemplo, al crear denominadores o numeradores comunes, o al comparar una fracción de referencia como 1/2. Reconocen que las comparaciones son válidas solamente cuando las dos fracciones se refieren al mismo entero. Anotan los resultados de las comparaciones con los símbolos >, = ó <, y justifican las conclusiones, por ejemplo, utilizando un modelo visual de fracciones. 

               Assess & Differentiate
               
                  11-06: Digital Quick Check
                    Curriculum Standards: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Comparar dos fracciones con numeradores distintos y denominadores distintos, por ej., creando denominadores o numeradores comunes o comparándolas a una fracción de referencia como 1/2. Reconocer que las comparaciones son válidas solamente cuando las dos fracciones se refieren al mismo entero. Anotar los resultados de las comparaciones con los símbolos >, = ó <, y justificar las conclusiones, por ej., utilizando un modelo visual de fracciones. Comparan dos fracciones con numeradores distintos y denominadores distintos, por ejemplo, al crear denominadores o numeradores comunes, o al comparar una fracción de referencia como 1/2. Reconocen que las comparaciones son válidas solamente cuando las dos fracciones se refieren al mismo entero. Anotan los resultados de las comparaciones con los símbolos >, = ó <, y justifican las conclusiones, por ejemplo, utilizando un modelo visual de fracciones. 

            11-07: Ordering Fractions
            
               Develop the Concept: Visual
               
                  Ordering Fractions: Visual Learning
                    Curriculum Standards: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Comparar dos fracciones con numeradores distintos y denominadores distintos, por ej., creando denominadores o numeradores comunes o comparándolas a una fracción de referencia como 1/2. Reconocer que las comparaciones son válidas solamente cuando las dos fracciones se refieren al mismo entero. Anotar los resultados de las comparaciones con los símbolos >, = ó <, y justificar las conclusiones, por ej., utilizando un modelo visual de fracciones. Comparan dos fracciones con numeradores distintos y denominadores distintos, por ejemplo, al crear denominadores o numeradores comunes, o al comparar una fracción de referencia como 1/2. Reconocen que las comparaciones son válidas solamente cuando las dos fracciones se refieren al mismo entero. Anotan los resultados de las comparaciones con los símbolos >, = ó <, y justifican las conclusiones, por ejemplo, utilizando un modelo visual de fracciones. 

               Assess & Differentiate
               
                  11-07: Digital Quick Check
                    Curriculum Standards: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Comparar dos fracciones con numeradores distintos y denominadores distintos, por ej., creando denominadores o numeradores comunes o comparándolas a una fracción de referencia como 1/2. Reconocer que las comparaciones son válidas solamente cuando las dos fracciones se refieren al mismo entero. Anotar los resultados de las comparaciones con los símbolos >, = ó <, y justificar las conclusiones, por ej., utilizando un modelo visual de fracciones. Comparan dos fracciones con numeradores distintos y denominadores distintos, por ejemplo, al crear denominadores o numeradores comunes, o al comparar una fracción de referencia como 1/2. Reconocen que las comparaciones son válidas solamente cuando las dos fracciones se refieren al mismo entero. Anotan los resultados de las comparaciones con los símbolos >, = ó <, y justifican las conclusiones, por ejemplo, utilizando un modelo visual de fracciones. 

            11-08: Problem Solving: Writing to Explain
            
               Develop the Concept: Visual
               
                  Problem Solving: Writing to Explain: Visual Learning
                    Curriculum Standards: Explain why a fraction a / b is equivalent to a fraction (n - a) / (n - b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model. Explain why a fraction a/b is equivalent to a fraction (n - a) / (n - b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explicar por qué la fracción a/b es equivalente a la fracción (n × a)/(n × b) utilizando modelos visuales de fracciones, observando que el número y el tamaño de las partes difiere aunque las dos fracciones en sí son del mismo tamaño. Utilizar este principio para reconocer y generar fracciones equivalentes. Explican por qué la fracción a/b es equivalente a la fracción (n × a)/(n × b) al utilizar modelos visuales de fracciones, poniendo atención a como el número y el tamaño de las partes difiere aún cuando ambas fracciones son del mismo tamaño. Utilizan este principio para reconocer y generar fracciones equivalentes Comparan dos fracciones con numeradores distintos y denominadores distintos, por ejemplo, al crear denominadores o numeradores comunes, o al comparar una fracción de referencia como 1/2. Reconocen que las comparaciones son válidas solamente cuando las dos fracciones se refieren al mismo entero. Anotan los resultados de las comparaciones con los símbolos >, = ó <, y justifican las conclusiones, por ejemplo, utilizando un modelo visual de fracciones. 

               Assess & Differentiate
               
                  11-08: Digital Quick Check
                    Curriculum Standards: Explain why a fraction a/b is equivalent to a fraction (n - a) / (n - b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model. Explain why a fraction a / b is equivalent to a fraction (n - a) / (n - b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explicar por qué la fracción a/b es equivalente a la fracción (n × a)/(n × b) utilizando modelos visuales de fracciones, observando que el número y el tamaño de las partes difiere aunque las dos fracciones en sí son del mismo tamaño. Utilizar este principio para reconocer y generar fracciones equivalentes. Explican por qué la fracción a/b es equivalente a la fracción (n × a)/(n × b) al utilizar modelos visuales de fracciones, poniendo atención a como el número y el tamaño de las partes difiere aún cuando ambas fracciones son del mismo tamaño. Utilizan este principio para reconocer y generar fracciones equivalentes Comparan dos fracciones con numeradores distintos y denominadores distintos, por ejemplo, al crear denominadores o numeradores comunes, o al comparar una fracción de referencia como 1/2. Reconocen que las comparaciones son válidas solamente cuando las dos fracciones se refieren al mismo entero. Anotan los resultados de las comparaciones con los símbolos >, = ó <, y justifican las conclusiones, por ejemplo, utilizando un modelo visual de fracciones. 

            Topic 11: Online Topic Test
              Curriculum Standards: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Comparar dos fracciones con numeradores distintos y denominadores distintos, por ej., creando denominadores o numeradores comunes o comparándolas a una fracción de referencia como 1/2. Reconocer que las comparaciones son válidas solamente cuando las dos fracciones se refieren al mismo entero. Anotar los resultados de las comparaciones con los símbolos >, = ó <, y justificar las conclusiones, por ej., utilizando un modelo visual de fracciones. Comparan dos fracciones con numeradores distintos y denominadores distintos, por ejemplo, al crear denominadores o numeradores comunes, o al comparar una fracción de referencia como 1/2. Reconocen que las comparaciones son válidas solamente cuando las dos fracciones se refieren al mismo entero. Anotan los resultados de las comparaciones con los símbolos >, = ó <, y justifican las conclusiones, por ejemplo, utilizando un modelo visual de fracciones. Explain why a fraction a/b is equivalent to a fraction (n - a) / (n - b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explain why a fraction a / b is equivalent to a fraction (n - a) / (n - b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explicar por qué la fracción a/b es equivalente a la fracción (n × a)/(n × b) utilizando modelos visuales de fracciones, observando que el número y el tamaño de las partes difiere aunque las dos fracciones en sí son del mismo tamaño. Utilizar este principio para reconocer y generar fracciones equivalentes. Explican por qué la fracción a/b es equivalente a la fracción (n × a)/(n × b) al utilizar modelos visuales de fracciones, poniendo atención a como el número y el tamaño de las partes difiere aún cuando ambas fracciones son del mismo tamaño. Utilizan este principio para reconocer y generar fracciones equivalentes Represent fractions and decimals to the tenths or hundredths as distances from zero on a number line. Represent fractions and decimals to the tenths or hundredths as distances from zero on a number line. Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. Hallar todos los pares de factores de un número entero no negativo con rango de 1 a 100. Reconocer que un número entero no negativo es un múltiplo de cada uno de sus factores. Determinar si cierto número entero no negativo con rango de 1 a 100 es un múltiplo de cierto número de un dígito. Determinar si cierto número entero no negativo con rango de 1 a 100 es primo o compuesto. Hallan todos los pares de factores de números enteros dentro del rango 1–100. Reconocen que un número entero es un múltiplo de cada uno de sus factores. Determinan si cierto número entero dentro del rango 1–100 es un múltiplo de cierto número de un solo dígito. Determinan si un número entero dentro del rango 1–100 es primo o compuesto. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 12: Add & Subtract Fractions & Mixed Numbers with Like Denominators
         
            Adding and Subtracting Fractions

            Topic 12: Online Topic Readiness
              Curriculum Standards: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Comparar dos fracciones con numeradores distintos y denominadores distintos, por ej., creando denominadores o numeradores comunes o comparándolas a una fracción de referencia como 1/2. Reconocer que las comparaciones son válidas solamente cuando las dos fracciones se refieren al mismo entero. Anotar los resultados de las comparaciones con los símbolos >, = ó <, y justificar las conclusiones, por ej., utilizando un modelo visual de fracciones. Comparan dos fracciones con numeradores distintos y denominadores distintos, por ejemplo, al crear denominadores o numeradores comunes, o al comparar una fracción de referencia como 1/2. Reconocen que las comparaciones son válidas solamente cuando las dos fracciones se refieren al mismo entero. Anotan los resultados de las comparaciones con los símbolos >, = ó <, y justifican las conclusiones, por ejemplo, utilizando un modelo visual de fracciones. Explain why a fraction a/b is equivalent to a fraction (n - a) / (n - b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explain why a fraction a / b is equivalent to a fraction (n - a) / (n - b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explicar por qué la fracción a/b es equivalente a la fracción (n × a)/(n × b) utilizando modelos visuales de fracciones, observando que el número y el tamaño de las partes difiere aunque las dos fracciones en sí son del mismo tamaño. Utilizar este principio para reconocer y generar fracciones equivalentes. Explican por qué la fracción a/b es equivalente a la fracción (n × a)/(n × b) al utilizar modelos visuales de fracciones, poniendo atención a como el número y el tamaño de las partes difiere aún cuando ambas fracciones son del mismo tamaño. Utilizan este principio para reconocer y generar fracciones equivalentes Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Entender una fracción 1/b como la cantidad que está formada por 1 parte cuando un entero se separa en b partes iguales; entender una fracción a/b como la cantidad formada por partes a de tamaño 1/b. Comprenden una fracción 1/b como la cantidad formada por 1 parte cuando un entero se separa entre b partes iguales; comprenden una fracción a/b como la cantidad formada por partes a de tamaño 1/b. Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or < . Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or < . Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. Entender una fracción como un número en una recta numérica; representar fracciones en un diagrama de recta numérica. Representar una fracción 1/b en una recta numérica definiendo el intervalo de 0 a 1 como el entero y separándolo en b partes iguales. Reconocer que cada parte tiene el tamaño de 1/b y que el extremo 0 es el que sirve para ubicar el número 1/b en la recta numérica. Representan una fracción 1/b en una recta numérica al definir el intervalo del 0 al 1 como el entero y marcándolo en b partes iguales. Reconocen que cada parte tiene un tamaño 1/b y que el punto final de la parte basada en 0 sirve para localizar el número 1/b en la recta numérica. Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. Hallar todos los pares de factores de un número entero no negativo con rango de 1 a 100. Reconocer que un número entero no negativo es un múltiplo de cada uno de sus factores. Determinar si cierto número entero no negativo con rango de 1 a 100 es un múltiplo de cierto número de un dígito. Determinar si cierto número entero no negativo con rango de 1 a 100 es primo o compuesto. Hallan todos los pares de factores de números enteros dentro del rango 1–100. Reconocen que un número entero es un múltiplo de cada uno de sus factores. Determinan si cierto número entero dentro del rango 1–100 es un múltiplo de cierto número de un solo dígito. Determinan si un número entero dentro del rango 1–100 es primo o compuesto. Determine if two given fractions are equivalent using a variety of methods. Determine if two given fractions are equivalent using a variety of methods. 

            12-01: Modeling Addition of Fractions
            
               Develop the Concept: Visual
               
                  Modeling Addition of Fractions: Visual Learning
                    Curriculum Standards: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Entender la suma y la resta de fracciones como la unión y separación de partes que se refieren a un mismo entero. Entienden la suma y la resta de fracciones como la unión y la separación de partes que se refieren a un mismo entero. 

               Assess & Differentiate
               
                  12-01: Digital Quick Check
                    Curriculum Standards: Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Entender la suma y la resta de fracciones como la unión y separación de partes que se refieren a un mismo entero. Entienden la suma y la resta de fracciones como la unión y la separación de partes que se refieren a un mismo entero. 

            12-02: Adding Fractions with Like Denominators
            
               Develop the Concept: Visual
               
                  Adding Fractions with Like Denominators: Visual Learning
                    Curriculum Standards: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Entender la suma y la resta de fracciones como la unión y separación de partes que se refieren a un mismo entero. Entienden la suma y la resta de fracciones como la unión y la separación de partes que se refieren a un mismo entero. Resuelven problemas verbales sobre sumas y restas de fracciones relacionados a un mismo entero y con el mismo denominador, por ejemplo, utilizando modelos visuales de fracciones y ecuaciones para representar el problema. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. 

               Assess & Differentiate
               
                  12-02: Digital Quick Check
                    Curriculum Standards: Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Entender la suma y la resta de fracciones como la unión y separación de partes que se refieren a un mismo entero. Entienden la suma y la resta de fracciones como la unión y la separación de partes que se refieren a un mismo entero. Resuelven problemas verbales sobre sumas y restas de fracciones relacionados a un mismo entero y con el mismo denominador, por ejemplo, utilizando modelos visuales de fracciones y ecuaciones para representar el problema. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. 

            12-03: Modeling Subtraction of Fractions
            
               Develop the Concept: Visual
               
                  Modeling Subtraction of Fractions: Visual Learning
                    Curriculum Standards: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Entender la suma y la resta de fracciones como la unión y separación de partes que se refieren a un mismo entero. Entienden la suma y la resta de fracciones como la unión y la separación de partes que se refieren a un mismo entero. 

               Assess & Differentiate
               
                  12-03: Digital Quick Check
                    Curriculum Standards: Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Entender la suma y la resta de fracciones como la unión y separación de partes que se refieren a un mismo entero. Entienden la suma y la resta de fracciones como la unión y la separación de partes que se refieren a un mismo entero. 

            12-04: Subtracting Fractions with Like Denominators
            
               Develop the Concept: Visual
               
                  Subtracting Fractions with Like Denominators: Visual Learning
                    Curriculum Standards: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Entender la suma y la resta de fracciones como la unión y separación de partes que se refieren a un mismo entero. Entienden la suma y la resta de fracciones como la unión y la separación de partes que se refieren a un mismo entero. Resuelven problemas verbales sobre sumas y restas de fracciones relacionados a un mismo entero y con el mismo denominador, por ejemplo, utilizando modelos visuales de fracciones y ecuaciones para representar el problema. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. 

               Assess & Differentiate
               
                  12-04: Digital Quick Check
                    Curriculum Standards: Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Entender la suma y la resta de fracciones como la unión y separación de partes que se refieren a un mismo entero. Entienden la suma y la resta de fracciones como la unión y la separación de partes que se refieren a un mismo entero. Resuelven problemas verbales sobre sumas y restas de fracciones relacionados a un mismo entero y con el mismo denominador, por ejemplo, utilizando modelos visuales de fracciones y ecuaciones para representar el problema. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. 

            12-05: Adding and Subtracting on the Number Line
            
               Develop the Concept: Visual
               
                  Adding and Subtracting on the Number Line: Visual Learning
                    Curriculum Standards: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Entender la suma y la resta de fracciones como la unión y separación de partes que se refieren a un mismo entero. Entienden la suma y la resta de fracciones como la unión y la separación de partes que se refieren a un mismo entero. 

               Assess & Differentiate
               
                  12-05: Digital Quick Check
                    Curriculum Standards: Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Entender la suma y la resta de fracciones como la unión y separación de partes que se refieren a un mismo entero. Entienden la suma y la resta de fracciones como la unión y la separación de partes que se refieren a un mismo entero. 

            12-06: Improper Fractions and Mixed Numbers
            
               Develop the Concept: Visual
               
                  Improper Fractions and Mixed Numbers: Visual Learning
                    Curriculum Standards: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8.  2-1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8.  2-1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition  by an equation. Justify decompositions,  e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 =
8/8 + 8/8 + 1/8. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Descomponer de varias maneras una fracción en una suma de fracciones con el mismo denominador, anotando cada descomposición como una ecuación. Justificar las descomposiciones, por ej., utilizando un modelo visual de fracciones. Ejemplos: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Descomponen de varias maneras una fracción en una suma de fracciones con el mismo denominador, anotando cada descomposición con una ecuación. Justifican las descomposiciones, por ejemplo, utilizando un modelo visual de fracciones. Ejemplos: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8; 21/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. 

               Assess & Differentiate
               
                  12-06: Digital Quick Check
                    Curriculum Standards: Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8.  2-1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8.  2-1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition  by an equation. Justify decompositions,  e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 =
8/8 + 8/8 + 1/8. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Descomponer de varias maneras una fracción en una suma de fracciones con el mismo denominador, anotando cada descomposición como una ecuación. Justificar las descomposiciones, por ej., utilizando un modelo visual de fracciones. Ejemplos: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Descomponen de varias maneras una fracción en una suma de fracciones con el mismo denominador, anotando cada descomposición con una ecuación. Justifican las descomposiciones, por ejemplo, utilizando un modelo visual de fracciones. Ejemplos: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8; 21/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. 

            12-07: Modeling Addition and Subtraction of Mixed Numbers
            
               Develop the Concept: Visual
               
                  Modeling Addition and Subtraction of Mixed Numbers: Visual Learning
                    Curriculum Standards: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8.  2-1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8.  2-1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition  by an equation. Justify decompositions,  e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 =
8/8 + 8/8 + 1/8. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Descomponer de varias maneras una fracción en una suma de fracciones con el mismo denominador, anotando cada descomposición como una ecuación. Justificar las descomposiciones, por ej., utilizando un modelo visual de fracciones. Ejemplos: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Descomponen de varias maneras una fracción en una suma de fracciones con el mismo denominador, anotando cada descomposición con una ecuación. Justifican las descomposiciones, por ejemplo, utilizando un modelo visual de fracciones. Ejemplos: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8; 21/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Suman y restan números mixtos con el mismo denominador, por ejemplo, al reemplazar cada número mixto por una fracción equivalente, y/o al utilizar las propiedades de las operaciones y la relación entre la suma y la resta. 

               Assess & Differentiate
               
                  12-07: Digital Quick Check
                    Curriculum Standards: Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8.  2-1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8.  2-1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition  by an equation. Justify decompositions,  e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 =
8/8 + 8/8 + 1/8. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Descomponer de varias maneras una fracción en una suma de fracciones con el mismo denominador, anotando cada descomposición como una ecuación. Justificar las descomposiciones, por ej., utilizando un modelo visual de fracciones. Ejemplos: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Descomponen de varias maneras una fracción en una suma de fracciones con el mismo denominador, anotando cada descomposición con una ecuación. Justifican las descomposiciones, por ejemplo, utilizando un modelo visual de fracciones. Ejemplos: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8; 21/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Suman y restan números mixtos con el mismo denominador, por ejemplo, al reemplazar cada número mixto por una fracción equivalente, y/o al utilizar las propiedades de las operaciones y la relación entre la suma y la resta. 

            12-08: Adding Mixed Numbers
            
               Develop the Concept: Visual
               
                  Adding Mixed Numbers: Visual Learning
                    Curriculum Standards: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Sumar y restar números mixtos con el mismo denominador, por ej., reemplazando cada número mixto por una fracción equivalente, y/o utilizando las propiedades de las operaciones y la relación entre la suma y la resta. Suman y restan números mixtos con el mismo denominador, por ejemplo, al reemplazar cada número mixto por una fracción equivalente, y/o al utilizar las propiedades de las operaciones y la relación entre la suma y la resta. 

               Assess & Differentiate
               
                  12-08: Digital Quick Check
                    Curriculum Standards: Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Sumar y restar números mixtos con el mismo denominador, por ej., reemplazando cada número mixto por una fracción equivalente, y/o utilizando las propiedades de las operaciones y la relación entre la suma y la resta. Suman y restan números mixtos con el mismo denominador, por ejemplo, al reemplazar cada número mixto por una fracción equivalente, y/o al utilizar las propiedades de las operaciones y la relación entre la suma y la resta. 

            12-09: Subtracting Mixed Numbers
            
               Develop the Concept: Visual
               
                  Subtracting Mixed Numbers: Visual Learning
                    Curriculum Standards: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Sumar y restar números mixtos con el mismo denominador, por ej., reemplazando cada número mixto por una fracción equivalente, y/o utilizando las propiedades de las operaciones y la relación entre la suma y la resta. Suman y restan números mixtos con el mismo denominador, por ejemplo, al reemplazar cada número mixto por una fracción equivalente, y/o al utilizar las propiedades de las operaciones y la relación entre la suma y la resta. 

               Assess & Differentiate
               
                  12-09: Digital Quick Check
                    Curriculum Standards: Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Sumar y restar números mixtos con el mismo denominador, por ej., reemplazando cada número mixto por una fracción equivalente, y/o utilizando las propiedades de las operaciones y la relación entre la suma y la resta. Suman y restan números mixtos con el mismo denominador, por ejemplo, al reemplazar cada número mixto por una fracción equivalente, y/o al utilizar las propiedades de las operaciones y la relación entre la suma y la resta. 

            12-10: Decomposing and Composing Fractions
            
               Develop the Concept: Visual
               
                  Decomposing and Composing Fractions: Visual Learning
                    Curriculum Standards: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8.  2-1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8.  2-1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition  by an equation. Justify decompositions,  e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 =
8/8 + 8/8 + 1/8. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Descomponer de varias maneras una fracción en una suma de fracciones con el mismo denominador, anotando cada descomposición como una ecuación. Justificar las descomposiciones, por ej., utilizando un modelo visual de fracciones. Ejemplos: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Descomponen de varias maneras una fracción en una suma de fracciones con el mismo denominador, anotando cada descomposición con una ecuación. Justifican las descomposiciones, por ejemplo, utilizando un modelo visual de fracciones. Ejemplos: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8; 21/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. 

               Assess & Differentiate
               
                  12-10: Digital Quick Check
                    Curriculum Standards: Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8.  2-1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8.  2-1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition  by an equation. Justify decompositions,  e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 =
8/8 + 8/8 + 1/8. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Descomponer de varias maneras una fracción en una suma de fracciones con el mismo denominador, anotando cada descomposición como una ecuación. Justificar las descomposiciones, por ej., utilizando un modelo visual de fracciones. Ejemplos: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Descomponen de varias maneras una fracción en una suma de fracciones con el mismo denominador, anotando cada descomposición con una ecuación. Justifican las descomposiciones, por ejemplo, utilizando un modelo visual de fracciones. Ejemplos: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8; 21/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. 

            12-11: Problem Solving: Draw a Picture and Write an Equation
            
               Develop the Concept: Visual
               
                  Problem Solving: Draw a Picture and Write an Equation: Visual Learning
                    Curriculum Standards: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Entender la suma y la resta de fracciones como la unión y separación de partes que se refieren a un mismo entero. Entienden la suma y la resta de fracciones como la unión y la separación de partes que se refieren a un mismo entero. 

               Assess & Differentiate
               
                  12-11: Digital Quick Check
                    Curriculum Standards: Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Entender la suma y la resta de fracciones como la unión y separación de partes que se refieren a un mismo entero. Entienden la suma y la resta de fracciones como la unión y la separación de partes que se refieren a un mismo entero. 

            Topic 12: Online Topic Test
              Curriculum Standards: Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations. Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations. Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations. Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Entender la suma y la resta de fracciones como la unión y separación de partes que se refieren a un mismo entero. Entienden la suma y la resta de fracciones como la unión y la separación de partes que se refieren a un mismo entero. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8.  2-1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8.  2-1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition  by an equation. Justify decompositions,  e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 =
8/8 + 8/8 + 1/8. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Descomponer de varias maneras una fracción en una suma de fracciones con el mismo denominador, anotando cada descomposición como una ecuación. Justificar las descomposiciones, por ej., utilizando un modelo visual de fracciones. Ejemplos: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Descomponen de varias maneras una fracción en una suma de fracciones con el mismo denominador, anotando cada descomposición con una ecuación. Justifican las descomposiciones, por ejemplo, utilizando un modelo visual de fracciones. Ejemplos: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8; 21/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Resuelven problemas verbales sobre sumas y restas de fracciones relacionados a un mismo entero y con el mismo denominador, por ejemplo, utilizando modelos visuales de fracciones y ecuaciones para representar el problema. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Sumar y restar números mixtos con el mismo denominador, por ej., reemplazando cada número mixto por una fracción equivalente, y/o utilizando las propiedades de las operaciones y la relación entre la suma y la resta. Suman y restan números mixtos con el mismo denominador, por ejemplo, al reemplazar cada número mixto por una fracción equivalente, y/o al utilizar las propiedades de las operaciones y la relación entre la suma y la resta. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Grade 4: Online Topics 09-12: Benchmark Test
           Curriculum Standards: Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8.  2-1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8.  2-1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition  by an equation. Justify decompositions,  e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 =
8/8 + 8/8 + 1/8. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Descomponer de varias maneras una fracción en una suma de fracciones con el mismo denominador, anotando cada descomposición como una ecuación. Justificar las descomposiciones, por ej., utilizando un modelo visual de fracciones. Ejemplos: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Descomponen de varias maneras una fracción en una suma de fracciones con el mismo denominador, anotando cada descomposición con una ecuación. Justifican las descomposiciones, por ejemplo, utilizando un modelo visual de fracciones. Ejemplos: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8; 21/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers. Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers. Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. Hallar todos los pares de factores de un número entero no negativo con rango de 1 a 100. Reconocer que un número entero no negativo es un múltiplo de cada uno de sus factores. Determinar si cierto número entero no negativo con rango de 1 a 100 es un múltiplo de cierto número de un dígito. Determinar si cierto número entero no negativo con rango de 1 a 100 es primo o compuesto. Hallan todos los pares de factores de números enteros dentro del rango 1–100. Reconocen que un número entero es un múltiplo de cada uno de sus factores. Determinan si cierto número entero dentro del rango 1–100 es un múltiplo de cierto número de un solo dígito. Determinan si un número entero dentro del rango 1–100 es primo o compuesto. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Sumar y restar números mixtos con el mismo denominador, por ej., reemplazando cada número mixto por una fracción equivalente, y/o utilizando las propiedades de las operaciones y la relación entre la suma y la resta. Suman y restan números mixtos con el mismo denominador, por ejemplo, al reemplazar cada número mixto por una fracción equivalente, y/o al utilizar las propiedades de las operaciones y la relación entre la suma y la resta. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Entender la suma y la resta de fracciones como la unión y separación de partes que se refieren a un mismo entero. Entienden la suma y la resta de fracciones como la unión y la separación de partes que se refieren a un mismo entero. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations. Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations. Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or < . Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or < . Resuelven problemas verbales sobre sumas y restas de fracciones relacionados a un mismo entero y con el mismo denominador, por ejemplo, utilizando modelos visuales de fracciones y ecuaciones para representar el problema. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Comparar dos fracciones con numeradores distintos y denominadores distintos, por ej., creando denominadores o numeradores comunes o comparándolas a una fracción de referencia como 1/2. Reconocer que las comparaciones son válidas solamente cuando las dos fracciones se refieren al mismo entero. Anotar los resultados de las comparaciones con los símbolos >, = ó <, y justificar las conclusiones, por ej., utilizando un modelo visual de fracciones. Comparan dos fracciones con numeradores distintos y denominadores distintos, por ejemplo, al crear denominadores o numeradores comunes, o al comparar una fracción de referencia como 1/2. Reconocen que las comparaciones son válidas solamente cuando las dos fracciones se refieren al mismo entero. Anotan los resultados de las comparaciones con los símbolos >, = ó <, y justifican las conclusiones, por ejemplo, utilizando un modelo visual de fracciones. Explain why a fraction a/b is equivalent to a fraction (n - a) / (n - b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explain why a fraction a / b is equivalent to a fraction (n - a) / (n - b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Explicar por qué la fracción a/b es equivalente a la fracción (n × a)/(n × b) utilizando modelos visuales de fracciones, observando que el número y el tamaño de las partes difiere aunque las dos fracciones en sí son del mismo tamaño. Utilizar este principio para reconocer y generar fracciones equivalentes. Explican por qué la fracción a/b es equivalente a la fracción (n × a)/(n × b) al utilizar modelos visuales de fracciones, poniendo atención a como el número y el tamaño de las partes difiere aún cuando ambas fracciones son del mismo tamaño. Utilizan este principio para reconocer y generar fracciones equivalentes Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor. Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor. 

         Topic 13: Extending Fraction Concepts
         
            Locating Fractions and Decimals

            Topic 13: Online Topic Readiness
              Curriculum Standards: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Entender una fracción 1/b como la cantidad que está formada por 1 parte cuando un entero se separa en b partes iguales; entender una fracción a/b como la cantidad formada por partes a de tamaño 1/b. Comprenden una fracción 1/b como la cantidad formada por 1 parte cuando un entero se separa entre b partes iguales; comprenden una fracción a/b como la cantidad formada por partes a de tamaño 1/b. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. Entender una fracción como un número en una recta numérica; representar fracciones en un diagrama de recta numérica. Representar una fracción 1/b en una recta numérica definiendo el intervalo de 0 a 1 como el entero y separándolo en b partes iguales. Reconocer que cada parte tiene el tamaño de 1/b y que el extremo 0 es el que sirve para ubicar el número 1/b en la recta numérica. Representan una fracción 1/b en una recta numérica al definir el intervalo del 0 al 1 como el entero y marcándolo en b partes iguales. Reconocen que cada parte tiene un tamaño 1/b y que el punto final de la parte basada en 0 sirve para localizar el número 1/b en la recta numérica. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Leer y escribir números enteros no negativos con múltiples dígitos usando números de base diez, números en palabras y formas desarrolladas. Comparar dos números de múltiples dígitos en base al significado de los dígitos en cada lugar, utilizando los símbolos >, = y < para anotar los resultados de las comparaciones. Leen y escriben números enteros con dígitos múltiples usando numerales en base diez, los nombres de los números, y sus formas desarrolladas. Comparan dos números de dígitos múltiples basándose en el valor de los dígitos en cada lugar, utilizando los símbolos >, = y < para anotar los resultados de las comparaciones. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Explicar la equivalencia de fracciones en casos especiales y comparar fracciones mediante el razonamiento sobre su tamaño. Comparar dos fracciones con el mismo numerador o el mismo denominador mediante el razonamiento sobre su tamaño. Reconocer que las comparaciones sólo son válidas cuando las dos fracciones se refieren al mismo entero. Anotar los resultados de las comparaciones con los símbolos >, = ó <, y justificar las conclusiones, por ej., utilizando un modelo visual de fracciones. Comparan dos fracciones con el mismo numerador o el mismo denominador al razonar sobre su tamaño. Reconocen que las comparaciones son válidas solamente cuando las dos fracciones hacen referencia al mismo entero. Anotan los resultados de las comparaciones con los símbolos >, = o <, y justifican las conclusiones, por ejemplo, usando un modelo visual de fracciones. Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding to round multi-digit whole numbers to any place. Utilizar la comprensión del valor de posición para redondear números enteros no negativos con múltiples dígitos a cualquier lugar de redondeo. Utilizan la comprensión del valor de posición para redondear números enteros con dígitos múltiples a cualquier lugar. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. Reconocer que en un número entero no negativo de múltiples dígitos, un dígito en determinado lugar representa diez veces lo que representa en el lugar a su derecha. Por ejemplo, reconocer que 700 ÷ 70 = 10 aplicando conceptos de valor de posición y de división. Reconocen que en un número entero de dígitos múltiples, un dígito en determinado lugar representa diez veces lo que representa en el lugar a su derecha. Por ejemplo, reconocen que 700 ÷ 70 = 10 al aplicar conceptos de valor de posición y de división. 

            13-01: Fractions as Multiples of Unit Fractions: Using Models
            
               Develop the Concept: Visual
               
                  Fractions as Multiples of Unit Fractions: Using Models
                    Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Understand a fraction a/b as a multiple of 1/b. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4). Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4). Aplicar y ampliar los conocimientos previos sobre la multiplicación para multiplicar una fracción por un número entero no negativo. Entender que una fracción a/b es un múltiplo de 1/b. Por ejemplo, utilizar un modelo visual de fracciones para representar 5/4 como el producto 5 × (1/4), anotando la conclusión mediante la ecuación 5/4 = 5 × (1/4). Entienden que una fracción a/b es un múltiplo de 1/b. Por ejemplo, utilizan un modelo visual de fracciones para representar 5/4 como el producto 5 × (1/4), anotando la conclusión mediante la ecuación 5/4 = 5 × (1/4). 

               Assess & Differentiate
               
                  13-01: Digital Quick Check
                    Curriculum Standards: Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4). Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Understand a fraction a/b as a multiple of 1/b. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4). Aplicar y ampliar los conocimientos previos sobre la multiplicación para multiplicar una fracción por un número entero no negativo. Entender que una fracción a/b es un múltiplo de 1/b. Por ejemplo, utilizar un modelo visual de fracciones para representar 5/4 como el producto 5 × (1/4), anotando la conclusión mediante la ecuación 5/4 = 5 × (1/4). Entienden que una fracción a/b es un múltiplo de 1/b. Por ejemplo, utilizan un modelo visual de fracciones para representar 5/4 como el producto 5 × (1/4), anotando la conclusión mediante la ecuación 5/4 = 5 × (1/4). 

            13-02: Multiplying a Fraction by a Whole Number: Using Models
            
               Develop the Concept: Visual
               
                  Multiplying a Fraction by a Whole Number: Using Models
                    Curriculum Standards: Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. Entienden que un múltiplo de a/b es un múltiplo de 1/b, y utilizan este entendimiento para multiplicar una fracción por un número entero. Resuelven problemas verbales relacionados a la multiplicación de una fracción por un número entero, por ejemplo, utilizan modelos visuales de fracciones y ecuaciones para representar el problema. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. 

               Assess & Differentiate
               
                  13-02: Digital Quick Check
                    Curriculum Standards: Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. Entienden que un múltiplo de a/b es un múltiplo de 1/b, y utilizan este entendimiento para multiplicar una fracción por un número entero. Resuelven problemas verbales relacionados a la multiplicación de una fracción por un número entero, por ejemplo, utilizan modelos visuales de fracciones y ecuaciones para representar el problema. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. 

            13-03: Multiplying a Fraction by a Whole Number: Using Symbols
            
               Develop the Concept: Visual
               
                  Multiplying a Fraction by a Whole Number: Using Symbols
                    Curriculum Standards: Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. Entienden que un múltiplo de a/b es un múltiplo de 1/b, y utilizan este entendimiento para multiplicar una fracción por un número entero. Resuelven problemas verbales relacionados a la multiplicación de una fracción por un número entero, por ejemplo, utilizan modelos visuales de fracciones y ecuaciones para representar el problema. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. 

               Assess & Differentiate
               
                  13-03: Digital Quick Check
                    Curriculum Standards: Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. Entienden que un múltiplo de a/b es un múltiplo de 1/b, y utilizan este entendimiento para multiplicar una fracción por un número entero. Resuelven problemas verbales relacionados a la multiplicación de una fracción por un número entero, por ejemplo, utilizan modelos visuales de fracciones y ecuaciones para representar el problema. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. 

            13-04: Fractions and Decimals
            
               Develop the Concept: Visual
               
                  Fractions and Decimals: Visual Learning
                    Curriculum Standards: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Use decimal notation for fractions with denominators 10 or 100. Utilizar la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, reescribir 0.62 como 62/100; describir una longitud como 0.62 metros; localizar 0.62 en una recta numérica. Utilizan la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, al escribir 0.62 como 62/100; al describir una longitud como 0.62 metros; al localizar 0.62 en una recta numérica. 

               Assess & Differentiate
               
                  13-04: Digital Quick Check
                    Curriculum Standards: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Use decimal notation for fractions with denominators 10 or 100. Utilizar la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, reescribir 0.62 como 62/100; describir una longitud como 0.62 metros; localizar 0.62 en una recta numérica. Utilizan la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, al escribir 0.62 como 62/100; al describir una longitud como 0.62 metros; al localizar 0.62 en una recta numérica. 

            13-05: Fractions and Decimals on the Number Line
            
               Develop the Concept: Visual
               
                  Fractions and Decimals on the Number Line: Visual Learning
                    Curriculum Standards: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100 , and add 3/10 + 4/100 = 34/100. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100 , and add 3/10 + 4/100 = 34/100 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. Expresar una fracción con denominador 10 como una fracción equivalente con denominador 100 y utilizar esta técnica para sumar dos fracciones con denominadores respectivos de 10 y 100.4 Por ejemplo, expresar 3/10 como 30/100 y sumar 3/10 + 4/100 = 34/100. Expresan una fracción con denominador 10 como una fracción equivalente con denominador 1000, y utilizan esta técnica para sumar dos fracciones con denominadores respectivos de 10 y 1000. Por ejemplo, expresan 3/10 como 30/100 y suman 3/10 + 4/100 = 34/100. Utilizan la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, al escribir 0.62 como 62/100; al describir una longitud como 0.62 metros; al localizar 0.62 en una recta numérica. 

               Assess & Differentiate
               
                  13-05: Digital Quick Check
                    Curriculum Standards: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100 , and add 3/10 + 4/100 = 34/100. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100 , and add 3/10 + 4/100 = 34/100 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. Expresar una fracción con denominador 10 como una fracción equivalente con denominador 100 y utilizar esta técnica para sumar dos fracciones con denominadores respectivos de 10 y 100.4 Por ejemplo, expresar 3/10 como 30/100 y sumar 3/10 + 4/100 = 34/100. Expresan una fracción con denominador 10 como una fracción equivalente con denominador 1000, y utilizan esta técnica para sumar dos fracciones con denominadores respectivos de 10 y 1000. Por ejemplo, expresan 3/10 como 30/100 y suman 3/10 + 4/100 = 34/100. Utilizan la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, al escribir 0.62 como 62/100; al describir una longitud como 0.62 metros; al localizar 0.62 en una recta numérica. 

            13-06: Equivalent Fractions and Decimals
            
               Develop the Concept: Visual
               
                  Equivalent Fractions and Decimals: Visual Learning
                    Curriculum Standards: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Use decimal notation for fractions with denominators 10 or 100. Utilizar la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, reescribir 0.62 como 62/100; describir una longitud como 0.62 metros; localizar 0.62 en una recta numérica. Utilizan la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, al escribir 0.62 como 62/100; al describir una longitud como 0.62 metros; al localizar 0.62 en una recta numérica. 

               Assess & Differentiate
               
                  13-06: Digital Quick Check
                    Curriculum Standards: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Use decimal notation for fractions with denominators 10 or 100. Utilizar la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, reescribir 0.62 como 62/100; describir una longitud como 0.62 metros; localizar 0.62 en una recta numérica. Utilizan la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, al escribir 0.62 como 62/100; al describir una longitud como 0.62 metros; al localizar 0.62 en una recta numérica. 

            13-07: Decimal Place Value
            
               Develop the Concept: Visual
               
                  Decimal Place Value: Visual Learning
                    Curriculum Standards: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Use decimal notation for fractions with denominators 10 or 100. Utilizar la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, reescribir 0.62 como 62/100; describir una longitud como 0.62 metros; localizar 0.62 en una recta numérica. Utilizan la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, al escribir 0.62 como 62/100; al describir una longitud como 0.62 metros; al localizar 0.62 en una recta numérica. 

               Assess & Differentiate
               
                  13-07: Digital Quick Check
                    Curriculum Standards: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Use decimal notation for fractions with denominators 10 or 100. Utilizar la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, reescribir 0.62 como 62/100; describir una longitud como 0.62 metros; localizar 0.62 en una recta numérica. Utilizan la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, al escribir 0.62 como 62/100; al describir una longitud como 0.62 metros; al localizar 0.62 en una recta numérica. 

            13-08: Comparing Decimals
            
               Develop the Concept: Visual
               
                  Comparing Decimals: Visual Learning
                    Curriculum Standards: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. Comparar dos números decimales hasta las centésimas razonando sobre su tamaño. Reconocer que las comparaciones son válidas solamente cuando ambos números decimales se refieren al mismo entero. Anotar los resultados de las comparaciones con los símbolos >, = ó <, y justificar las conclusiones, por ej., utilizando un modelo visual. Comparan dos decimales hasta las centésimas al razonar sobre su tamaño. Reconocen que las comparaciones son válidas solamente cuando ambos decimales se refieren al mismo entero. Anotan los resultados de las comparaciones con los símbolos >, = ó <, y justifican las conclusiones, por ejemplo, utilizando una recta numérica u otro modelo visual. 

               Assess & Differentiate
               
                  13-08: Digital Quick Check
                    Curriculum Standards: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. Comparar dos números decimales hasta las centésimas razonando sobre su tamaño. Reconocer que las comparaciones son válidas solamente cuando ambos números decimales se refieren al mismo entero. Anotar los resultados de las comparaciones con los símbolos >, = ó <, y justificar las conclusiones, por ej., utilizando un modelo visual. Comparan dos decimales hasta las centésimas al razonar sobre su tamaño. Reconocen que las comparaciones son válidas solamente cuando ambos decimales se refieren al mismo entero. Anotan los resultados de las comparaciones con los símbolos >, = ó <, y justifican las conclusiones, por ejemplo, utilizando una recta numérica u otro modelo visual. 

            13-09: Using Money to Understand Decimals
            
               Develop the Concept: Visual
               
                  Using Money to Understand Decimals: Visual Learning
                    Curriculum Standards: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizar las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o números decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representar cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 

               Assess & Differentiate
               
                  13-09: Digital Quick Check
                    Curriculum Standards: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizar las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o números decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representar cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 

            13-10: Problem Solving: Draw a Picture
            
               Develop the Concept: Visual
               
                  Problem Solving: Draw a Picture: Visual Learning
                    Curriculum Standards: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Use decimal notation for fractions with denominators 10 or 100. Utilizar la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, reescribir 0.62 como 62/100; describir una longitud como 0.62 metros; localizar 0.62 en una recta numérica. Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Utilizan la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, al escribir 0.62 como 62/100; al describir una longitud como 0.62 metros; al localizar 0.62 en una recta numérica. 

               Assess & Differentiate
               
                  13-10: Digital Quick Check
                    Curriculum Standards: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Use decimal notation for fractions with denominators 10 or 100. Utilizar la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, reescribir 0.62 como 62/100; describir una longitud como 0.62 metros; localizar 0.62 en una recta numérica. Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Utilizan la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, al escribir 0.62 como 62/100; al describir una longitud como 0.62 metros; al localizar 0.62 en una recta numérica. 

            Topic 13: Online Topic Test
              Curriculum Standards: Represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models. Represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizar las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o números decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representar cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. Comparar dos números decimales hasta las centésimas razonando sobre su tamaño. Reconocer que las comparaciones son válidas solamente cuando ambos números decimales se refieren al mismo entero. Anotar los resultados de las comparaciones con los símbolos >, = ó <, y justificar las conclusiones, por ej., utilizando un modelo visual. Comparan dos decimales hasta las centésimas al razonar sobre su tamaño. Reconocen que las comparaciones son válidas solamente cuando ambos decimales se refieren al mismo entero. Anotan los resultados de las comparaciones con los símbolos >, = ó <, y justifican las conclusiones, por ejemplo, utilizando una recta numérica u otro modelo visual. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Use decimal notation for fractions with denominators 10 or 100. Utilizar la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, reescribir 0.62 como 62/100; describir una longitud como 0.62 metros; localizar 0.62 en una recta numérica. Utilizan la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, al escribir 0.62 como 62/100; al describir una longitud como 0.62 metros; al localizar 0.62 en una recta numérica. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4). Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Understand a fraction a/b as a multiple of 1/b. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4). Aplicar y ampliar los conocimientos previos sobre la multiplicación para multiplicar una fracción por un número entero no negativo. Entender que una fracción a/b es un múltiplo de 1/b. Por ejemplo, utilizar un modelo visual de fracciones para representar 5/4 como el producto 5 × (1/4), anotando la conclusión mediante la ecuación 5/4 = 5 × (1/4). Entienden que una fracción a/b es un múltiplo de 1/b. Por ejemplo, utilizan un modelo visual de fracciones para representar 5/4 como el producto 5 × (1/4), anotando la conclusión mediante la ecuación 5/4 = 5 × (1/4). Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100 , and add 3/10 + 4/100 = 34/100. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100 , and add 3/10 + 4/100 = 34/100 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. Expresar una fracción con denominador 10 como una fracción equivalente con denominador 100 y utilizar esta técnica para sumar dos fracciones con denominadores respectivos de 10 y 100.4 Por ejemplo, expresar 3/10 como 30/100 y sumar 3/10 + 4/100 = 34/100. Expresan una fracción con denominador 10 como una fracción equivalente con denominador 1000, y utilizan esta técnica para sumar dos fracciones con denominadores respectivos de 10 y 1000. Por ejemplo, expresan 3/10 como 30/100 y suman 3/10 + 4/100 = 34/100. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. Entienden que un múltiplo de a/b es un múltiplo de 1/b, y utilizan este entendimiento para multiplicar una fracción por un número entero. Resuelven problemas verbales relacionados a la multiplicación de una fracción por un número entero, por ejemplo, utilizan modelos visuales de fracciones y ecuaciones para representar el problema. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 14: Measurement Units and Conversions
         
            Volume and Capacity

            Topic 14: Online Topic Readiness
              Curriculum Standards: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Resolver problemas matemáticos y de la vida diaria relacionados con los perímetros de polígonos, incluyendo:  hallar el perímetro dadas las longitudes de los lados,  hallar una longitud de lado desconocida y mostrar rectángulos que tienen el mismo perímetro con distintas áreas, o con la misma área y distintos perímetros. Resuelven problemas de matemáticas y del mundo real relacionados con los perímetros de polígonos, incluyendo el encontrar el perímetro dadas las longitudes laterales, el encontrar la longitud desconocida de uno de los lados, y muestran rectángulos con el mismo perímetro y diferentes áreas o con la misma área y diferentes perímetros. Determine liquid volume (capacity) or weight using appropriate units and tools. Determine liquid volume (capacity) or weight using appropriate units and tools. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Medir y estimar volúmenes líquidos y masas de objetos utilizando las unidades estándares de gramos (g), kilogramos (kg), y litros (l). Sumar, restar, multiplicar o dividir para resolver problemas verbales de un paso, relacionados con masas o volúmenes, dados en las mismas unidades, por ej., utilizando dibujos (como un vaso de laboratorio graduado) para representar el problema. Miden y estiman volúmenes líquidos y las masas de los objetos utilizando las unidades estándares de gramos (g), kilogramos (kg), y litros (l). Suman, restan, multiplican, o dividen para resolver problemas verbales de un solo paso relacionados con masas o volúmenes dados en las mismas unidades, por ejemplo, al usar dibujos (un vaso de laboratorio graduado) para representar el problema. 

            14-01: Using Customary Units of Length
            
               Develop the Concept: Visual
               
                  Using Customary Units of Length: Visual Learning
                    Curriculum Standards: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

               Assess & Differentiate
               
                  14-01: Digital Quick Check
                    Curriculum Standards: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

            14-02: Customary Units of Capacity
            
               Develop the Concept: Visual
               
                  Customary Units of Capacity: Visual Learning
                    Curriculum Standards: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

               Assess & Differentiate
               
                  14-02: Digital Quick Check
                    Curriculum Standards: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

            14-03: Units of Weight
            
               Develop the Concept: Visual
               
                  Units of Weight: Visual Learning
                    Curriculum Standards: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

               Assess & Differentiate
               
                  14-03: Digital Quick Check
                    Curriculum Standards: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

            14-04: Changing Customary Units
            
               Develop the Concept: Visual
               
                  Changing Customary Units: Visual Learning
                    Curriculum Standards: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

               Assess & Differentiate
               
                  14-04: Digital Quick Check
                    Curriculum Standards: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

            14-05: Problem Solving: Writing to Explain
            
               Develop the Concept: Visual
               
                  Problem Solving: Writing to Explain: Visual Learning
                    Curriculum Standards: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

               Assess & Differentiate
               
                  14-05: Digital Quick Check
                    Curriculum Standards: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

            14-06: Using Metric Units of Length
            
               Develop the Concept: Visual
               
                  Using Metric Units of Length: Visual Learning
                    Curriculum Standards: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

               Assess & Differentiate
               
                  14-06: Digital Quick Check
                    Curriculum Standards: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

            14-07: Metric Units of Capacity
            
               Develop the Concept: Visual
               
                  Metric Units of Capacity: Visual Learning
                    Curriculum Standards: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

               Assess & Differentiate
               
                  14-07: Digital Quick Check
                    Curriculum Standards: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

            14-08: Units of Mass
            
               Develop the Concept: Visual
               
                  Units of Mass: Visual Learning
                    Curriculum Standards: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

               Assess & Differentiate
               
                  14-08: Digital Quick Check
                    Curriculum Standards: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

            14-09: Changing Metric Units
            
               Develop the Concept: Visual
               
                  Changing Metric Units: Visual Learning
                    Curriculum Standards: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

               Assess & Differentiate
               
                  14-09: Digital Quick Check
                    Curriculum Standards: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

            14-10: Units of Time
            
               Develop the Concept: Visual
               
                  Units of Time: Visual Learning
                    Curriculum Standards: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

               Assess & Differentiate
               
                  14-10: Digital Quick Check
                    Curriculum Standards: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

            14-11: Problem Solving: Work Backward
            
               Develop the Concept: Visual
               
                  Problem Solving: Work Backward: Visual Learning
                    Curriculum Standards: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

               Assess & Differentiate
               
                  14-11: Digital Quick Check
                    Curriculum Standards: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), 

            Topic 14: Online Topic Test
              Curriculum Standards: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table. Identify relative sizes of measurement units within the customary and metric systems. Identify relative sizes of measurement units within the customary and metric systems. Analyze mathematical relationships to connect and communicate mathematical ideas. Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. Analyze mathematical relationships to connect and communicate mathematical ideas. Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 15: Solving Measurement Problems
         
            Perimeter and Area

            Topic 15: Online Topic Readiness
              Curriculum Standards: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Resolver problemas matemáticos y de la vida diaria relacionados con los perímetros de polígonos, incluyendo:  hallar el perímetro dadas las longitudes de los lados,  hallar una longitud de lado desconocida y mostrar rectángulos que tienen el mismo perímetro con distintas áreas, o con la misma área y distintos perímetros. Resuelven problemas de matemáticas y del mundo real relacionados con los perímetros de polígonos, incluyendo el encontrar el perímetro dadas las longitudes laterales, el encontrar la longitud desconocida de uno de los lados, y muestran rectángulos con el mismo perímetro y diferentes áreas o con la misma área y diferentes perímetros. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area and can be used to measure area. Recognize area as an attribute of plane figures and understand concepts of area measurement. A square with side length 1 unit, called _a unit square,? is said to have _one square unit? of area, and can be used to measure area. Recognize area as an attribute of plane figures and understand concepts of area measurement. A square with side length 1 unit, called ña unit square,î is said to have ñone square unitî of area, and can be used to measure area. Reconocer el área como un atributo de las figuras planas y entender los conceptos de la medición del área. Un cuadrado cuyos lados miden 1 unidad, se dice que tiene “una unidad cuadrada” de área y puede utilizarse para medir el área. Un cuadrado cuyos lados miden 1 unidad, se dice que tiene “una unidad cuadrada” de área y puede utilizarse para medir el área. Determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row. Determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row. Determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems. Determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Utilizar la multiplicación y la división hasta 100 para resolver problemas verbales relacionados con grupos iguales, matrices y cantidades de medición, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizan operaciones de multiplicación y división hasta el número 100 para resolver problemas verbales en situaciones relacionados con grupos iguales, matrices, y cantidades de medición, por ejemplo, al usar dibujos y ecuaciones con un símbolo para el número desconocido al representar el problema. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. Recognize area as an attribute of plane figures and understand concepts of area measurement. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. Recognize area as an attribute of plane figures and understand concepts of area measurement. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. Reconocer el área como un atributo de las figuras planas y entender los conceptos de la medición del área. Una figura plana que se puede cubrir sin espacios ni superposiciones por n unidades cuadradas se dice que posee un área de n unidades cuadradas. Una figura plana que se puede cubrir sin espacios ni superposiciones por n unidades cuadradas se dice tener un área de n unidades cuadradas. Decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area. Decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area. 

            15-01: Making Line Plots
            
               Develop the Concept: Visual
               
                  Making Line Plots: Visual Learning
                    Curriculum Standards: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Hacer un diagrama de puntos para representar un conjunto de datos de medidas en fracciones de una unidad (1/2, 1/4, 1/8). Resolver problemas sobre sumas y restas de fracciones utilizando la información presentada en los diagramas de puntos. Por ejemplo, utilizando un diagrama de puntos, hallar e interpretar la diferencia de longitud entre los ejemplares más largos y más cortos de una colección de insectos. Hacen un diagrama de puntos para representar un conjunto de datos de medidas en fracciones de una unidad (1/2, 1/4, 1/8). Resuelven problemas sobre sumas y restas de fracciones utilizando la información presentada en los diagramas de puntos. Por ejemplo, al utilizar un diagrama de puntos, hallan e interpretan la diferencia de longitud entre los ejemplares más largos y más cortos en una colección de insectos. 

               Assess & Differentiate
               
                  15-01: Digital Quick Check
                    Curriculum Standards: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Hacer un diagrama de puntos para representar un conjunto de datos de medidas en fracciones de una unidad (1/2, 1/4, 1/8). Resolver problemas sobre sumas y restas de fracciones utilizando la información presentada en los diagramas de puntos. Por ejemplo, utilizando un diagrama de puntos, hallar e interpretar la diferencia de longitud entre los ejemplares más largos y más cortos de una colección de insectos. Hacen un diagrama de puntos para representar un conjunto de datos de medidas en fracciones de una unidad (1/2, 1/4, 1/8). Resuelven problemas sobre sumas y restas de fracciones utilizando la información presentada en los diagramas de puntos. Por ejemplo, al utilizar un diagrama de puntos, hallan e interpretan la diferencia de longitud entre los ejemplares más largos y más cortos en una colección de insectos. 

            15-02: Solving Problems Involving Line Plots
            
               Develop the Concept: Visual
               
                  Solving Problems Involving Line Plots: Visual Learning
                    Curriculum Standards: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Hacer un diagrama de puntos para representar un conjunto de datos de medidas en fracciones de una unidad (1/2, 1/4, 1/8). Resolver problemas sobre sumas y restas de fracciones utilizando la información presentada en los diagramas de puntos. Por ejemplo, utilizando un diagrama de puntos, hallar e interpretar la diferencia de longitud entre los ejemplares más largos y más cortos de una colección de insectos. Hacen un diagrama de puntos para representar un conjunto de datos de medidas en fracciones de una unidad (1/2, 1/4, 1/8). Resuelven problemas sobre sumas y restas de fracciones utilizando la información presentada en los diagramas de puntos. Por ejemplo, al utilizar un diagrama de puntos, hallan e interpretan la diferencia de longitud entre los ejemplares más largos y más cortos en una colección de insectos. 

               Assess & Differentiate
               
                  15-02: Digital Quick Check
                    Curriculum Standards: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Hacer un diagrama de puntos para representar un conjunto de datos de medidas en fracciones de una unidad (1/2, 1/4, 1/8). Resolver problemas sobre sumas y restas de fracciones utilizando la información presentada en los diagramas de puntos. Por ejemplo, utilizando un diagrama de puntos, hallar e interpretar la diferencia de longitud entre los ejemplares más largos y más cortos de una colección de insectos. Hacen un diagrama de puntos para representar un conjunto de datos de medidas en fracciones de una unidad (1/2, 1/4, 1/8). Resuelven problemas sobre sumas y restas de fracciones utilizando la información presentada en los diagramas de puntos. Por ejemplo, al utilizar un diagrama de puntos, hallan e interpretan la diferencia de longitud entre los ejemplares más largos y más cortos en una colección de insectos. 

            15-03: Solving Perimeter and Area Problems
            
               Develop the Concept: Visual
               
                  Solving Perimeter and Area Problems: Visual Learning
                    Curriculum Standards: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Represent and interpret data. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Aplicar fórmulas de área y perímetro de rectángulos para resolver problemas matemáticos y de la vida diaria. Por ejemplo, hallar el ancho de una habitación rectangular dadas el área del piso y la longitud, usando la fórmula del área como una ecuación de multiplicación con un factor desconocido. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Aplican fórmulas de área y perímetro de rectángulos para resolver problemas matemáticos y del mundo real. Por ejemplo, hallan el ancho de una habitación rectangular dadas el área y la longitud del piso, usando la fórmula del área como una ecuación de multiplicación con un factor desconocido Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. 

               Assess & Differentiate
               
                  15-03: Digital Quick Check
                    Curriculum Standards: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Represent and interpret data. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Aplicar fórmulas de área y perímetro de rectángulos para resolver problemas matemáticos y de la vida diaria. Por ejemplo, hallar el ancho de una habitación rectangular dadas el área del piso y la longitud, usando la fórmula del área como una ecuación de multiplicación con un factor desconocido. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Aplican fórmulas de área y perímetro de rectángulos para resolver problemas matemáticos y del mundo real. Por ejemplo, hallan el ancho de una habitación rectangular dadas el área y la longitud del piso, usando la fórmula del área como una ecuación de multiplicación con un factor desconocido Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. 

            15-04: Solving Measurement Problems
            
               Develop the Concept: Visual
               
                  Solving Measurement Problems: Visual Learning
                    Curriculum Standards: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizar las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o números decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representar cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 

               Assess & Differentiate
               
                  15-04: Digital Quick Check
                    Curriculum Standards: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizar las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o números decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representar cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 

            15-05: Solving Problems Involving Money
            
               Develop the Concept: Visual
               
                  Solving Problems Involving Money: Visual Learning
                    Curriculum Standards: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizar las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o números decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representar cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 

               Assess & Differentiate
               
                  15-05: Digital Quick Check
                    Curriculum Standards: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizar las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o números decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representar cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 

            15-06: Problem Solving: Solve a Simpler Problem and Make a Table
            
               Develop the Concept: Visual
               
                  Problem Solving: Solve a Simpler Problem and Make a Table: Visual Learning
                    Curriculum Standards: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizar las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o números decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representar cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 

               Assess & Differentiate
               
                  15-06: Digital Quick Check
                    Curriculum Standards: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizar las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o números decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representar cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 

            Topic 15: Online Topic Test
              Curriculum Standards: Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Resolver problemas matemáticos y de la vida diaria relacionados con los perímetros de polígonos, incluyendo:  hallar el perímetro dadas las longitudes de los lados,  hallar una longitud de lado desconocida y mostrar rectángulos que tienen el mismo perímetro con distintas áreas, o con la misma área y distintos perímetros. Resuelven problemas de matemáticas y del mundo real relacionados con los perímetros de polígonos, incluyendo el encontrar el perímetro dadas las longitudes laterales, el encontrar la longitud desconocida de uno de los lados, y muestran rectángulos con el mismo perímetro y diferentes áreas o con la misma área y diferentes perímetros. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units _QS whole numbers, halves, or quarters. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units„ whole numbers, halves, or quarters. Generar datos de medición al medir la longitud con una regla que tenga marcas de media pulgada y cuarto de pulgada. Presentar los datos en un diagrama de puntos en el que la escala horizontal esté marcada en las unidades apropiadas: números enteros, mitades o cuartos. Generan datos de medición al medir longitudes usando reglas marcadas con media pulgada y cuartos de pulgada. Muestran los datos trazando una línea, cuya escala horizontal queda marcada con las unidades apropiadas- números enteros, mitades, o cuartos. Solve problems related to perimeter and area of rectangles where dimensions are whole numbers. Solve problems related to perimeter and area of rectangles where dimensions are whole numbers. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizar las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o números decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representar cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Hacer un diagrama de puntos para representar un conjunto de datos de medidas en fracciones de una unidad (1/2, 1/4, 1/8). Resolver problemas sobre sumas y restas de fracciones utilizando la información presentada en los diagramas de puntos. Por ejemplo, utilizando un diagrama de puntos, hallar e interpretar la diferencia de longitud entre los ejemplares más largos y más cortos de una colección de insectos. Hacen un diagrama de puntos para representar un conjunto de datos de medidas en fracciones de una unidad (1/2, 1/4, 1/8). Resuelven problemas sobre sumas y restas de fracciones utilizando la información presentada en los diagramas de puntos. Por ejemplo, al utilizar un diagrama de puntos, hallan e interpretan la diferencia de longitud entre los ejemplares más largos y más cortos en una colección de insectos. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Represent and interpret data. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Aplicar fórmulas de área y perímetro de rectángulos para resolver problemas matemáticos y de la vida diaria. Por ejemplo, hallar el ancho de una habitación rectangular dadas el área del piso y la longitud, usando la fórmula del área como una ecuación de multiplicación con un factor desconocido. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Aplican fórmulas de área y perímetro de rectángulos para resolver problemas matemáticos y del mundo real. Por ejemplo, hallan el ancho de una habitación rectangular dadas el área y la longitud del piso, usando la fórmula del área como una ecuación de multiplicación con un factor desconocido Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 16: Lines, Angles, and Shapes
         
            Shapes

            Topic 16: Online Topic Readiness
              Curriculum Standards: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Entender que las figuras de diferentes categorías (por ej., rombos, rectángulos y otras) pueden compartir atributos (por ej., tener cuatro lados), y que los atributos compartidos pueden definir una categoría más amplia (por ej., cuadriláteros). Reconocer los rombos, rectángulos y cuadrados como ejemplos de cuadriláteros y dibujar ejemplos de cuadriláteros que no pertenecen a ninguna de estas subcategorías. Comprenden que las figuras geométricas en diferentes categorías (por ejemplo, rombos, rectángulos y otros) pueden compartir atributos (por ejemplo, tener cuatro lados), y que los atributos compartidos pueden definir una categoría más amplia (por ejemplo, cuadriláteros). Reconocen los rombos, los rectángulos, y los cuadrados como ejemplos de cuadriláteros, y dibujan ejemplos de cuadriláteros que no pertenecen a ninguna de estas sub-categorías. Use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories. Use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. Relate area to the operations of multiplication and addition. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. Relate area to the operations of multiplication and addition. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. Relate area to the operations of multiplication and addition. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. Relacionar el área con las operaciones de multiplicación y suma. Hallar el área de un rectángulo cuyas longitudes son números enteros no negativos, cubriéndolo con unidades cuadradas, y mostrar que el área que resulta es igual a la que se  hallaría multiplicando las longitudes de los lados del rectángulo. Relacionar el área con las operaciones de multiplicación y suma. Reconocer que las áreas se pueden sumar. Hallar áreas de figuras rectilíneas al descomponerlas en rectángulos que no se superponen y sumar las áreas de las partes que no se superponen, aplicando esta técnica para resolver problemas de la vida diaria. Hallan el área de un rectángulo cuyas longitudes  laterales son números enteros al rellenarla con unidades cuadradas, y demuestran que el área que resulta es igual a la que se encontraría al multiplicar las longitudes laterales. Reconocen que las áreas se pueden sumar. Hallan áreas de figuras rectilíneas al descomponerlas en rectángulos no superpuestos y al sumar las áreas de las partes no superpuestas, aplican esta técnica para resolver problemas del mundo real. 

            16-01: Points, Lines, and Planes
            
               Develop the Concept: Visual
               
                  Points, Lines, and Planes: Visual Learning
                    Curriculum Standards: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Dibujar puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos) y rectas perpendiculares y paralelas. Identificar estos elementos en las figuras bidimensionales. Dibujan puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos), y rectas perpendiculares y paralelas. Identifican estos elementos en las figuras bidimensionales. 

               Assess & Differentiate
               
                  16-01: Digital Quick Check
                    Curriculum Standards: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Dibujar puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos) y rectas perpendiculares y paralelas. Identificar estos elementos en las figuras bidimensionales. Dibujan puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos), y rectas perpendiculares y paralelas. Identifican estos elementos en las figuras bidimensionales. 

            16-02: Line Segments, Rays, and Angles
            
               Develop the Concept: Visual
               
                  Line Segments, Rays, and Angles: Visual Learning
                    Curriculum Standards: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Dibujar puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos) y rectas perpendiculares y paralelas. Identificar estos elementos en las figuras bidimensionales. Dibujan puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos), y rectas perpendiculares y paralelas. Identifican estos elementos en las figuras bidimensionales. 

               Assess & Differentiate
               
                  16-02: Digital Quick Check
                    Curriculum Standards: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Dibujar puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos) y rectas perpendiculares y paralelas. Identificar estos elementos en las figuras bidimensionales. Dibujan puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos), y rectas perpendiculares y paralelas. Identifican estos elementos en las figuras bidimensionales. 

            16-03: Understanding Angles and Unit Angles
            
               Develop the Concept: Visual
               
                  Understanding Angles and Unit Angles: Visual Learning
                    Curriculum Standards: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1 / 360 of a circle is called a one-degree angle and can be used to measure angles. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1 / 360 of a circle is called a one-degree angle, and can be used to measure angles. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. Reconocer que los ángulos son elementos geométricos formados cuando dos semirrectas comparten un extremo común, y entender los conceptos de la medición de ángulos. Un ángulo se mide con respecto a un círculo, con su centro en el extremo común de las semirrectas, tomando en cuenta la fracción del arco circular entre los puntos donde ambas semirrectas intersecan el círculo. Un ángulo que pasa por 1/360 de un círculo se llama “ángulo de un grado” y se puede utilizar para medir ángulos. Un ángulo se mide con respecto a un círculo, con su centro en el extremo común de las semirrectas, tomando en cuenta la fracción del arco circular entre los puntos donde ambas semirrectas intersecan el círculo. Un ángulo que pasa por 1/360 de un círculo se llama ángulo de un grado y se puede utilizar para medir ángulos. 

               Assess & Differentiate
               
                  16-03: Digital Quick Check
                    Curriculum Standards: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1 / 360 of a circle is called a one-degree angle and can be used to measure angles. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1 / 360 of a circle is called a one-degree angle, and can be used to measure angles. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. Reconocer que los ángulos son elementos geométricos formados cuando dos semirrectas comparten un extremo común, y entender los conceptos de la medición de ángulos. Un ángulo se mide con respecto a un círculo, con su centro en el extremo común de las semirrectas, tomando en cuenta la fracción del arco circular entre los puntos donde ambas semirrectas intersecan el círculo. Un ángulo que pasa por 1/360 de un círculo se llama “ángulo de un grado” y se puede utilizar para medir ángulos. Un ángulo se mide con respecto a un círculo, con su centro en el extremo común de las semirrectas, tomando en cuenta la fracción del arco circular entre los puntos donde ambas semirrectas intersecan el círculo. Un ángulo que pasa por 1/360 de un círculo se llama ángulo de un grado y se puede utilizar para medir ángulos. 

            16-04: Measuring with Unit Angles
            
               Develop the Concept: Visual
               
                  Measuring with Unit Angles: Visual Learning
                    Curriculum Standards: An angle that turns through n one-degree angles is said to have an angle measure of n degrees. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle that turns through n one-degree angles is said to have an angle measure of n degrees. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle that turns through n one-degree angles is said to have an angle measure of n degrees. Reconocer que los ángulos son elementos geométricos formados cuando dos semirrectas comparten un extremo común, y entender los conceptos de la medición de ángulos. Un ángulo que pasa por n ángulos de un grado tiene una medida angular de n grados. Un ángulo que pasa por n ángulos de un grado tiene una medida angular de n grados. 

               Assess & Differentiate
               
                  16-04: Digital Quick Check
                    Curriculum Standards: An angle that turns through n one-degree angles is said to have an angle measure of n degrees. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle that turns through n one-degree angles is said to have an angle measure of n degrees. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle that turns through n one-degree angles is said to have an angle measure of n degrees. Reconocer que los ángulos son elementos geométricos formados cuando dos semirrectas comparten un extremo común, y entender los conceptos de la medición de ángulos. Un ángulo que pasa por n ángulos de un grado tiene una medida angular de n grados. Un ángulo que pasa por n ángulos de un grado tiene una medida angular de n grados. 

            16-05: Measuring Angles
            
               Develop the Concept: Visual
               
                  Measuring Angles: Visual Learning
                    Curriculum Standards: Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. Medir ángulos en grados de números enteros no negativos utilizando un transportador. Dibujar ángulos con medidas dadas. Miden ángulos en grados de números enteros utilizando un transportador. Dibujan ángulos con medidas dadas. 

               Assess & Differentiate
               
                  16-05: Digital Quick Check
                    Curriculum Standards: Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. Medir ángulos en grados de números enteros no negativos utilizando un transportador. Dibujar ángulos con medidas dadas. Miden ángulos en grados de números enteros utilizando un transportador. Dibujan ángulos con medidas dadas. 

            16-06: Adding and Subtracting Angle Measures
            
               Develop the Concept: Visual
               
                  Adding and Subtracting Angle Measures: Visual Learning
                    Curriculum Standards: Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Reconocer la medida de un ángulo como una suma. Cuando un ángulo se descompone en partes que no se superponen, la medida del ángulo entero es la suma de las medidas de los ángulos de las partes. Resolver problemas de suma y resta para hallar ángulos desconocidos en problemas de la vida diaria y en problemas matemáticos, por ej., usando una ecuación con un símbolo para la medida desconocida del ángulo. Reconocen la medida de un ángulo como una suma. Cuando un ángulo se descompone en partes que no se superponen, la medida del ángulo entero es la suma de las medidas de los ángulos de las partes. Resuelven problemas de suma y resta para encontrar ángulos desconocidos en problemas del mundo real y en problemas matemáticos, por ejemplo, al usar una ecuación con un símbolo para la medida desconocida del ángulo. 

               Assess & Differentiate
               
                  16-06: Digital Quick Check
                    Curriculum Standards: Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Reconocer la medida de un ángulo como una suma. Cuando un ángulo se descompone en partes que no se superponen, la medida del ángulo entero es la suma de las medidas de los ángulos de las partes. Resolver problemas de suma y resta para hallar ángulos desconocidos en problemas de la vida diaria y en problemas matemáticos, por ej., usando una ecuación con un símbolo para la medida desconocida del ángulo. Reconocen la medida de un ángulo como una suma. Cuando un ángulo se descompone en partes que no se superponen, la medida del ángulo entero es la suma de las medidas de los ángulos de las partes. Resuelven problemas de suma y resta para encontrar ángulos desconocidos en problemas del mundo real y en problemas matemáticos, por ejemplo, al usar una ecuación con un símbolo para la medida desconocida del ángulo. 

            16-07: Polygons
            
               Develop the Concept: Visual
               
                  Polygons: Visual Learning
                    Curriculum Standards: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (Two dimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.) Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. Clasificar las figuras bidimensionales en base a la presencia o ausencia de rectas paralelas o perpendiculares, o en la presencia o ausencia de ángulos de un tamaño especificado. Reconocer que los triángulos rectos forman una categoría en sí e identificar triángulos rectos. Clasifican las figuras bidimensionales basándose en la presencia o ausencia de rectas paralelas o perpendiculares, o en la presencia o ausencia de ángulos de un tamaño especificado. Reconocen que los triángulos rectos forman una categoría en sí, e identifican triángulos rectos. (Las figuras bidimensionales deben incluir los triángulos especiales, por ejemplo, los triángulos equiláteros, isósceles y escalenos, y los cuadriláteros especiales, por ejemplo, los rombos, cuadrados, rectángulos, paralelogramos y trapecios.) 

               Assess & Differentiate
               
                  16-07: Digital Quick Check
                    Curriculum Standards: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (Two dimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.) Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. Clasificar las figuras bidimensionales en base a la presencia o ausencia de rectas paralelas o perpendiculares, o en la presencia o ausencia de ángulos de un tamaño especificado. Reconocer que los triángulos rectos forman una categoría en sí e identificar triángulos rectos. Clasifican las figuras bidimensionales basándose en la presencia o ausencia de rectas paralelas o perpendiculares, o en la presencia o ausencia de ángulos de un tamaño especificado. Reconocen que los triángulos rectos forman una categoría en sí, e identifican triángulos rectos. (Las figuras bidimensionales deben incluir los triángulos especiales, por ejemplo, los triángulos equiláteros, isósceles y escalenos, y los cuadriláteros especiales, por ejemplo, los rombos, cuadrados, rectángulos, paralelogramos y trapecios.) 

            16-08: Triangles
            
               Develop the Concept: Visual
               
                  Triangles: Visual Learning
                    Curriculum Standards: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (Two dimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Dibujar puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos) y rectas perpendiculares y paralelas. Identificar estos elementos en las figuras bidimensionales. Dibujan puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos), y rectas perpendiculares y paralelas. Identifican estos elementos en las figuras bidimensionales. Clasifican las figuras bidimensionales basándose en la presencia o ausencia de rectas paralelas o perpendiculares, o en la presencia o ausencia de ángulos de un tamaño especificado. Reconocen que los triángulos rectos forman una categoría en sí, e identifican triángulos rectos. (Las figuras bidimensionales deben incluir los triángulos especiales, por ejemplo, los triángulos equiláteros, isósceles y escalenos, y los cuadriláteros especiales, por ejemplo, los rombos, cuadrados, rectángulos, paralelogramos y trapecios.) 

               Assess & Differentiate
               
                  16-08: Digital Quick Check
                    Curriculum Standards: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (Two dimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Dibujar puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos) y rectas perpendiculares y paralelas. Identificar estos elementos en las figuras bidimensionales. Dibujan puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos), y rectas perpendiculares y paralelas. Identifican estos elementos en las figuras bidimensionales. Clasifican las figuras bidimensionales basándose en la presencia o ausencia de rectas paralelas o perpendiculares, o en la presencia o ausencia de ángulos de un tamaño especificado. Reconocen que los triángulos rectos forman una categoría en sí, e identifican triángulos rectos. (Las figuras bidimensionales deben incluir los triángulos especiales, por ejemplo, los triángulos equiláteros, isósceles y escalenos, y los cuadriláteros especiales, por ejemplo, los rombos, cuadrados, rectángulos, paralelogramos y trapecios.) 

            16-09: Quadrilaterals
            
               Develop the Concept: Visual
               
                  Quadrilaterals: Visual Learning
                    Curriculum Standards: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (Two dimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Dibujar puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos) y rectas perpendiculares y paralelas. Identificar estos elementos en las figuras bidimensionales. Dibujan puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos), y rectas perpendiculares y paralelas. Identifican estos elementos en las figuras bidimensionales. Clasifican las figuras bidimensionales basándose en la presencia o ausencia de rectas paralelas o perpendiculares, o en la presencia o ausencia de ángulos de un tamaño especificado. Reconocen que los triángulos rectos forman una categoría en sí, e identifican triángulos rectos. (Las figuras bidimensionales deben incluir los triángulos especiales, por ejemplo, los triángulos equiláteros, isósceles y escalenos, y los cuadriláteros especiales, por ejemplo, los rombos, cuadrados, rectángulos, paralelogramos y trapecios.) 

               Assess & Differentiate
               
                  16-09: Digital Quick Check
                    Curriculum Standards: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (Two dimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Dibujar puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos) y rectas perpendiculares y paralelas. Identificar estos elementos en las figuras bidimensionales. Dibujan puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos), y rectas perpendiculares y paralelas. Identifican estos elementos en las figuras bidimensionales. Clasifican las figuras bidimensionales basándose en la presencia o ausencia de rectas paralelas o perpendiculares, o en la presencia o ausencia de ángulos de un tamaño especificado. Reconocen que los triángulos rectos forman una categoría en sí, e identifican triángulos rectos. (Las figuras bidimensionales deben incluir los triángulos especiales, por ejemplo, los triángulos equiláteros, isósceles y escalenos, y los cuadriláteros especiales, por ejemplo, los rombos, cuadrados, rectángulos, paralelogramos y trapecios.) 

            16-10: Line Symmetry
            
               Develop the Concept: Visual
               
                  Line Symmetry: Visual Learning
                    Curriculum Standards: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Reconocer que en una figura bidimensional, el eje de simetría es una recta que corta la figura de tal manera que la figura se puede doblar a lo largo de la recta en partes exactamente iguales. Identificar figuras con simetría axial y dibujar ejes de simetría. Reconocen que en una figura bidimensional, el eje de simetría es una recta que corta la figura de tal manera que la figura se puede doblar a lo largo de la recta en partes exactamente iguales. Identifican figuras con simetría axial y dibujan ejes de simetría 

               Assess & Differentiate
               
                  16-10: Digital Quick Check
                    Curriculum Standards: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Reconocer que en una figura bidimensional, el eje de simetría es una recta que corta la figura de tal manera que la figura se puede doblar a lo largo de la recta en partes exactamente iguales. Identificar figuras con simetría axial y dibujar ejes de simetría. Reconocen que en una figura bidimensional, el eje de simetría es una recta que corta la figura de tal manera que la figura se puede doblar a lo largo de la recta en partes exactamente iguales. Identifican figuras con simetría axial y dibujan ejes de simetría 

            16-11: Problem Solving: Make and Test Generalizations
            
               Develop the Concept: Visual
               
                  Problem Solving: Make and Test Generalizations: Visual Learning
                    Curriculum Standards: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (Two dimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.) Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. Clasificar las figuras bidimensionales en base a la presencia o ausencia de rectas paralelas o perpendiculares, o en la presencia o ausencia de ángulos de un tamaño especificado. Reconocer que los triángulos rectos forman una categoría en sí e identificar triángulos rectos. Clasifican las figuras bidimensionales basándose en la presencia o ausencia de rectas paralelas o perpendiculares, o en la presencia o ausencia de ángulos de un tamaño especificado. Reconocen que los triángulos rectos forman una categoría en sí, e identifican triángulos rectos. (Las figuras bidimensionales deben incluir los triángulos especiales, por ejemplo, los triángulos equiláteros, isósceles y escalenos, y los cuadriláteros especiales, por ejemplo, los rombos, cuadrados, rectángulos, paralelogramos y trapecios.) 

               Assess & Differentiate
               
                  16-11: Digital Quick Check
                    Curriculum Standards: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (Two dimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.) Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. Clasificar las figuras bidimensionales en base a la presencia o ausencia de rectas paralelas o perpendiculares, o en la presencia o ausencia de ángulos de un tamaño especificado. Reconocer que los triángulos rectos forman una categoría en sí e identificar triángulos rectos. Clasifican las figuras bidimensionales basándose en la presencia o ausencia de rectas paralelas o perpendiculares, o en la presencia o ausencia de ángulos de un tamaño especificado. Reconocen que los triángulos rectos forman una categoría en sí, e identifican triángulos rectos. (Las figuras bidimensionales deben incluir los triángulos especiales, por ejemplo, los triángulos equiláteros, isósceles y escalenos, y los cuadriláteros especiales, por ejemplo, los rombos, cuadrados, rectángulos, paralelogramos y trapecios.) 

            Topic 16: Online Topic Test
              Curriculum Standards: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Reconocer que en una figura bidimensional, el eje de simetría es una recta que corta la figura de tal manera que la figura se puede doblar a lo largo de la recta en partes exactamente iguales. Identificar figuras con simetría axial y dibujar ejes de simetría. Reconocen que en una figura bidimensional, el eje de simetría es una recta que corta la figura de tal manera que la figura se puede doblar a lo largo de la recta en partes exactamente iguales. Identifican figuras con simetría axial y dibujan ejes de simetría Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (Two dimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.) Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. Clasificar las figuras bidimensionales en base a la presencia o ausencia de rectas paralelas o perpendiculares, o en la presencia o ausencia de ángulos de un tamaño especificado. Reconocer que los triángulos rectos forman una categoría en sí e identificar triángulos rectos. Clasifican las figuras bidimensionales basándose en la presencia o ausencia de rectas paralelas o perpendiculares, o en la presencia o ausencia de ángulos de un tamaño especificado. Reconocen que los triángulos rectos forman una categoría en sí, e identifican triángulos rectos. (Las figuras bidimensionales deben incluir los triángulos especiales, por ejemplo, los triángulos equiláteros, isósceles y escalenos, y los cuadriláteros especiales, por ejemplo, los rombos, cuadrados, rectángulos, paralelogramos y trapecios.) Identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure. Identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. Medir ángulos en grados de números enteros no negativos utilizando un transportador. Dibujar ángulos con medidas dadas. Miden ángulos en grados de números enteros utilizando un transportador. Dibujan ángulos con medidas dadas. Determine the approximate measures of angles in degrees to the nearest whole number using a protractor. Draw an angle with a given measure. Determine the approximate measures of angles in degrees to the nearest whole number using a protractor. Draw an angle with a given measure. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Reconocer la medida de un ángulo como una suma. Cuando un ángulo se descompone en partes que no se superponen, la medida del ángulo entero es la suma de las medidas de los ángulos de las partes. Resolver problemas de suma y resta para hallar ángulos desconocidos en problemas de la vida diaria y en problemas matemáticos, por ej., usando una ecuación con un símbolo para la medida desconocida del ángulo. Reconocen la medida de un ángulo como una suma. Cuando un ángulo se descompone en partes que no se superponen, la medida del ángulo entero es la suma de las medidas de los ángulos de las partes. Resuelven problemas de suma y resta para encontrar ángulos desconocidos en problemas del mundo real y en problemas matemáticos, por ejemplo, al usar una ecuación con un símbolo para la medida desconocida del ángulo. Determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. Determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Dibujar puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos) y rectas perpendiculares y paralelas. Identificar estos elementos en las figuras bidimensionales. Dibujan puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos), y rectas perpendiculares y paralelas. Identifican estos elementos en las figuras bidimensionales. Identify points, lines, line segments, rays, angles, and perpendicular and parallel lines. Identify points, lines, line segments, rays, angles, and perpendicular and parallel lines. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1 / 360 of a circle is called a one-degree angle and can be used to measure angles. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1 / 360 of a circle is called a one-degree angle, and can be used to measure angles. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. Reconocer que los ángulos son elementos geométricos formados cuando dos semirrectas comparten un extremo común, y entender los conceptos de la medición de ángulos. Un ángulo se mide con respecto a un círculo, con su centro en el extremo común de las semirrectas, tomando en cuenta la fracción del arco circular entre los puntos donde ambas semirrectas intersecan el círculo. Un ángulo que pasa por 1/360 de un círculo se llama “ángulo de un grado” y se puede utilizar para medir ángulos. Un ángulo se mide con respecto a un círculo, con su centro en el extremo común de las semirrectas, tomando en cuenta la fracción del arco circular entre los puntos donde ambas semirrectas intersecan el círculo. Un ángulo que pasa por 1/360 de un círculo se llama ángulo de un grado y se puede utilizar para medir ángulos. Illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers. Illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers. Illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers. Illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers. An angle that turns through n one-degree angles is said to have an angle measure of n degrees. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle that turns through n one-degree angles is said to have an angle measure of n degrees. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle that turns through n one-degree angles is said to have an angle measure of n degrees. Reconocer que los ángulos son elementos geométricos formados cuando dos semirrectas comparten un extremo común, y entender los conceptos de la medición de ángulos. Un ángulo que pasa por n ángulos de un grado tiene una medida angular de n grados. Un ángulo que pasa por n ángulos de un grado tiene una medida angular de n grados. 

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            Digital Enhanced Topic Test

            Enhanced Topic Test

         Grade 4: Online Topics 13-16: Benchmark Test
           Curriculum Standards: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Reconocer que en una figura bidimensional, el eje de simetría es una recta que corta la figura de tal manera que la figura se puede doblar a lo largo de la recta en partes exactamente iguales. Identificar figuras con simetría axial y dibujar ejes de simetría. Reconocen que en una figura bidimensional, el eje de simetría es una recta que corta la figura de tal manera que la figura se puede doblar a lo largo de la recta en partes exactamente iguales. Identifican figuras con simetría axial y dibujan ejes de simetría The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4). Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Understand a fraction a/b as a multiple of 1/b. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4). Aplicar y ampliar los conocimientos previos sobre la multiplicación para multiplicar una fracción por un número entero no negativo. Entender que una fracción a/b es un múltiplo de 1/b. Por ejemplo, utilizar un modelo visual de fracciones para representar 5/4 como el producto 5 × (1/4), anotando la conclusión mediante la ecuación 5/4 = 5 × (1/4). Entienden que una fracción a/b es un múltiplo de 1/b. Por ejemplo, utilizan un modelo visual de fracciones para representar 5/4 como el producto 5 × (1/4), anotando la conclusión mediante la ecuación 5/4 = 5 × (1/4). Determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. Determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. Apply knowledge of right angles to identify acute, right, and obtuse triangles. Apply knowledge of right angles to identify acute, right, and obtuse triangles. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100 , and add 3/10 + 4/100 = 34/100. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100 , and add 3/10 + 4/100 = 34/100 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. Expresar una fracción con denominador 10 como una fracción equivalente con denominador 100 y utilizar esta técnica para sumar dos fracciones con denominadores respectivos de 10 y 100.4 Por ejemplo, expresar 3/10 como 30/100 y sumar 3/10 + 4/100 = 34/100. Expresan una fracción con denominador 10 como una fracción equivalente con denominador 1000, y utilizan esta técnica para sumar dos fracciones con denominadores respectivos de 10 y 1000. Por ejemplo, expresan 3/10 como 30/100 y suman 3/10 + 4/100 = 34/100. Utilizan la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, al escribir 0.62 como 62/100; al describir una longitud como 0.62 metros; al localizar 0.62 en una recta numérica. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Identify points, lines, line segments, rays, angles, and perpendicular and parallel lines. Identify points, lines, line segments, rays, angles, and perpendicular and parallel lines. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. Entienden que un múltiplo de a/b es un múltiplo de 1/b, y utilizan este entendimiento para multiplicar una fracción por un número entero. Resuelven problemas verbales relacionados a la multiplicación de una fracción por un número entero, por ejemplo, utilizan modelos visuales de fracciones y ecuaciones para representar el problema. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Hacer un diagrama de puntos para representar un conjunto de datos de medidas en fracciones de una unidad (1/2, 1/4, 1/8). Resolver problemas sobre sumas y restas de fracciones utilizando la información presentada en los diagramas de puntos. Por ejemplo, utilizando un diagrama de puntos, hallar e interpretar la diferencia de longitud entre los ejemplares más largos y más cortos de una colección de insectos. Hacen un diagrama de puntos para representar un conjunto de datos de medidas en fracciones de una unidad (1/2, 1/4, 1/8). Resuelven problemas sobre sumas y restas de fracciones utilizando la información presentada en los diagramas de puntos. Por ejemplo, al utilizar un diagrama de puntos, hallan e interpretan la diferencia de longitud entre los ejemplares más largos y más cortos en una colección de insectos. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Represent and interpret data. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Aplicar fórmulas de área y perímetro de rectángulos para resolver problemas matemáticos y de la vida diaria. Por ejemplo, hallar el ancho de una habitación rectangular dadas el área del piso y la longitud, usando la fórmula del área como una ecuación de multiplicación con un factor desconocido. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Aplican fórmulas de área y perímetro de rectángulos para resolver problemas matemáticos y del mundo real. Por ejemplo, hallan el ancho de una habitación rectangular dadas el área y la longitud del piso, usando la fórmula del área como una ecuación de multiplicación con un factor desconocido Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (Two dimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Dibujar puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos) y rectas perpendiculares y paralelas. Identificar estos elementos en las figuras bidimensionales. Dibujan puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos), y rectas perpendiculares y paralelas. Identifican estos elementos en las figuras bidimensionales. Clasifican las figuras bidimensionales basándose en la presencia o ausencia de rectas paralelas o perpendiculares, o en la presencia o ausencia de ángulos de un tamaño especificado. Reconocen que los triángulos rectos forman una categoría en sí, e identifican triángulos rectos. (Las figuras bidimensionales deben incluir los triángulos especiales, por ejemplo, los triángulos equiláteros, isósceles y escalenos, y los cuadriláteros especiales, por ejemplo, los rombos, cuadrados, rectángulos, paralelogramos y trapecios.) Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Reconocer la medida de un ángulo como una suma. Cuando un ángulo se descompone en partes que no se superponen, la medida del ángulo entero es la suma de las medidas de los ángulos de las partes. Resolver problemas de suma y resta para hallar ángulos desconocidos en problemas de la vida diaria y en problemas matemáticos, por ej., usando una ecuación con un símbolo para la medida desconocida del ángulo. Reconocen la medida de un ángulo como una suma. Cuando un ángulo se descompone en partes que no se superponen, la medida del ángulo entero es la suma de las medidas de los ángulos de las partes. Resuelven problemas de suma y resta para encontrar ángulos desconocidos en problemas del mundo real y en problemas matemáticos, por ejemplo, al usar una ecuación con un símbolo para la medida desconocida del ángulo. An angle that turns through n one-degree angles is said to have an angle measure of n degrees. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle that turns through n one-degree angles is said to have an angle measure of n degrees. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle that turns through n one-degree angles is said to have an angle measure of n degrees. Reconocer que los ángulos son elementos geométricos formados cuando dos semirrectas comparten un extremo común, y entender los conceptos de la medición de ángulos. Un ángulo que pasa por n ángulos de un grado tiene una medida angular de n grados. Un ángulo que pasa por n ángulos de un grado tiene una medida angular de n grados. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizar las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o números decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representar cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table. Convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. Comparar dos números decimales hasta las centésimas razonando sobre su tamaño. Reconocer que las comparaciones son válidas solamente cuando ambos números decimales se refieren al mismo entero. Anotar los resultados de las comparaciones con los símbolos >, = ó <, y justificar las conclusiones, por ej., utilizando un modelo visual. Comparan dos decimales hasta las centésimas al razonar sobre su tamaño. Reconocen que las comparaciones son válidas solamente cuando ambos decimales se refieren al mismo entero. Anotan los resultados de las comparaciones con los símbolos >, = ó <, y justifican las conclusiones, por ejemplo, utilizando una recta numérica u otro modelo visual. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Use decimal notation for fractions with denominators 10 or 100. Utilizar la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, reescribir 0.62 como 62/100; describir una longitud como 0.62 metros; localizar 0.62 en una recta numérica. Identify relative sizes of measurement units within the customary and metric systems. Identify relative sizes of measurement units within the customary and metric systems. Represent decimals, including tenths and hundredths, using concrete and visual models and money. Represent decimals, including tenths and hundredths, using concrete and visual models and money. 

         Grade 4: Online End of Year Test
           Curriculum Standards: Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding  and explain why a rounded solution is appropriate. Resolver problemas verbales de varios pasos con números enteros no negativos y cuyas respuestas son números enteros no negativos utilizando las cuatro operaciones, incluyendo aquellos problemas en los que los residuos deben ser interpretados. Representar estos problemas utilizando ecuaciones con una letra para representar la cantidad desconocida. Evaluar lo razonable de las respuestas utilizando el cálculo mental y las estrategias de estimación, incluyendo el redondeo. Resuelven problemas verbales de pasos múltiples con números enteros, cuya respuestas son números enteros, usando las cuatro operaciones, incluyendo problemas en los que los residuos deben ser interpretados. Representan estos problemas usando ecuaciones con una letra que representa la cantidad desconocida. Evalúan si las respuestas son razonables usando cálculos mentales y estrategias de estimación incluyendo el redondeo. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4). Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Understand a fraction a/b as a multiple of 1/b. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4). Aplicar y ampliar los conocimientos previos sobre la multiplicación para multiplicar una fracción por un número entero no negativo. Entender que una fracción a/b es un múltiplo de 1/b. Por ejemplo, utilizar un modelo visual de fracciones para representar 5/4 como el producto 5 × (1/4), anotando la conclusión mediante la ecuación 5/4 = 5 × (1/4). Entienden que una fracción a/b es un múltiplo de 1/b. Por ejemplo, utilizan un modelo visual de fracciones para representar 5/4 como el producto 5 × (1/4), anotando la conclusión mediante la ecuación 5/4 = 5 × (1/4). Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizar las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o números decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representar cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Utilizan las cuatro operaciones para resolver problemas verbales sobre distancias, intervalos de tiempo, volúmenes líquidos, masas de objetos y dinero, incluyendo problemas con fracciones simples o decimales, y problemas que requieren expresar las medidas dadas en una unidad más grande en términos de una unidad más pequeña. Representan cantidades medidas utilizando diagramas tales como rectas numéricas con escalas de medición. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. Determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100 , and add 3/10 + 4/100 = 34/100. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100 , and add 3/10 + 4/100 = 34/100 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. Expresar una fracción con denominador 10 como una fracción equivalente con denominador 100 y utilizar esta técnica para sumar dos fracciones con denominadores respectivos de 10 y 100.4 Por ejemplo, expresar 3/10 como 30/100 y sumar 3/10 + 4/100 = 34/100. Expresan una fracción con denominador 10 como una fracción equivalente con denominador 1000, y utilizan esta técnica para sumar dos fracciones con denominadores respectivos de 10 y 1000. Por ejemplo, expresan 3/10 como 30/100 y suman 3/10 + 4/100 = 34/100. Utilizan la notación decimal para las fracciones con denominadores de 10 ó 100. Por ejemplo, al escribir 0.62 como 62/100; al describir una longitud como 0.62 metros; al localizar 0.62 en una recta numérica. Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. Hallar todos los pares de factores de un número entero no negativo con rango de 1 a 100. Reconocer que un número entero no negativo es un múltiplo de cada uno de sus factores. Determinar si cierto número entero no negativo con rango de 1 a 100 es un múltiplo de cierto número de un dígito. Determinar si cierto número entero no negativo con rango de 1 a 100 es primo o compuesto. Hallan todos los pares de factores de números enteros dentro del rango 1–100. Reconocen que un número entero es un múltiplo de cada uno de sus factores. Determinan si cierto número entero dentro del rango 1–100 es un múltiplo de cierto número de un solo dígito. Determinan si un número entero dentro del rango 1–100 es primo o compuesto. Identify points, lines, line segments, rays, angles, and perpendicular and parallel lines. Identify points, lines, line segments, rays, angles, and perpendicular and parallel lines. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Hacer un diagrama de puntos para representar un conjunto de datos de medidas en fracciones de una unidad (1/2, 1/4, 1/8). Resolver problemas sobre sumas y restas de fracciones utilizando la información presentada en los diagramas de puntos. Por ejemplo, utilizando un diagrama de puntos, hallar e interpretar la diferencia de longitud entre los ejemplares más largos y más cortos de una colección de insectos. Hacen un diagrama de puntos para representar un conjunto de datos de medidas en fracciones de una unidad (1/2, 1/4, 1/8). Resuelven problemas sobre sumas y restas de fracciones utilizando la información presentada en los diagramas de puntos. Por ejemplo, al utilizar un diagrama de puntos, hallan e interpretan la diferencia de longitud entre los ejemplares más largos y más cortos en una colección de insectos. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Multiplicar un número entero no negativo de hasta cuatro dígitos por un número entero no negativo de un dígito, y multiplicar dos números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Multiplican un número entero de hasta cuatro dígitos por un número entero de un dígito, y multiplican dos números de dos dígitos, utilizando estrategias basadas en el valor de posición y las propiedades de operaciones. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de area. Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Entender una fracción a/b cuando a > 1 como una suma de fracciones 1/b. Entender la suma y la resta de fracciones como la unión y separación de partes que se refieren a un mismo entero. Entienden la suma y la resta de fracciones como la unión y la separación de partes que se refieren a un mismo entero. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Leer y escribir números enteros no negativos con múltiples dígitos usando números de base diez, números en palabras y formas desarrolladas. Comparar dos números de múltiples dígitos en base al significado de los dígitos en cada lugar, utilizando los símbolos >, = y < para anotar los resultados de las comparaciones. Leen y escriben números enteros con dígitos múltiples usando numerales en base diez, los nombres de los números, y sus formas desarrolladas. Comparan dos números de dígitos múltiples basándose en el valor de los dígitos en cada lugar, utilizando los símbolos >, = y < para anotar los resultados de las comparaciones. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Generar un patrón de números o figuras que siga una regla dada. Identificar características aparentes de la regla que no estaban explícitas en la regla misma. Por ejemplo, dada la regla “Sumar 3” y el número 1 para comenzar, generar términos en la sucesión resultante y observar que los términos parecen alternarse entre números impares y pares. Explicar informalmente por qué los números seguirán alternándose de esta manera. Generan un patrón de números o figuras que sigue una regla dada. Identifican las características aparentes del patrón que no eran explícitas en la regla misma. Por ejemplo, dada la regla “Añadir 3” y con el número 1 para comenzar, generan términos en la secuencia resultante y observan que los términos parecen alternarse entre números impares y pares. Explican informalmente porqué los números continuarán alternándose de esta manera. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 Multiplicar o dividir para resolver problemas verbales con comparaciones multiplicativas, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido; distinguir la comparación multiplicativa de la comparación de suma. Multiplican o dividen para resolver problemas verbales que incluyen comparaciones multiplicativas, por ejemplo, para representar el problema usando dibujos y ecuaciones con un símbolo para el número desconocido, distinguen una comparación multiplicativa de una comparación de suma. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar cocientes y residuos de números enteros no negativos a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando las estrategias basadas en el valor de posición y/o la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y/o modelos de área. Hallan cocientes y residuos de números enteros, a partir de divisiones con dividendos de hasta cuatro dígitos y divisores de un dígito, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares, y/o modelos de área. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. Reconocer que en un número entero no negativo de múltiples dígitos, un dígito en determinado lugar representa diez veces lo que representa en el lugar a su derecha. Por ejemplo, reconocer que 700 ÷ 70 = 10 aplicando conceptos de valor de posición y de división. Reconocen que en un número entero de dígitos múltiples, un dígito en determinado lugar representa diez veces lo que representa en el lugar a su derecha. Por ejemplo, reconocen que 700 ÷ 70 = 10 al aplicar conceptos de valor de posición y de división. Use place value understanding to round multi-digit whole numbers to any place. Utilizan la comprensión del valor de posición para redondear números enteros con dígitos múltiples a cualquier lugar. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Saber los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresar las medidas en una unidad más grande en términos de una unidad más pequeña. Anotar las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saber que 1 pie es 12 veces más largo que 1 pulg. Expresar la longitud de una culebra de 4 pies como 48 pulgs. Generar una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), ... Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Reconocen los tamaños relativos de las unidades de medición dentro de un sistema de unidades, incluyendo km, m, cm; kg, g; lb, oz.; L, mL; h, min, s. Dentro de un mismo sistema de medición, expresan las medidas en una unidad más grande en términos de una unidad más pequeña. Anotan las medidas equivalentes en una tabla de dos columnas. Por ejemplo, saben que 1 pie es 12 veces más largo que 1 pulgada. Expresan la longitud de una culebra de 4 pies como 48 pulgadas. Generan una tabla de conversión para pies y pulgadas con una lista de pares de números (1, 12), (2, 24), (3, 36), … Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Reconocer la medida de un ángulo como una suma. Cuando un ángulo se descompone en partes que no se superponen, la medida del ángulo entero es la suma de las medidas de los ángulos de las partes. Resolver problemas de suma y resta para hallar ángulos desconocidos en problemas de la vida diaria y en problemas matemáticos, por ej., usando una ecuación con un símbolo para la medida desconocida del ángulo. Reconocen la medida de un ángulo como una suma. Cuando un ángulo se descompone en partes que no se superponen, la medida del ángulo entero es la suma de las medidas de los ángulos de las partes. Resuelven problemas de suma y resta para encontrar ángulos desconocidos en problemas del mundo real y en problemas matemáticos, por ejemplo, al usar una ecuación con un símbolo para la medida desconocida del ángulo. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Dibujar puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos) y rectas perpendiculares y paralelas. Identificar estos elementos en las figuras bidimensionales. Dibujan puntos, rectas, segmentos de rectas, semirrectas, ángulos (rectos, agudos, obtusos), y rectas perpendiculares y paralelas. Identifican estos elementos en las figuras bidimensionales. Resuelven problemas verbales sobre sumas y restas de fracciones relacionados a un mismo entero y con el mismo denominador, por ejemplo, utilizando modelos visuales de fracciones y ecuaciones para representar el problema. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor. Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Sumar y restar con fluidez los números enteros no negativos con múltiples dígitos utilizando el algoritmo convencional. Suman y restan con fluidez los números enteros con dígitos múltiples utilizando el algoritmo convencional. 

         Topic 17: Step Up to Grade 5
         
            17_01: The Distributive Property
            
               Develop the Concept: Visual
               
                  The Distributive Property: Visual Learning
                    Curriculum Standards: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1?100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1_100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1Ð100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Hallar el máximo común divisor de dos números enteros no negativos menores que o iguales a 100, y hallar el mínimo común múltiplo de dos números enteros no negativos menores que o iguales a 12. Utilizar la propiedad distributiva para expresar la suma de dos números enteros entre 1 y 100 que tienen un factor común como un múltiplo de la suma de dos números enteros que no tienen un factor común. Por ejemplo, expresar 36 + 8 como 4(9 +2). Hallar el máximo común divisor de dos números enteros no negativos menores que o iguales a 100, y hallar el mínimo común múltiplo de dos números enteros no negativos menores que o iguales a 12. Utilizar la propiedad distributiva para expresar la suma de dos números enteros entre 1 y 100 que tienen un factor común como un múltiplo de la suma de dos números enteros que no tienen un factor común. Por ejemplo, expresar 36 + 8 como 4(9 +2). 

            17_02: Using Variables to Write Expressions
            
               Develop the Concept: Visual
               
                  Using Variables to Write Expressions: Visual Learning
                    Curriculum Standards: Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y Write, read, and evaluate expressions in which letters stand for numbers. Write expressions that record operations with numbers and with letters standing for numbers. Write, read, and evaluate expressions in which letters stand for numbers. Write expressions that record operations with numbers and with letters standing for numbers. Escribir expresiones que representan operaciones mediante números y letras que simbolizan números. Por ejemplo, expresar el cálculo “Restar y de 5” como 5 - y. Escribir, leer y evaluar expresiones en las que las letras representan números. Escribir expresiones que representan operaciones mediante números y letras que simbolizan números. Por ejemplo, expresar el cálculo “Restar y de 5” como 5 - y. 

            17_03: Using Patterns to Divide
            
               Develop the Concept: Visual
               
                  Using Patterns to Divide: Visual Learning
                    Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar números enteros no negativos como cocientes de números enteros no negativos con dividendos de hasta cuatro dígitos y divisores de dos dígitos, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y modelos de área. Hallan números enteros como cocientes de números enteros con dividendos de hasta cuatro dígitos y divisores de dos dígitos, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones, y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares y modelos de área. 

            17_04: Connecting Decimal and Whole Number Numeration
            
               Develop the Concept: Visual
               
                  Connecting Decimal and Whole Number Numeration: Visual Learning
                    Curriculum Standards: Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Leer, escribir y comparar números decimales hasta las milésimas. Comparar dos números decimales hasta las milésimas en base al significado de los dígitos en cada lugar, utilizando los símbolos >, = y < para anotar los resultados de las comparaciones. Comparan dos decimales hasta las milésimas basándose en el valor de los dígitos en cada lugar, utilizando los símbolos >, = y < para anotar los resultados de las comparaciones. 

            17_05: Rounding Decimals
            
               Develop the Concept: Visual
               
                  Rounding Whole Numbers and Decimals: Visual Learning
                    Curriculum Standards: Use place value understanding to round decimals to any place. Use place value understanding to round decimals to any place. Use place value understanding to round decimals to any place. Utilizar la comprensión del valor de posición para redondear números decimales a cualquier lugar de redondeo. Utilizan el entendimiento del valor de posición para redondear decimales a cualquier lugar. 

            17_06: Estimating Quotients with 2-Digit Divisors
            
               Develop the Concept: Visual
               
                  Estimating Quotients with 2-Digit Divisors: Visual Learning
                    Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Hallar números enteros no negativos como cocientes de números enteros no negativos con dividendos de hasta cuatro dígitos y divisores de dos dígitos, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y la relación entre la multiplicación y la división. Ilustrar y explicar el cálculo utilizando ecuaciones, matrices rectangulares y modelos de área. Hallan números enteros como cocientes de números enteros con dividendos de hasta cuatro dígitos y divisores de dos dígitos, utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones, y/o la relación entre la multiplicación y la división. Ilustran y explican el cálculo utilizando ecuaciones, matrices rectangulares y modelos de área. 

            17_07: Modeling Addition and Subtraction of Decimals
            
               Develop the Concept: Visual
               
                  Modeling Addition and Subtraction of Decimals: Visual Learning
                    Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Sumar, restar, multiplicar y dividir números decimales hasta las centésimas utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y la relación entre la suma y la resta; relacionar la estrategia a algún método escrito y explicar el razonamiento empleado. Suman, restan, multiplican, y dividen decimales hasta las centésimas utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y la relación entre la suma y la resta; relacionan la estrategia a algún método escrito y explican el razonamiento empleado. 

            17_08: Relating Division to Multiplication of Fractions
            
               Develop the Concept: Visual
               
                  Dividing Whole Numbers by Unit Fractions: Visual Learning
                    Curriculum Standards: Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ 1/5 , and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 x (1/5) = 4. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ 1/5 , and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 x (1/5) = 4. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 … 1/5 , and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 … (1/5 ) = 20 because 20 x (1/5 ) = 4. Aplicar y ampliar los conocimientos previos sobre la división para dividir fracciones unitarias por números enteros no negativos y números enteros no negativos por fracciones unitarias. Interpretar la división de un número entero no negativo por una fracción unitaria y calcular este tipo de cocientes. Por ejemplo, inventar un contexto para 4 ÷ (1/5), y utilizar un modelo visual de fracciones para expresar el cociente. Utilizar la relación entre la multiplicación y la división para explicar que 4 ÷ (1/5) =20 porque 20 ×(1/5)= 4. Interpretan la división de un número entero entre una fracción unitaria y calculan sus cocientes. Por ejemplo, crean en el contexto de un cuento 4 ÷ (1/5), y utilizan un modelo visual de fracciones para expresar el cociente. Utilizan la relación entre la multiplicación y la división para explicar que 4 ÷ (1/5) =20 porque 20 ×(1/5)= 4. 

            17_09: Multiplying Fractions and Whole Numbers
            
               Develop the Concept: Visual
               
                  Multiplying Fractions and Whole Numbers: Visual Learning
                    Curriculum Standards: Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product a/b x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product a/b x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q … b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x ( 4/5) = 8/15. (In general, (a/b) x (c/d ) = ac/bd.) Aplicar y ampliar los conocimientos previos sobre la multiplicación para multiplicar una fracción o un número entero por una fracción. Interpretar el producto (a/b) × q como a partes de la repartición de q en partes iguales de b; de manera equivalente, como el resultado de la secuencia de operaciones a × q ÷ b. Por ejemplo, emplear un modelo visual de fracciones para representar (2/3) × 4 = 8/3, e inventar un contexto para esta ecuación. Hacer lo mismo con (2/3) ×(4/5) = 8/15. (En general, (a/b) ×(c/d) = ac/bd). Interpretan el producto (a/b) × q como tantas partes a de la repartición de q en partes iguales de b; de manera equivalente, como el resultado de la secuencia de operaciones a × q ÷ b. Por ejemplo, al emplear un modelo visual de fracciones para representar (2/3) × 4 = 8/3, y crear un contexto para esta ecuación. Hacen lo mismo con (2/3) × (4/5) = 8/15. (En general, (a /b) × (c /d) = ac/bd). 

            17_10: Volume
            
               Develop the Concept: Visual
               
                  Volume: Visual Learning
                    Curriculum Standards: Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold wholenumber products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold wholenumber products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold wholenumber products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Apply the formulas V = l x w x h and V = b x h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. Relacionar el volumen con las operaciones de multiplicación y suma para resolver problemas matemáticos y de la vida diaria relativos al volumen. Hallar el volumen de un prisma rectangular recto con lados que se miden en números enteros no negativos, llenando el prisma con unidades cúbicas, y demostrar que el volumen es el mismo que se hallaría multiplicando la altura por el área de la base. Representar tres veces el producto de un número entero no negativo como un volumen, por ej., para representar la propiedad asociativa de la multiplicación. Relacionar el volumen con las operaciones de multiplicación y suma para resolver problemas matemáticos y de la vida diaria relativos al volumen. Aplicar las fórmulas V = l × a × h   y   V = b × h de los prismas rectangulares para hallar los volúmenes de prismas rectangulares rectos cuyos lados se miden en números enteros no negativos, en el contexto de resolver problemas matemáticos y de la vida diaria. Hallan el volumen de un prisma rectangular recto con lados que se miden en números enteros, llenando el prisma con unidades cúbicas, y demostrando que el volumen es el mismo que se hallaría multiplicando la altura por el área de la base. Representan tres veces el producto de un número entero como un volumen, por ejemplo, para representar la propiedad asociativa de la multiplicación. Aplican las fórmulas V = l × a × h y V = b × h de los prismas rectangulares para hallar los volúmenes de prismas rectangulares rectos cuyos lados se miden en números enteros, en el contexto de resolver problemas matemáticos y del mundo real. Apply the formulas V = l x w x h and V = b x h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. 

         Grade 4: Next Generation Assessment Practice Test

         Teacher Resources Container
         
            Printable Grade 4 Online Placement Test
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              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            03-02: Printable Digital Quick Check
              Intended Role: Instructor

            03-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            03-03: Printable Digital Quick Check
              Intended Role: Instructor

            03-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            03-04: Printable Digital Quick Check
              Intended Role: Instructor

            03-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            03-05: Printable Digital Quick Check
              Intended Role: Instructor

            03-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            03-06: Printable Digital Quick Check
              Intended Role: Instructor

            03-06: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 03: Printable Online Topic Test
              Intended Role: Instructor

            Topic 03: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 03: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 03: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 04: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 04: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Vocabulary Cards
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            04-01: Printable Digital Quick Check
              Intended Role: Instructor

            04-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            04-02: Printable Digital Quick Check
              Intended Role: Instructor

            04-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            04-03: Printable Digital Quick Check
              Intended Role: Instructor

            04-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            04-04: Printable Digital Quick Check
              Intended Role: Instructor

            04-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            04-05: Printable Digital Quick Check
              Intended Role: Instructor

            04-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            04-06: Printable Digital Quick Check
              Intended Role: Instructor

            04-06: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 04: Printable Online Topic Test
              Intended Role: Instructor

            Topic 04: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 04: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 04: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Grade 4: Topics 01-04: Benchmark Test
              Intended Role: Instructor

            Printable Online Topics 01-04: Benchmark Test
              Intended Role: Instructor

            Online Topics 01-04: Benchmark Test: Answer Key
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 05: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 05: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Vocabulary Cards
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            05-01: Printable Digital Quick Check
              Intended Role: Instructor

            05-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            05-02: Printable Digital Quick Check
              Intended Role: Instructor

            05-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            05-03: Printable Digital Quick Check
              Intended Role: Instructor

            05-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            05-04: Printable Digital Quick Check
              Intended Role: Instructor

            05-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            05-05: Printable Digital Quick Check
              Intended Role: Instructor

            05-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            05-06: Printable Digital Quick Check
              Intended Role: Instructor

            05-06: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 05: Printable Online Topic Test
              Intended Role: Instructor

            Topic 05: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 05: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 05: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 06: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 06: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            06-01: Printable Digital Quick Check
              Intended Role: Instructor

            06-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            06-02: Printable Digital Quick Check
              Intended Role: Instructor

            06-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            06-03: Printable Digital Quick Check
              Intended Role: Instructor

            06-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            06-04: Printable Digital Quick Check
              Intended Role: Instructor

            06-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            06-05: Printable Digital Quick Check
              Intended Role: Instructor

            06-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            06-06: Printable Digital Quick Check
              Intended Role: Instructor

            06-06: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 06: Printable Online Topic Test
              Intended Role: Instructor

            Topic 06: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 06: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 06: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 07: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 07: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Vocabulary Cards
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            07-01: Printable Digital Quick Check
              Intended Role: Instructor

            07-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            07-02: Printable Digital Quick Check
              Intended Role: Instructor

            07-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            07-03: Printable Digital Quick Check
              Intended Role: Instructor

            07-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            07-04: Printable Digital Quick Check
              Intended Role: Instructor

            07-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            07-05: Printable Digital Quick Check
              Intended Role: Instructor

            07-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 07: Printable Online Topic Test
              Intended Role: Instructor

            Topic 07: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 07: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 07: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 08: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 08: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            08-01: Printable Digital Quick Check
              Intended Role: Instructor

            08-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            08-02: Printable Digital Quick Check
              Intended Role: Instructor

            08-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            08-03: Printable Digital Quick Check
              Intended Role: Instructor

            08-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            08-04: Printable Digital Quick Check
              Intended Role: Instructor

            08-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            08-05: Printable Digital Quick Check
              Intended Role: Instructor

            08-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 08: Printable Online Topic Test
              Intended Role: Instructor

            Topic 08: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 08: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 08: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Grade 4: Topics 05-08: Benchmark Test
              Intended Role: Instructor

            Printable Online Topics 05-08: Benchmark Test
              Intended Role: Instructor

            Online Topics 05-08: Benchmark Test: Answer Key
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 09: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 09: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Vocabulary Cards
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            09-01: Printable Digital Quick Check
              Intended Role: Instructor

            09-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            09-02: Printable Digital Quick Check
              Intended Role: Instructor

            09-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            09-03: Printable Digital Quick Check
              Intended Role: Instructor

            09-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            09-04: Printable Digital Quick Check
              Intended Role: Instructor

            09-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            09-05: Printable Digital Quick Check
              Intended Role: Instructor

            09-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            09-06: Printable Digital Quick Check
              Intended Role: Instructor

            09-06: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 09: Printable Online Topic Test
              Intended Role: Instructor

            Topic 09: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 09: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 09: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 10: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 10: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Division as Repeated Subtraction
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            10-01: Printable Digital Quick Check
              Intended Role: Instructor

            10-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            10-02: Printable Digital Quick Check
              Intended Role: Instructor

            10-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            10-03: Printable Digital Quick Check
              Intended Role: Instructor

            10-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            10-04: Printable Digital Quick Check
              Intended Role: Instructor

            10-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            10-05: Printable Digital Quick Check
              Intended Role: Instructor

            10-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            10-06: Printable Digital Quick Check
              Intended Role: Instructor

            10-06: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            10-07: Printable Digital Quick Check
              Intended Role: Instructor

            10-07: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 10: Printable Online Topic Test
              Intended Role: Instructor

            Topic 10: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 10: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 10: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 11: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 11: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Vocabulary Cards
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            11-01: Printable Digital Quick Check
              Intended Role: Instructor

            11-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            11-02: Printable Digital Quick Check
              Intended Role: Instructor

            11-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            11-03: Printable Digital Quick Check
              Intended Role: Instructor

            11-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            11-04: Printable Digital Quick Check
              Intended Role: Instructor

            11-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            11-05: Printable Digital Quick Check
              Intended Role: Instructor

            11-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            11-06: Printable Digital Quick Check
              Intended Role: Instructor

            11-06: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            11-07: Printable Digital Quick Check
              Intended Role: Instructor

            11-07: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            11-08: Printable Digital Quick Check
              Intended Role: Instructor

            11-08: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 11: Printable Online Topic Test
              Intended Role: Instructor

            Topic 11: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 11: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 11: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 12: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 12: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Vocabulary Cards
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            12-01: Printable Digital Quick Check
              Intended Role: Instructor

            12-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            12-02: Printable Digital Quick Check
              Intended Role: Instructor

            12-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            12-03: Printable Digital Quick Check
              Intended Role: Instructor

            12-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            12-04: Printable Digital Quick Check
              Intended Role: Instructor

            12-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            12-05: Printable Digital Quick Check
              Intended Role: Instructor

            12-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            12-06: Printable Digital Quick Check
              Intended Role: Instructor

            12-06: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            12-07: Printable Digital Quick Check
              Intended Role: Instructor

            12-07: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            12-08: Printable Digital Quick Check
              Intended Role: Instructor

            12-08: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            12-09: Printable Digital Quick Check
              Intended Role: Instructor

            12-09: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            12-10: Printable Digital Quick Check
              Intended Role: Instructor

            12-10: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            12-11: Printable Digital Quick Check
              Intended Role: Instructor

            12-11: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 12: Printable Online Topic Test
              Intended Role: Instructor

            Topic 12: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 12: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 12: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Grade 4: Topics 09-12: Benchmark Test
              Intended Role: Instructor

            Printable Online Topics 09-12: Benchmark Test
              Intended Role: Instructor

            Online Topics 09-12: Benchmark Test: Answer Key
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 13: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 13: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Vocabulary Cards
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            13-01: Printable Digital Quick Check
              Intended Role: Instructor

            13-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            13-02: Printable Digital Quick Check
              Intended Role: Instructor

            13-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            13-03: Printable Digital Quick Check
              Intended Role: Instructor

            13-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            13-04: Printable Digital Quick Check
              Intended Role: Instructor

            13-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            13-05: Printable Digital Quick Check
              Intended Role: Instructor

            13-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            13-06: Printable Digital Quick Check
              Intended Role: Instructor

            13-06: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            13-07: Printable Digital Quick Check
              Intended Role: Instructor

            13-07: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            13-08: Printable Digital Quick Check
              Intended Role: Instructor

            13-08: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            13-09: Printable Digital Quick Check
              Intended Role: Instructor

            13-09: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            13-10: Printable Digital Quick Check
              Intended Role: Instructor

            13-10: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 13: Printable Online Topic Test
              Intended Role: Instructor

            Topic 13: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 13: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 13: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 14: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 14: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Vocabulary Cards
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            14-01: Printable Digital Quick Check
              Intended Role: Instructor

            14-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            14-02: Printable Digital Quick Check
              Intended Role: Instructor

            14-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            14-03: Printable Digital Quick Check
              Intended Role: Instructor

            14-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            14-04: Printable Digital Quick Check
              Intended Role: Instructor

            14-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            14-05: Printable Digital Quick Check
              Intended Role: Instructor

            14-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            14-06: Printable Digital Quick Check
              Intended Role: Instructor

            14-06: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            14-07: Printable Digital Quick Check
              Intended Role: Instructor

            14-07: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            14-08: Printable Digital Quick Check
              Intended Role: Instructor

            14-08: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            14-09: Printable Digital Quick Check
              Intended Role: Instructor

            14-09: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            14-10: Printable Digital Quick Check
              Intended Role: Instructor

            14-10: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            14-11: Printable Digital Quick Check
              Intended Role: Instructor

            14-11: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 14: Printable Online Topic Test
              Intended Role: Instructor

            Topic 14: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 14: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 14: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 15: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 15: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Vocabulary Cards
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            15-01: Printable Digital Quick Check
              Intended Role: Instructor

            15-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            15-02: Printable Digital Quick Check
              Intended Role: Instructor

            15-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            15-03: Printable Digital Quick Check
              Intended Role: Instructor

            15-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            15-04: Printable Digital Quick Check
              Intended Role: Instructor

            15-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            15-05: Printable Digital Quick Check
              Intended Role: Instructor

            15-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            15-06: Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            15-06: Printable Digital Quick Check
              Intended Role: Instructor

            15-06: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 15: Printable Online Topic Test
              Intended Role: Instructor

            Topic 15: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 15: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 15: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 16: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 16: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Vocabulary Cards
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            16-01: Printable Digital Quick Check
              Intended Role: Instructor

            16-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            16-02: Printable Digital Quick Check
              Intended Role: Instructor

            16-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            16-03: Printable Digital Quick Check
              Intended Role: Instructor

            16-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            16-04: Printable Digital Quick Check
              Intended Role: Instructor

            16-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            16-05: Printable Digital Quick Check
              Intended Role: Instructor

            16-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            16-06: Printable Digital Quick Check
              Intended Role: Instructor

            16-06: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            16-07: Printable Digital Quick Check
              Intended Role: Instructor

            16-07: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            16-08: Printable Digital Quick Check
              Intended Role: Instructor

            16-08: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            16-09: Printable Digital Quick Check
              Intended Role: Instructor

            16-09: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            16-10: Printable Digital Quick Check
              Intended Role: Instructor

            16-10: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            16-11: Printable Digital Quick Check
              Intended Role: Instructor

            16-11: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 16: Printable Online Topic Test
              Intended Role: Instructor

            Topic 16: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 16: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 16: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Grade 4: Topics 13-16: Benchmark Test
              Intended Role: Instructor

            Printable Online Topics 13-16: Benchmark Test
              Intended Role: Instructor

            Online Topics 13-16: Benchmark Test: Answer Key
              Intended Role: Instructor

            Printable Online End of Year Test
              Intended Role: Instructor

            Online End of Year Test: Answer Key
              Intended Role: Instructor

            Math Diagnosis and Intervention System 2.0
              Intended Role: Instructor

            Online 3/4-Year Practice Performance Tasks
              Intended Role: Instructor

            Grade 4: Printable Next Generation Assessment Practice Test
              Intended Role: Instructor

            Grade 4: Next Generation Assessment Practice Test: Answer Key
              Intended Role: Instructor

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            Student Edition: Grade 4

            Teacher Edition: Grade 4