| (G) 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;
(H) determine the number of objects in each group when
a set of objects is partitioned into equal shares or a set of objects
is shared equally;
(I) determine if a number is even or odd using divisibility
rules;
(J) determine a quotient using the relationship between
multiplication and division; and
(K) solve one-step and two-step problems involving
multiplication and division within 100 using strategies based on objects;
pictorial models, including arrays, area models, and equal groups;
properties of operations; or recall of facts.
(5) Algebraic reasoning. The student applies mathematical
process standards to analyze and create patterns and relationships.
The student is expected to:
(A) represent one- and two-step problems involving
addition and subtraction of whole numbers to 1,000 using pictorial
models, number lines, and equations;
(B) represent and solve one- and two-step multiplication
and division problems within 100 using arrays, strip diagrams, and
equations;
(C) describe a multiplication expression as a comparison
such as 3 x 24 represents 3 times as much as 24;
(D) 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; and
(E) represent real-world relationships using number
pairs in a table and verbal descriptions.
(6) Geometry and measurement. The student applies mathematical
process standards to analyze attributes of two-dimensional geometric
figures to develop generalizations about their properties. The student
is expected to:
(A) classify and sort two- and three-dimensional figures,
including cones, cylinders, spheres, triangular and rectangular prisms,
and cubes, based on attributes using formal geometric language;
(B) 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;
(C) 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;
(D) decompose composite figures formed by rectangles
into non-overlapping rectangles to determine the area of the original
figure using the additive property of area; and
(E) decompose two congruent two-dimensional figures
into parts with equal areas and express the area of each part as a
unit fraction of the whole and recognize that equal shares of identical
wholes need not have the same shape.
(7) Geometry and measurement. The student applies mathematical
process standards to select appropriate units, strategies, and tools
to solve problems involving customary and metric measurement. The
student is expected to:
(A) represent fractions of halves, fourths, and eighths
as distances from zero on a number line;
(B) determine the perimeter of a polygon or a missing
length when given perimeter and remaining side lengths in problems;
(C) determine the solutions to problems involving addition
and subtraction of time intervals in minutes using pictorial models
or tools such as a 15-minute event plus a 30-minute event equals 45
minutes;
(D) determine when it is appropriate to use measurements
of liquid volume (capacity) or weight; and
(E) determine liquid volume (capacity) or weight using
appropriate units and tools.
(8) Data analysis. The student applies mathematical
process standards to solve problems by collecting, organizing, displaying,
and interpreting data. The student is expected to:
(A) summarize a data set with multiple categories using
a frequency table, dot plot, pictograph, or bar graph with scaled
intervals; and
(B) solve one- and two-step problems using categorical
data represented with a frequency table, dot plot, pictograph, or
bar graph with scaled intervals.
(9) Personal financial literacy. The student applies
mathematical process standards to manage one's financial resources
effectively for lifetime financial security. The student is expected
to:
(A) explain the connection between human capital/labor
and income;
(B) describe the relationship between the availability
or scarcity of resources and how that impacts cost;
(C) identify the costs and benefits of planned and
unplanned spending decisions;
(D) explain that credit is used when wants or needs
exceed the ability to pay and that it is the borrower's responsibility
to pay it back to the lender, usually with interest;
(E) list reasons to save and explain the benefit of
a savings plan, including for college; and
(F) identify decisions involving income, spending,
saving, credit, and charitable giving.
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