|
Number Sense | Algebra and Functions | Measurement
and Geometry | Statistics, Data Analysis, and
Probability | Mathematical Reasoning
Topics marked by yellow are accessible from the Demo. You need to become a subscribing Member to access other lessons. Below are the eTAP lessons covering each standard. Click on the eTAP lesson for access to the Q/A & video. |
| |
Outside Link |
Number Sense
1.0 Students understand the place value of
whole numbers and decimals to two decimal places and how whole numbers and
decimals relate to simple fractions. Students use the concepts of negative
numbers: |
| 1.1 |
Read and write whole numbers in the millions. |
Read and Write Whole Numbers in the Millions |
| http://www.teachingandlearningresources
.co.uk/numbers.shtml |
| 1.2 |
Order and compare whole numbers and decimals to
two decimal places. |
Order and Compare Whole Numbers and Decimals |
| http://www.eduplace.com/math/mhm/4/08/ |
| 1.3 |
Round whole numbers through the millions to the
nearest ten, hundred, thousand, ten thousand, or hundred thousand. |
Round off Whole Numbers |
| |
| 1.4 |
Decide when a rounded solution is called for and
explain why such a solution may be appropriate. |
Round off Whole Numbers |
| http://www.mathsisfun.com/rounding-numbers.html |
| 1.5 |
Explain different interpretations of fractions,
for example, parts of a whole, parts of a set, and division of whole numbers
by whole numbers; explain equivalents of fractions (see Standard 4.0). |
Write the Fraction Represented by a Drawing |
| http://illuminations.nctm.org/ActivityDetail.aspx?ID=11 |
| 1.6 |
Write tenths and hundredths in decimal and
fraction notations and know the fraction and decimal equivalents for halves
and fourths (e.g., 1/2 = 0.5 or .50; 7/4 = 1 3/4 = 1.75). |
Write Tenths and Hundredths in Decimal and Fraction Notations |
| http://aaamath.com/B/g4_37ax2.htm |
| 1.7 |
Write the fraction represented by a drawing of
parts of a figure; represent a given fraction by using drawings; and relate
a fraction to a simple decimal on a number line. |
Write the Fraction Represented by a Drawing |
| http://www.visualfractions.com/ |
| 1.8 |
Use concepts of negative numbers (e.g., on a
number line, in counting, in temperature, in "owing"). |
Use Concepts of Negative Numbers |
http://www.bbc.co.uk/skillswise/numbers/wh
olenumbers/whatarenumbers/negativenumbers/ |
| 1.9 |
Identify on a number line the relative position
of positive fractions, positive mixed numbers, and positive decimals to two
decimal places. |
Decimals, Fractions, Mixed Numbers, and
Positive and Negative Integers on the Number Line |
| http://www.gomath.com/htdocs/lesson/decimal_lesson1.htm |
| 2.0 Students extend their use and understanding of
whole numbers to the addition and subtraction of simple decimals: |
| 2.1 |
Estimate and compute the sum or difference of
whole numbers and positive decimals to two places. |
Addition and Subtraction of Decimals
Addition and Subtraction of Numbers |
| http://www.lessontutor.com/lw_decimals4.html |
| 2.2 |
Round two-place decimals to one decimal or the
nearest whole number and judge the reasonableness of the rounded answer. |
Round off Decimals |
http://teachingtreasures.com.au/maths/decimal
sk-3/rounding-decimals2-3.htm |
| 3.0 Students solve problems involving addition,
subtraction, multiplication, and division of whole numbers and understand the
relationships among the operations: |
| 3.1 |
Demonstrate an understanding of, and the ability
to use, standard algorithms for the addition and subtraction of multidigit
numbers. |
Addition and Subtraction of Numbers |
| http://www.eduplace.com/kids/mw/practice/2/ep2_04.html |
| 3.2 |
Demonstrate an understanding of, and the ability
to use, standard algorithms for multiplying a multidigit number by a
two-digit number and for dividing a multidigit number by a one-digit number;
use relationships between them to simplify computations and to check
results. |
Multiplying Multi-digit Numbers |
| http://www.eduplace.com/kids/mw/practice/4/ep4_03.html |
| 3.3 |
Solve problems involving multiplication of
multidigit numbers by two-digit numbers. |
Multiplying Multi-digit Numbers |
| http://www.eduplace.com/kids/mw/practice/4/ep4_03.html |
| 3.4 |
Solve problems involving division of multidigit
numbers by one-digit numbers. |
Dividing Multi-digit Numbers by One-Digit Numbers |
| http://www.eduplace.com/kids/mw/practice/4/ep4_04.html |
| 4.0 Students know how to factor small whole numbers: |
| 4.1 |
Understand that many whole numbers break down in
different ways
(e.g., 12 = 4 x 3 = 2 x 6 = 2 x 2 x 3). |
Factoring Simple Whole Numbers |
| http://www.purplemath.com/modules/fctnumq.htm |
| 4.2 |
Know that numbers such as 2, 3, 5, 7, and 11 do
not have any factors except 1 and themselves and that such numbers are
called prime numbers. |
Factoring Prime Numbers |
| http://www.purplemath.com/modules/factnumb.htm |
Algebra and Functions (top)
1.0 Students use and interpret variables, mathematical
symbols, and properties to write and simplify expressions and sentences: |
| 1.1 |
Use letters, boxes, or other symbols to stand
for any number in simple expressions or equations (e.g., demonstrate an
understanding and the use of the concept of a variable). |
Expressing More Relationships Between Numbers |
| http://en.wikipedia.org/wiki/Table_of_mathematical_symbols |
| 1.2 |
Interpret and evaluate mathematical expressions
that now use parentheses. |
Solving Equations Using Several Operations |
| http://www.purplemath.com/modules/solvelin3.htm |
| 1.3 |
Use parentheses to indicate which operation to
perform first when writing expressions containing more than two terms and
different operations. |
Solving Equations Using Several Operations |
| http://www.purplemath.com/modules/solvelin3.htm |
| 1.4 |
Use and interpret formulas (e.g., area = length
x width or A = lw) to answer questions about quantities and their
relationships. |
Geometric Formulas |
| http://www.purplemath.com/modules/geoform.htm |
| 1.5 |
Understand that an equation such as
y = 3x + 5
is a prescription for determining a second number when a first number is
given. |
Basic Equations |
| http://www2.scc-fl.edu/rrapalje/Basic-Equation-Solving.htm |
| 2.0 Students know how to manipulate equations: |
| 2.1 |
Know and understand that equals added to equals
are equal. |
Basic Operations |
| http://regentsprep.org/Regents/math/solveq/LSolvEq.htm |
| 2.2 |
Know and understand that equals multiplied by
equals are equal. |
Solving Equations by Multiplication and Division |
| http://regentsprep.org/Regents/math/solveq/LSolvEq.htm |
Measurement and Geometry (top)
1.0 Students understand perimeter and area: |
| 1.1 |
Measure the area of rectangular shapes by using
appropriate units, such as square centimeter (cm2), square meter
(m2), square kilometer (km2), square inch (in2),
square yard (yd2), or square mile (mi2) |
Area Formulas
Measuring by Covering |
| http://www.mathleague.com/help/geometry/area.htm#areaofarectangle |
| 1.2 |
Recognize that rectangles that have the same
area can have different perimeters. |
Area Formulas |
| 1.3 |
Understand that rectangles that have the same
perimeter can have different areas. |
Perimeter Formulas
Area Formulas |
| |
| 1.4 |
Understand and use formulas to solve problems
involving perimeters and areas of rectangles and squares. Use those formulas
to find the areas of more complex figures by dividing the figures into basic
shapes |
Perimeter Formulas
Area Formulas |
| http://www.mathgoodies.com/lessons/vol1/perimeter.html |
| 2.0 Students use two-dimensional coordinate grids to
represent points and graph lines and simple figures: |
| 2.1 |
Draw the points corresponding to linear
relationships on graph paper (e.g., draw 10 points on the graph of the
equation y = 3x and connect them by using a straight line). |
Functions as Graphs in the Coordinate System |
http://www.regentsprep.org/Regents/
math/math-topic.cfm?TopicCode=glines |
| 2.2 |
Understand that the length of a horizontal line
segment equals the difference of the x-coordinates. |
Distance Calculations |
| http://www.regentsprep.org/Regents/math/math-topic.cfm?TopicCode=distance |
| 2.3 |
Understand that the length of a vertical line
segment equals the difference of the y-coordinates. |
Distance Calculations |
| http://www.regentsprep.org/Regents/math/math-topic.cfm?TopicCode=distance |
| 3.0 Students demonstrate an understanding of plane and
solid geometric objects and use this knowledge to show relationships and solve
problems: |
| 3.1 |
Identify lines that are parallel and
perpendicular. |
Definitions |
| http://library.thinkquest.org/2647/geometry/glossary.htm |
| 3.2 |
Identify the radius and diameter of a circle. |
Curved Figures |
| http://www.coolmath.com/reference/circles-geometry.html |
| 3.3 |
Identify congruent figures. |
Expressing Relationships Between Figures |
| http://www.ies.co.jp/math/java/geo/congruent.html |
| 3.4 |
Identify figures that have bilateral and
rotational symmetry. |
Symmetry |
| http://en.wikipedia.org/wiki/Reflection_symmetry |
| 3.5 |
Know the definitions of a right angle, an acute
angle, and an obtuse angle. Understand that 90°, 180°, 270°, and 360° are
associated, respectively, with 1/4, 1/2, 3/4, and full turns. |
Recognizing Figures |
| http://www.mccc.edu/~kelld/page1400.html |
| 3.6 |
Visualize, describe, and make models of
geometric solids (e.g., prisms, pyramids) in terms of the number and shape
of faces, edges, and vertices; interpret two-dimensional representations of
three-dimensional objects; and draw patterns (of faces) for a solid that,
when cut and folded, will make a model of the solid. |
Put Shapes Together and Take Them Apart |
| http://www.mathsnet.net/geometry/solid/index.html |
| 3.7 |
Know the definitions of different triangles
(e.g., equilateral, isosceles, scalene) and identify their attributes. |
Recognizing Figures |
| http://www.factmonster.com/ipka/A0876325.html |
| 3.8 |
Know the definition of different quadrilaterals
(e.g., rhombus, square, rectangle, parallelogram, trapezoid). |
Recognizing Figures |
| http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=quad |
Statistics, Data Analysis,
and Probability (top)
1.0 Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings: |
| 1.1 |
Formulate survey questions; systematically
collect and represent data on a number line; and coordinate graphs, tables,
and charts |
Graphs
What are Statistics? |
| http://www.twingroves.district96.k12.il.us/ScienceInternet/ChartsGraphs.html |
| 1.2 |
Identify the mode(s) for sets of categorical
data and the mode(s), median, and any apparent outliers for numerical data
sets. |
Data Calculations |
| http://www.mathgoodies.com/lessons/vol8/mode.html |
| 1.3 |
Interpret one-and two-variable data graphs to
answer questions about a situation. |
Graphs |
| http://nces.ed.gov/nceskids/createagraph/default.aspx |
| 2.0 Students make predictions for simple probability
situations: |
| 2.1 |
Represent all possible outcomes for a simple
probability situation in an organized way (e.g., tables, grids, tree
diagrams). |
Data Calculations |
| |
| 2.2 |
Express outcomes of experimental probability
situations verbally and numerically (e.g., 3 out of 4; 3 /4). |
What are Statistics? |
| http://www.shodor.org/interactivate/activities/ExpProbability/?version=1.6.0-oem&browser=MSIE&vendor=Sun_Microsystems_Inc. |
Mathematical Reasoning (top)
1.0 Students make decisions about how to approach
problems: |
| 1.1 |
Analyze problems by identifying relationships,
distinguishing relevant from irrelevant information, sequencing and
prioritizing information, and observing patterns. |
|
| http://www.learner.org/teacherslab/math/patterns/ |
| 1.2 |
Determine when and how to break a problem into
simpler parts. |
|
| |
| 2.0 Students use strategies, skills, and concepts in
finding solutions: |
| 2.1 |
Use estimation to verify the reasonableness of
calculated results. |
|
| http://www.aaaknow.com/est.htm |
| 2.2 |
Apply strategies and results from simpler
problems to more complex problems. |
|
| |
| 2.3 |
Use a variety of methods, such as words,
numbers, symbols, charts, graphs, tables, diagrams, and models, to explain
mathematical reasoning. |
|
| |
| 2.4 |
Express the solution clearly and logically by
using the appropriate mathematical notation and terms and clear language;
support solutions with evidence in both verbal and symbolic work. |
|
| |
| 2.5 |
Indicate the relative advantages of exact and
approximate solutions to problems and give answers to a specified degree of
accuracy. |
|
| |
| 2.6 |
Make precise calculations and check the validity
of the results from the context of the problem. |
|
| |
| 3.0 Students move beyond a particular problem by
generalizing to other situations: |
| 3.1 |
Evaluate the reasonableness of the solution in
the context of the original situation. |
|
| 3.2 |
Note the method of deriving the solution and
demonstrate a conceptual understanding of the derivation by solving similar
problems. |
|
| 3.3 |
Develop generalizations of the results obtained
and apply them in other circumstances. |
|
