Curriculum

#### Description:

This is an example of how to use the Currikulum Builder to collaboratively create and edit a learning standards frameworks.

#### Subjects:

• Mathematics > General

• K
• Pre-K

English

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#### MA.3-4.4.N.1: Mathematics

Exhibit an understanding of the base ten number system by reading, modeling, writing, and interpreting whole numbers to at least 100,000; demonstrating an understanding of the values of the digits; and comparing and ordering the numbers.

#### MA.3-4.4.N.2: Mathematics

Represent, order, and compare large numbers (to at least 100,000) using various forms, including expanded notation, e.g., 853 = 8 x 100 + 5 x 10 + 3.

#### MA.3-4.4.N.3: Mathematics

Demonstrate an understanding of fractions as parts of unit wholes, as parts of a collection, and as locations on the number line.

#### MA.3-4.4.N.4: Mathematics

Select, use, and explain models to relate common fractions and mixed numbers (1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, 1/12, and 1-1/2), find equivalent fractions, mixed numbers, and decimals, and order fractions.

#### MA.3-4.4.N.5: Mathematics

Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths).

#### MA.3-4.4.N.6: Mathematics

Exhibit an understanding of the base ten number system by reading, naming, and writing decimals between 0 and 1 up to the hundredths.

#### MA.3-4.4.N.7: Mathematics

Recognize classes (in particular, odds, evens; factors or multiples of a given number; and squares) to which a number may belong, and identify the numbers in those classes. Use these in the solution of problems.

#### MA.3-4.4.N.8: Mathematics

Select, use, and explain various meanings and models of multiplication and division of whole numbers. Understand and use the inverse relationship between the two operations.

#### MA.3-4.4.N.9: Mathematics

Select, use, and explain the commutative, associative, and identity properties of operations on whole numbers in problem situations, e.g., 37 x 46 = 46 x 37, (5 x 7) x 2 = 5 x (7 x 2).

#### MA.3-4.4.N.10: Mathematics

Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.

#### MA.3-4.4.N.11: Mathematics

Know multiplication facts through 12 x 12 and related division facts. Use these facts to solve related multiplication problems and compute related problems, e.g., 3 x 5 is related to 30 x 50, 300 x 5, and 30 x 500.

#### MA.3-4.4.N.12: Mathematics

Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently.

#### MA.3-4.4.N.13: Mathematics

Divide up to a three-digit whole number with a single-digit divisor (with or without remainders) accurately and efficiently. Interpret any remainders.

#### MA.3-4.4.N.14: Mathematics

Demonstrate in the classroom an understanding of and the ability to use the conventional algorithms for addition and subtraction (up to five-digit numbers), and multiplication (up to three digits by two digits).

#### MA.3-4.4.N.15: Mathematics

Demonstrate in the classroom an understanding of and the ability to use the conventional algorithm for division of up to a three-digit whole number with a single-digit divisor (with or without remainders).

#### MA.3-4.4.N.16: Mathematics

Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000.

#### MA.3-4.4.N.17: Mathematics

Select and use a variety of strategies (e.g., front-end, rounding, and regrouping) to estimate quantities, measures, and the results of whole-number computations up to three-digit whole numbers and amounts of money to \$1000, and to judge the reasonableness of the answer.

#### MA.3-4.4.N.18: Mathematics

Use concrete objects and visual models to add and subtract common fractions.
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