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Texas Essential Knowledge and Skills

TEKS Description Corresponding Floor Mat
111.xx.Kindergarten(b) Know number names and the count sequence.
111.xx.Kindergarten(b)(1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
111.xx.Kindergarten(b)(1)(A) apply mathematics to problems arising in everyday life society and the workplace; Number Line 1-10 Fruits and Vegetables
US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
111.xx.Kindergarten(b)(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;
Number Line 1-10 Fruits and Vegetables
US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
111.xx.Kindergarten(b)(1)(C) 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;
111.xx.Kindergarten(b)(1)(D) communicate mathematical ideas and reasoning and their implications using multiple representations including: symbols
diagrams
graphs
and language as appropriate;
111.xx.Kindergarten(b)(1)(E) create and use representations to organize and record and communicate mathematical ideas;
111.xx.Kindergarten(b)(1)(F) analyze mathematical relationships to connect and communicate mathematical ideas;
111.xx.Kindergarten(b)(1)(G) display and explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
111.xx.Kindergarten(b)(2) Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers and the relative position and magnitude of whole numbers and relationships within the numeration system. The student is expected to:
111.xx.Kindergarten(b)(2)(A) count forward and backward to at least 20 with and without objects; Number Line 1-10 Fruits and Vegetables
Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
111.xx.Kindergarten(b)(2)(B) read and write and represent whole numbers from 0 to at least 20 with and without objects or pictures; Number Line 1-10 Fruits and Vegetables
Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
111.xx.Kindergarten(b)(2)(C) count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order; Number Line 1-10 Fruits and Vegetables
Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
111.xx.Kindergarten(b)(2)(D) recognize instantly the quantity of a small group of objects in organized and random arrangements Number Line 1-10 Fruits and Vegetables
Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
111.xx.Kindergarten(b)(2)(E) generate a set using concrete and pictorial models that represents a number that is more than and less than and equal to a given number up to 20; Operations Floor Mat
Number Line 1-10 Fruits and Vegetables
Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
111.xx.Kindergarten(b)(2)(F) generate a number that is one more than or one less than another number up to at least 20; Operations Floor Mat
Number Line 1-10 Fruits and Vegetables
Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
111.xx.Kindergarten(b)(2)(G) compare sets of objects up to at least 20 in each set using comparative language; Operations Floor Mat
Number Line 1-10 Fruits and Vegetables
Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
111.xx.Kindergarten(b)(2)(H) use comparative language to describe two numbers up to 20 presented as written numerals; Operations Floor Mat
Number Line 1-10 Fruits and Vegetables
Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
111.xx.Kindergarten(b)(2)(I) compose and decompose numbers up to 10 with objects and pictures; Number Line 1-10 Fruits and Vegetables
111.xx.Kindergarten(b)(3) Number and operations. The student applies mathematical process standards to develop an understanding of addition and subtraction situations in order to solve problems. The student is expected to:
111.xx.Kindergarten(b)(3)(A) model the action of joining to represent addition and the action of separating to represent subtraction; Add and Subtract Floor Mat
Number Line 1-10
Skip Counting Hopping Mat by 2’s
111.xx.Kindergarten(b)(3)(B) solve word problems using objects and drawings to find sums up to 10 and differences within 10; Add and Subtract Floor Mat
Number Line 1-10
Skip Counting Hopping Mat by 2’s
111.xx.Kindergarten(b)(3)(C) explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words and concrete and pictorial models and number sentences. Number Line 1-10 Fruits and Vegetables
Skip Counting Hopping Mat by 2’s
111.xx.Kindergarten(b)(4) Number and operations. The student applies mathematical process standards to identify coins in order to recognize the need for monetary transactions. The student is expected to identify U.S. coins by name including pennies nickels dimes and quarters. US Money Mats
111.xx.Kindergarten(b)(5) Algebraic reasoning. The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to:
111.xx.Kindergarten(b)(5)(A) recite numbers up to at least 100 by ones and tens beginning with any given number; Add and Subtract Floor Mat
Hop Mat by Tens
111.xx.Kindergarten(b)(5)(B) represent addition and subtraction with objects drawings situations verbal explanations or number sentences; Add and Subtract Floor Mat
111.xx.Kindergarten(b)(6) Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to:
111.xx.Kindergarten(b)(6)(A) identify two-dimensional shapes including circles triangles rectangles and squares as special rectangles; My First Shapes Hop
Geometric Shapes Hop
111.xx.Kindergarten(b)(6)(B) identify three-dimensional solids including cylinders cones spheres and cubes in the real world; My First Shapes Hop
Geometric Shapes Hop
111.xx.Kindergarten(b)(6)(C) identify two-dimensional components of three-dimensional objects [such as the face of a tissue box is a rectangle]; My First Shapes Hop
Geometric Shapes Hop
111.xx.Kindergarten(b)(6)(D) identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably [such as number of corners or vertices and number of sides]; My First Shapes Hop
Geometric Shapes Hop
111.xx.Kindergarten(b)(6)(E) classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size; My First Shapes Hop
Geometric Shapes Hop
111.xx.Kindergarten(b)(6)(F) create two-dimensional shapes using a variety of materials and drawings. My First Shapes Hop
Geometric Shapes Hop
111.xx.Kindergarten(b)(7) Geometry and measurement. The student applies mathematical process standards to directly compare measurable [measureable] attributes. The student is expected to:
111.xx.Kindergarten(b)(7)(A) give an example of a measurable attribute of a given object including length capacity and weight Cartesian Coordinate Hop Mat
any of the mats – measure any of the sides
111.xx.Kindergarten(b)(7)(B) compare two objects with a common measurable [measureable] attribute to see which object has more of/less of the attribute and describe the difference. Cartesian Coordinate Hop Mat
any of the mats – measure any of the sides
111.xx.Kindergarten(b)(8) Data analysis. The student applies mathematical process standards to collect and organize data to make it useful for interpreting information. The student is expected to:
111.xx.Kindergarten(b)(8)(A) collect sort and organize data into two or three categories; Add and Subtract Floor Mat
111.xx.Kindergarten(b)(8)(B) use data to create real-object and picture graphs; and Cartesian Coordinate Hop Mat
111.xx.Kindergarten(b)(8)(C) draw conclusions from real-object and picture graphs. Cartesian Coordinate Hop Mat
111.xx.Kindergarten(b)(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:
111.xx.Kindergarten(b)(9)(A) identify ways to earn income; US Money Mats
111.xx.Kindergarten(b)(9)(B) differentiate between money received as income and money received as gifts; US Money Mats
111.xx.Kindergarten(b)(9)(C) use simple skills required for jobs [such as bus driver or librarian or cashier or cook] US Money Mats
111.xx.Kindergarten(b)(9)(D) distinguish between wants and needs and identify income as a source to meet one's wants and needs. US Money Mats
111.xx.Grade1(b) Knowledge and Skills
111.xx.Grade1(b)(1) Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
111.xx.Grade1(b)(1)(A) apply mathematics to problems arising in everyday life and society and the workplace Number Line 1-10 Fruits and Vegetables
US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
111.xx.Grade1(b)(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
Number Line 1-10 Fruits and Vegetables
US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
111.xx.Grade1(b)(1)(C) select tools including:
real objects
manipulatives
paper/pencil
and technology as appropriate
and techniques
including mental math
estimation
and number sense as appropriate
to solve problems
Number Line 1-10 Fruits and Vegetables
US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
111.xx.Grade1(b)(1)(D) communicate mathematical ideas and reasoning and their implications using multiple representations including:
symbols
diagrams
graphs
and language as appropriate
Number Line 1-10 Fruits and Vegetables
US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Cartesian Coordinate Hop Mat
Operations Floor Mat
111.xx.Grade1(b)(1)(E) create and use representations to organize and record and communicate mathematical ideas
111.xx.Grade1(b)(1)(F) analyze mathematical relationships to connect and communicate mathematical ideas
111.xx.Grade1(b)(1)(G) display and explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication Operations Floor Mat
111.xx.Grade1(b)(2) Number and Operations. The student applies mathematical process standards to represent and compare whole numbers and the relative position and magnitude of whole numbers and relationships within the numeration system related to place value. The student is expected to:
111.xx.Grade1(b)(2)(A) recognize instantly the quantity of structured arrangements such as seen on a die or a tenframe Place Value Hopping Mat P1
111.xx.Grade1(b)(2)(B) use concrete and pictorial models to compose and decompose numbers up to 120 as so many hundreds and so many tens and so many ones in more than one way Place Value Hopping Mat P1
Add and Subtract Floor Mat
111.xx.Grade1(b)(2)(C) use objects pictures and expanded and standard forms to represent numbers up to 120 Place Value Hopping Mat P1
111.xx.Grade1(b)(2)(D) generate a number that is greater than or less than a given whole number up to 120 Place Value Hopping Mat P1
Operations Floor Mat
111.xx.Grade1(b)(2)(E) use place value to compare whole numbers to 120 using comparative language Place Value Hopping Mat P1
Operations Floor Mat
111.xx.Grade1(b)(2)(F) order whole numbers to 120 using place value and open number lines. Place Value Hopping Mat P1
Operations Floor Mat
Add and Subtract Floor Mat
111.xx.Grade1(b)(3) Number and Operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to:
111.xx.Grade1(b)(3)(A) use concrete and pictorial models to determine the sum of a multiple of ten and a one-digit number in problems up to 99 Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
111.xx.Grade1(b)(3)(B) use objects and pictorial models to solve word problems involving joining separating and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = ?; 3 + ? = 7; and 5 = ? – 3 Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
111.xx.Grade1(b)(3)(C) compose 10 with two or more addends with and without concrete objects; Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
111.xx.Grade1(b)(3)(D) apply basic fact strategies to add and subtract within 20 using strategies including making 10 and decomposing a number leading to a 10 Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
111.xx.Grade1(b)(3)(E) explain strategies used to solve addition and subtraction problems up to 20 using:
spoken words objects
pictorial models
and number sentences
Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
111.xx.Grade1(b)(3)(F) generate and solve problem situations when given a number sentence involving addition and subtraction of numbers within 20. Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
111.xx.Grade1(b)(4) Number and Operations. The student applies mathematical process standards to identify coins and their values and the relationships among them in order to recognize the need for monetary transactions. The student is expected to:
111.xx.Grade1(b)(4)(A) identify U.S. coins including pennies nickels dimes and quarters by value and describe the relationships between them; US Money Mats
111.xx.Grade1(b)(4)(B) write a number with the cent symbol to describe the value of a coin US Money Mats
111.xx.Grade1(b)(4)(C) use relationships to count by twos fives and tens to determine the value of pennies nickels and dimes US Money Mats
111.xx.Grade1(b)(5) Algebraic Reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to:
111.xx.Grade1(b)(5)(A) recite numbers forward and backward from any given number between 1 and 120 Place Value Hopping Mat P1
Add and Subtract Floor Mat
111.xx.Grade1(b)(5)(B) skip count by twos fives and tens to 100 Skip Counting Hopping Mat by 2’s
Clock Hop Floor Mat
Hop Mat by Tens
Add and Subtract Floor Mat
111.xx.Grade1(b)(5)(C) skip count by twos fives and tens to determine the total number of objects up to 120 in a set Skip Counting Hopping Mat by 2’s
Clock Hop Floor Mat
Hop Mat by Tens
Add and Subtract Floor Mat
111.xx.Grade1(b)(5)(D) use relationships to determine the number that is 10 more and 10 less than a given number up to 120 Skip Counting Hopping Mat by 2’s
Clock Hop Floor Mat
Hop Mat by Tens
Add and Subtract Floor Mat
111.xx.Grade1(b)(5)(E) represent word problems involving addition and subtraction of whole numbers to 20 using concrete and pictorial models and number sentences Skip Counting Hopping Mat by 2’s
111.xx.Grade1(b)(5)(F) understand that the equal sign represents a relationship where statements on each side of the equal sign are true Operations Floor Mat
Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
111.xx.Grade1(b)(5)(G) determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
111.xx.Grade1(b)(5)(H) identify relationships between addition facts and related subtraction sentences such as 3 + 2 = 5 and 5 – 2 = 3 Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
111.xx.Grade1(b)(5)(I) apply properties of operations as strategies to add and subtract such as if 2 + 3 = 5 is known then 3 + 2 = 5. Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
Operations Floor Mat
111.xx.Grade1(b)(6) Geometry and Measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to:
111.xx.Grade1(b)(6)(A) classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language My First Shapes Hop
Geometric Shapes Hop
111.xx.Grade1(b)(6)(B) distinguish between attributes that define a two-dimensional or three- dimensional figure such as a closed figure with three sides is a triangle or a solid with exactly six rectangular faces is a rectangular prism and attributes that do not define the shape such as orientation or color My First Shapes Hop
Geometric Shapes Hop
111.xx.Grade1(b)(6)(C) create two-dimensional figures including: circles
triangles
rectangles
squares as special rectangles
rhombuses
and hexagons
My First Shapes Hop
Geometric Shapes Hop
111.xx.Grade1(b)(6)(D) create two-dimensional figures including: circles
triangles
rectangles
squares as special rectangles
rhombuses
and hexagons
and describe their attributes using formal language such as vertex and side
My First Shapes Hop
Geometric Shapes Hop
111.xx.Grade1(b)(6)(E) identify three-dimensional solids including:
spheres
cones
cylinders
rectangular prisms (including cubes)
and triangular prisms
and describe their attributes using formal language such as vertex
edge
and face
My First Shapes Hop
Geometric Shapes Hop
111.xx.Grade1(b)(6)(F) compose two-dimensional shapes by joining two three or four figures to produce a target shape in more than one way if possible My First Shapes Hop
Geometric Shapes Hop
111.xx.Grade1(b)(6)(G) partition two-dimensional figures such as circles and rectangles into two and four fair shares or equal parts and describe the parts using words such as “halves” “half of” “fourths” or “quarters;” My First Shapes Hop
Geometric Shapes Hop
Fraction Walk Floor Mat (Halves & Quarters)
111.xx.Grade1(b)(6)(H) identify examples and non-examples of halves and fourths My First Shapes Hop
Geometric Shapes Hop
Fraction Walk Floor Mat (Halves & Quarters)
111.xx.Grade1(b)(7) Geometry and Measurement. The student applies mathematical process standards to select and use units to describe length and time. The student is expected to:
111.xx.Grade1(b)(7)(A) use measuring tools such as adding machine tape or ribbon or string to measure the length of objects to reinforce the continuous nature of linear measurement Any mat – measure around the edges or objects in the mat
111.xx.Grade1(b)(7)(B) demonstrate that the length of an object is the number of same-size units of length that – when laid end-to-end with no gaps or overlaps – reach from one end of the object to the other Any mat – measure around the edges or objects in the mat
111.xx.Grade1(b)(7)(C) measure the same object/distance with units of two different lengths and describe how and why the measurements differ Any mat – measure around the edges or objects in the mat
111.xx.Grade1(b)(7)(D) describe a length to the nearest whole unit using a number and a unit such as five craft sticks Any mat – measure around the edges or objects in the mat
111.xx.Grade1(b)(7)(E) tell time to the hour and half hour using analog and digital clocks Clock Hop Floor Mat
111.xx.Grade1(b)(8) Data Analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to:
111.xx.Grade1(b)(8)(A) collect sort and organize data in up to three categories using models/representations such as tally marks or T-charts Cartesian Coordinate Hop Mat
111.xx.Grade1(b)(8)(B) use data to create picture and bar-type graphs Cartesian Coordinate Hop Mat
111.xx.Grade1(b)(8)(C) draw conclusions and generate and answer questions using information from picture and bar-type graphs Cartesian Coordinate Hop Mat
111.xx.Grade2(b) Knowledge and Skills
111.xx.Grade2(b)(1) Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
111.xx.Grade2(b)(1)(A) apply mathematics to problems arising in everyday life and society and the workplace US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade2(b)(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;
US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade2(b)(1)(C) select tools including:
real objects
manipulatives
paper/pencil
and technology as appropriate
and techniques including:
mental math
estimation
and number sense as appropriate to solve problems
US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade2(b)(1)(D) communicate mathematical ideas and reasoning and their implications using multiple representations including:
symbols
diagrams
graphs
and language as appropriate
US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade2(b)(1)(E) create and use representations to organize record and communicate mathematical ideas US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade2(b)(1)(F) analyze mathematical relationships to connect and communicate mathematical ideas US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade2(b)(1)(G) display and explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade2(b)(2) Number and Operations. The student applies mathematical process standards to understand how to represent and compare whole numbers and the relative position and magnitude of whole numbers and relationships within the numeration system related to place value. The student is expected to:
111.xx.Grade2(b)(2)(A) use concrete and pictorial models to compose and decompose numbers up to 1200 as a sum of so many thousands hundreds tens and ones in more than one way Place Value Hopping Mat P2
111.xx.Grade2(b)(2)(B) use standard and word and expanded forms to represent numbers up to 1200 Place Value Hopping Mat P2
111.xx.Grade2(b)(2)(C) generate a number that is greater than or less than a given whole number up to 1200 Place Value Hopping Mat P2
Operations Floor Mat
111.xx.Grade2(b)(2)(D) use place value to compare whole numbers to 1200 using comparative language and numbers and symbols (> < or =) Place Value Hopping Mat P2
Operations Floor Mat
111.xx.Grade2(b)(2)(E) locate the position of a given whole number on an open number line; Place Value Hopping Mat P2
Cartesian Coordinate Hop Mat
111.xx.Grade2(b)(2)(F) name the whole number that corresponds to a specific point on a number line Place Value Hopping Mat P2
Cartesian Coordinate Hop Mat
111.xx.Grade2(b)(2)(G) order whole numbers to 1200 using place value and open number lines Place Value Hopping Mat P2
Cartesian Coordinate Hop Mat
111.xx.Grade2(b)(3) Number and Operations. The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to:
111.xx.Grade2(b)(3)(A) partition objects such as
strips
lines
regular polygons
and circles into equal parts and name the parts including halves fourths and eighths using words such as “one-half” “three-fourths;”
Fraction Walk Floor Mats
Clock Hop Floor Mat
My First Shapes Hop
111.xx.Grade2(b)(3)(B) explain that the more fractional parts used to make a whole and the smaller the part; and the fewer the fractional parts the larger the part Fraction Walk Floor Mats
111.xx.Grade2(b)(3)(C) use concrete models to count fractional parts beyond one whole using words such as “one-fourth” “two-fourths” “three-fourths” “four-fourths” “five-fourths” or “one and one-fourth” and recognize how many parts it takes to equal one whole such as four-fourths equals one whole Fraction Walk Floor Mats
111.xx.Grade2(b)(3)(D) identify examples and non-examples of halves fourths and eighths Fraction Walk Floor Mats
111.xx.Grade2(b)(4) Number and Operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy. The student is expected to:
111.xx.Grade2(b)(4)(A) recall basic facts to add and subtract within 20 with automaticity Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
111.xx.Grade2(b)(4)(B) use mental strategies and flexible methods and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
Place Value Hopping Mat P2
111.xx.Grade2(b)(4)(C) solve one-step and multistep word problems involving addition and subtraction of two-digit numbers using a variety of strategies based on place value including algorithms Add and Subtract Floor Mat
Skip Counting Hopping Mat by 2’s
Place Value Hopping Mat P2
111.xx.Grade2(b)(4)(D) generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 100 Add and Subtract Floor Mat
Place Value Hopping Mat P1
111.xx.Grade2(b)(5) Number and Operations. The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions. The student is expected to:
111.xx.Grade2(b)(5)(A) determine the value of a collection of coins up to one dollar US Money Mats
111.xx.Grade2(b)(5)(B) use the cent symbol and dollar sign and the decimal point to name the value of a collection of coins US Money Mats
111.xx.Grade2(b)(6) Number and Operations. The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares. The student is expected to:
111.xx.Grade2(b)(6)(A) model and create and describe contextual multiplication situations in which equivalent sets of concrete objects are joined Add and Subtract Floor Mat
Multiplication Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade2(b)(6)(B) model and create and describe contextual division situations in which a set of concrete objects is separated into equivalent sets. Add and Subtract Floor Mat
Multiplication Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade2(b)(7) Algebraic Reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to:
111.xx.Grade2(b)(7)(A) use relationships and objects to determine whether a number up to 40 is even or odd Skip Counting Hopping Mat by 4's
Add and Subtract Floor Mat
111.xx.Grade2(b)(7)(B) use relationships to determine the number that is 10 or 100 more or less than a given number up to 1200 Add and Subtract Floor Mat
Place Value Hopping Mat P2
Hop Mat by Tens
Hop by Hundreds
111.xx.Grade2(b)(7)(C) represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem Add and Subtract Floor Mat
111.xx.Grade2(b)(8) Geometry and Measurement. The student applies mathematical process standards to analyze attributes of two- and three-dimensional geometric figures to develop generalizations about their properties. The student is expected to:
111.xx.Grade2(b)(8)(A) create two-dimensional shapes based on given attributes including number of sides and vertices Geometric Shapes Hop
111.xx.Grade2(b)(8)(B) identify attributes of a quadrilateral a pentagon and an octagon Geometric Shapes Hop
111.xx.Grade2(b)(8)(C) identify three-dimensional solids including:
spheres
cones
cylinders
rectangular prisms including cubes
and triangular prisms
and describe their attributes using formal language such as vertex and edge and face
Geometric Shapes Hop
111.xx.Grade2(b)(8)(D) classify polygons with 12 or fewer sides according to attributes including identifying the number of sides and number of vertices Geometric Shapes Hop
111.xx.Grade2(b)(8)(E) compose two-dimensional shapes and three-dimensional solids with given properties or attributes such as build a rectangle out of unit squares; build a rectangular prism out of unit cubes Geometric Shapes Hop
111.xx.Grade2(b)(8)(F) decompose two-dimensional shapes such as cutting out a square from this rectangle – dividing this shape in half – or partitioning a rectangle into identical triangles and identify the resulting geometric parts Geometric Shapes Hop
111.xx.Grade2(b)(9) Geometry and Measurement. The student applies mathematical process standards to select and use units to describe length and area and time. The student is expected to:
111.xx.Grade2(b)(9)(A) find the length of objects using concrete models for standard units of length such as the edges of inch tiles and centimeter cubes Add and Subtract Floor Mat
111.xx.Grade2(b)(9)(B) describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object such as the longer the unit the fewer needed; the shorter the unit the more needed Add and Subtract Floor Mat
111.xx.Grade2(b)(9)(C) represent whole numbers as distances from any given location on a number line
111.xx.Grade2(b)(9)(D) determine the length of an object to the nearest half unit using rulers or yardsticks or meter sticks or measuring tapes; Any mat – just measure the sides of any aspect of the mat.
111.xx.Grade2(b)(9)(E) determine a solution to a problem involving length including estimating lengths Any mat – just measure the sides of any aspect of the mat.
111.xx.Grade2(b)(9)(F) use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps and counting to find the total number of square units and describing the measurement using a number and the unit such as 24 square units Add and Subtract Floor Mat
111.xx.Grade2(b)(9)(G) read and write time to the nearest five- and one-minute increments using analog and digital clocks and distinguish between a.m. and p.m. Clock Hop Floor Mat
111.xx.Grade2(b)(10) Data Analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to:
111.xx.Grade2(b)(10)(A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category Cartesian Coordinate Hop Mat
111.xx.Grade2(b)(10)(B) organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more Cartesian Coordinate Hop Mat
111.xx.Grade2(b)(10)(C) write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one Cartesian Coordinate Hop Mat
Add and Subtract Floor Mat
111.xx.Grade2(b)(10)(D) draw conclusions and make predictions from information in a graph. Cartesian Coordinate Hop MatMat
111.xx.Grade3(b) Knowledge and Skills
111.xx.Grade3(b)(1) Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
111.xx.Grade3(b)(1)(A) apply mathematics to problems arising in everyday life and society and the workplace US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade3(b)(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
US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade3(b)(1)(C) select tools including:
real objects
manipulatives
paper/pencil
and technology as appropriate
and techniques including:
mental math
estimation
and number sense as appropriate to solve problems
US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade3(b)(1)(D) communicate mathematical ideas and reasoning and their implications using multiple representations including:
symbols
diagrams
graphs
and language as appropriate
US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade3(b)(1)(E) create and use representations to organize and record and communicate mathematical ideas US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade3(b)(1)(F) analyze mathematical relationships to connect and communicate mathematical ideas US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade3(b)(1)(G) display and explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade3(b)(2) Number and Operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value. The student is expected to:
111.xx.Grade3(b)(2)(A) compose and decompose numbers to 100000 as a sum of so many ten thousands and so many thousands and so many hundreds and so many tens and so many ones in more than one way using objects and pictorial models and numbers including expanded notation as appropriate Place Value Hopping Mat P3
111.xx.Grade3(b)(2)(B) describe the mathematical relationships found in the base ten place value system through the 100000th place Place Value Hopping Mat P3
111.xx.Grade3(b)(2)(C) represent a number on a number line as being between two consecutive multiples of 10 or 100 or 1000 or 10000 and use words to describe relative size of numbers such as 'closer to' or 'is about' or 'is nearly' in order to round whole numbers Place Value Hopping Mat P3
111.xx.Grade3(b)(2)(D) compare and order whole numbers up to 100000 and represent comparisons using the symbols > or < or = Place Value Hopping Mat P3
111.xx.Grade3(b)(3) Number and Operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to:
111.xx.Grade3(b)(3)(A) represent fractions greater than zero and less than or equal to one using concrete objects and pictorial models including strip diagrams and number lines with denominators of '2' '3' '4' '6' and '8' Fraction Walk Floor Mats
111.xx.Grade3(b)(3)(B) determine the corresponding fraction greater than zero and less than or equal to one with denominators of '2' '3' '4' '6' and '8' of a specified point on a number line Fraction Walk Floor Mats
111.xx.Grade3(b)(3)(C) explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number Fraction Walk Floor Mats
111.xx.Grade3(b)(3)(D) compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b Fraction Walk Floor Mats
111.xx.Grade3(b)(3)(E) solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of '2' '3' '4' '6' and '8' such as two children share five cookies Fraction Walk Floor Mats
111.xx.Grade3(b)(3)(F) represent equivalent fractions with denominators of '2' '3' '4' '6' and '8' using a variety of objects and pictorial models including number lines Fraction Walk Floor Mats
Equivalent Fractions Hop Floor Mat
111.xx.Grade3(b)(3)(G) explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model Fraction Walk Floor Mats
Equivalent Fractions Hop Floor Mat
111.xx.Grade3(b)(3)(H) compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols and words and objects and pictorial models such as comparing the size of pieces when sharing a candy bar equally among four people or equally among three people Fraction Walk Floor Mats
Equivalent Fractions Hop Floor Mat
111.xx.Grade3(b)(4) Number and Operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to:
111.xx.Grade3(b)(4)(A) solve one-step and multistep problems involving addition and subtraction within 1000 using strategies based on place value and properties of operations and the relationship between addition and subtraction with fluency Operations Floor Mat
Add and Subtract Floor Mat
Place Value Hopping Mat P2
111.xx.Grade3(b)(4)(B) use strategies including rounding to the nearest 10 or 100 and compatible numbers to estimate solutions to addition and subtraction problems Add and Subtract Floor Mat
Hop By Hundreds
111.xx.Grade3(b)(4)(C) determine the value of a collection of coins and bills US Money Mats
111.xx.Grade3(b)(4)(D) determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to ten by ten Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade3(b)(4)(E) represent multiplication facts by using a variety of approaches such as repeated addition and equal-sized groups and arrays and area models and equal jumps on a number line and skip counting Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
Multiplication Hop
111.xx.Grade3(b)(4)(F) quickly recall facts to multiply up to ten by ten and recall the corresponding division facts Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
Multiplication Hop
111.xx.Grade3(b)(4)(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 and associative and distributive properties
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
Multiplication Hop
111.xx.Grade3(b)(4)(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 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
Multiplication Hop
111.xx.Grade3(b)(4)(I) use divisibility rules to determine if a number is even or odd Add and Subtract Floor Mat
111.xx.Grade3(b)(4)(J) determine a quotient using the relationship between multiplication and division such as the quotient of 40 ÷ 8 can be found by determining what factor makes 40 when multiplied by 8 Factor Fun Hop Mat
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
Multiplication Hop
111.xx.Grade3(b)(4)(K) solve one-step and multistep problems involving multiplication and division within 100 using strategies based on objects and pictorial models including:
arrays
area models
and equal groups properties of operations or recall of facts
Factor Fun Hop Mat
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
Multiplication Hop
111.xx.Grade3(b)(5) Algebraic Reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to:
111.xx.Grade3(b)(5)(A) represent and solve one- and two-step problems involving addition and subtraction of whole numbers to 1000 using pictorial models such as strip diagrams and number lines and equations Add and Subtract Floor Mat
Place Value Hopping Mat P2
111.xx.Grade3(b)(5)(B) represent and solve one- and two-step multiplication and division problems within 100 using arrays and strip diagrams and equations Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
Multiplication Hop
111.xx.Grade3(b)(5)(C) describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
Multiplication Hop
111.xx.Grade3(b)(5)(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 such as the value 4 for [ ] makes 3 x [ ] = 12 a true equation Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
Multiplication Hop
111.xx.Grade3(b)(5)(E) represent real-world relationships using number pairs in a table and verbal descriptions such as 1 insect has 6 legs and 2 insects have 12 legs and so forth Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
Multiplication Hop
111.xx.Grade3(b)(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
111.xx.Grade3(b)(6)(A) classify and sort two- and three-dimensional solids including:
cones
cylinders
spheres
triangular and rectangular prisms
and cubes
based on attributes using formal geometric language such as faces and edges and vertices
Geometric Shapes Hop
111.xx.Grade3(b)(6)(B) 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 Geometric Shapes Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade3(b)(6)(C) decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area Geometric Shapes Hop
111.xx.Grade3(b)(6)(D) 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 Geometric Shapes Hop
Fraction Walk Floor Mats
111.xx.Grade3(b)(7) Geometry and Measurement. The student applies mathematical process standards to select appropriate units and strategies and tools to solve problems involving customary measurement. The student is expected to:
111.xx.Grade3(b)(7)(A) represent fractions of halves and fourths and eighths as distances from zero on a number line Fraction Walk Floor Mats
Cartesian Coordinate Hop Mat
111.xx.Grade3(b)(7)(B) determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems; Geometric Shapes Hop
Add and Subtract Floor Mat
111.xx.Grade3(b)(7)(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 Clock Hop Floor Mat
111.xx.Grade3(b)(7)(D) determine when it is appropriate to use measurements of liquid volume (capacity) or weight
111.xx.Grade3(b)(7)(E) determine liquid volume (capacity) or weight using appropriate units and tools
111.xx.Grade3(b)(8) Data Analysis. The student applies mathematical process standards to solve problems by collecting and organizing and displaying and interpreting data. The student is expected to:
111.xx.Grade3(b)(8)(A) summarize a data set with multiple categories using a frequency table or dot plot or pictograph or bar graph with scaled intervals Cartesian Coordinate Hop Mat
111.xx.Grade3(b)(8)(B) solve one- and two-step problems using categorical data represented with a frequency table or dot plot or pictograph or bar graph with scaled intervals Cartesian Coordinate Hop Mat
111.xx.Grade4(b) Knowledge and skills
111.xx.Grade4(b)(1) Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
111.xx.Grade4(b)(1)(A) apply mathematics to problems arising in everyday life and society and the workplace US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade4(b)(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
US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade4(b)(1)(C) select tools including: real objects
manipulatives
paper/pencil
and technology as appropriate and techniques including:
mental math
estimation
and number sense as appropriate to solve problems
US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade4(b)(1)(D) communicate mathematical ideas and reasoning and their implications using multiple representations including:
symbols
diagrams
graphs
and language as appropriate
US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade4(b)(1)(E) create and use representations to organize and record and communicate mathematical ideas US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade4(b)(1)(F) analyze mathematical relationships to connect and communicate mathematical ideas US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade4(b)(1)(G) display and explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade4(b)(2) Number and Operations. The student applies mathematical process standards to represent and compare and order whole numbers and decimals and understand relationships related to place value. The student is expected to:
111.xx.Grade4(b)(2)(A) interpret the value of each place-value position as ten times the position to the right and as one-tenth of the value of the place to its left Place Value Hopping Mat P3
111.xx.Grade4(b)(2)(B) represent the value of the digit in whole numbers through 1000000000 and decimals to the hundredths using expanded notation and numerals such as in the number 3.94 the 3 in the ones place is 3; the 9 in the tenths place is 0.9; and 4 in the hundredths place is 0.04; and 3.94 is sum of 3 ones 9 tenths and 4 hundredths Place Value Hopping Mat P3
111.xx.Grade4(b)(2)(C) compare and order whole numbers to 1000000000 and represent comparisons using the symbols > < or = Place Value Hopping Mat P3
111.xx.Grade4(b)(2)(D) round whole numbers to a given place value through the 100000’s place Place Value Hopping Mat P3
111.xx.Grade4(b)(2)(E) represent decimals including tenths and hundredths using concrete and visual models and money Place Value Hopping Mat P3
111.xx.Grade4(b)(2)(F) compare and order decimals using concrete and visual models to the hundredths Place Value Hopping Mat P3
111.xx.Grade4(b)(2)(G) relate decimals to fractions that name tenths and hundredths Place Value Hopping Mat P3
111.xx.Grade4(b)(2)(H) determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line Place Value Hopping Mat P3
111.xx.Grade4(b)(3) Number and Operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to:
111.xx.Grade4(b)(3)(A) represent a fraction a/b as a sum of fractions 1/b where a and b are whole numbers and b > 0 including when a > b Fraction Walk Floor Mats
111.xx.Grade4(b)(3)(B) 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 such as 7/8 = 5/8 + 2/8; 7/8 = 3/8 + 4/8; 2 7/8 = 1+ 1 + 7/8; 2 7/8 = 8/8 + 8/8 + 7/8 Fraction Walk Floor Mats
111.xx.Grade4(b)(3)(C) determine if two given fractions are equivalent using a variety of methods including multiplying by a fraction equivalent to one or simplifying a fraction to lowest terms Fraction Walk Floor Mats
Equivalent Fractions Hop Floor Mat
111.xx.Grade4(b)(3)(D) generate equivalent fractions to create equal numerators or equal denominators to compare two fractions with unequal numerators and unequal denominators and represent the comparison of two fractions using the symbols > < or = Fraction Walk Floor Mats
Equivalent Fractions Hop Floor Mat
111.xx.Grade4(b)(3)(E) represent and solve addition and subtraction of fractions with equal denominators and referring to the same whole using objects and pictorial models that build to the number line such as strip diagrams and properties of operations Fraction Walk Floor Mats
Equivalent Fractions Hop Floor Mat
111.xx.Grade4(b)(3)(F) estimate the reasonableness of sums and differences using benchmark fractions 0 and 1/4 and 1/2 and 3/4 and 1 referring to the same whole Fraction Walk Floor Mats
Equivalent Fractions Hop Floor Mat
111.xx.Grade4(b)(3)(G) represent fractions and decimals to the tenths or hundredths as distances from zero on a number line Fraction Walk Floor Mats
Equivalent Fractions Hop Floor Mat
Fractions Decimals and Percents Hop Mats
111.xx.Grade4(b)(3)(H) determine fractional and decimal quantities as being close to 0 and 1/2 and 1 Fraction Walk Floor Mats
Equivalent Fractions Hop Floor Mat
Fractions Decimals and Percents Hop Mats
111.xx.Grade4(b)(4) Number and Operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to:
111.xx.Grade4(b)(4)(A) add and subtract whole numbers and decimals to the hundredths place using a variety of methods including:
pictorial models
the inverse relationship between operations
concepts of place value
and efficient algorithms
Add and Subtract Floor Mat
Place Value Hopping Mat P3
111.xx.Grade4(b)(4)(B) determine products of a number and 10 or 100 using properties of operations and place value understandings Multiplication Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(4)(C) represent the product of 2 two-digit numbers using arrays or area models or equations including perfect squares through 15 x 15 Multiplication Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(4)(D) 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 and partial products and the commutative and associative and distributive properties Multiplication Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(4)(E) represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays or area models or equations Multiplication Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(4)(F) use strategies and algorithms including the standard algorithm to divide up to a four-digit dividend by a one-digit divisor Multiplication Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(4)(G) use strategies including rounding to the nearest 10 or 100 or 1000 and compatible numbers to estimate solutions Multiplication Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(4)(H) solve one- and two-step problems involving multiplication and division including interpreting remainders with fluency Multiplication Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(5) Algebraic Reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:
111.xx.Grade4(b)(5)(A) represent multistep problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity Operations Floor Mat
111.xx.Grade4(b)(5)(B) represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule such as given the rule “Add 3” and the starting number 1 use the expressions 1 + 3 and 2 + 3 and 3 + 3 and so forth to generate a table to represent the relationship of the values in the resulting sequence and their position in the sequence Add and Subtract Floor Mat
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(5)(C) use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w) including the special form for perimeter of a square(4s) and the area of a rectangle (l x w); Add and Subtract Floor Mat
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(5)(D) solve problems related to perimeter and area of rectangles where dimensions are whole numbers Add and Subtract Floor Mat
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(6) Geometry and Measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. The student is expected to:
111.xx.Grade4(b)(6)(A) identify points and lines and line segments and rays and angles and perpendicular and parallel lines Angle Hop Floor Mat
111.xx.Grade4(b)(6)(B) identify and draw one or more lines of symmetry if they exist for a two- dimensional figure
111.xx.Grade4(b)(6)(C) apply knowledge of right angles to identify acute right and obtuse triangles Angle Hop Floor Mat
111.xx.Grade4(b)(6)(D) use attributes to recognize rhombuses and parallelograms and trapezoids and rectangles and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories Angle Hop Floor Mat
Geometric Shapes Hop
111.xx.Grade4(b)(6)(E) 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 Angle Hop Floor Mat
Geometric Shapes Hop
111.xx.Grade4(b)(7) Geometry and Measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to:
111.xx.Grade4(b)(7)(A) 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 Angle Hop Floor Mat
111.xx.Grade4(b)(7)(B) illustrate degrees as the units used to measure an angle where 1/360 of any circle is 1 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 Angle Hop Floor Mat
111.xx.Grade4(b)(7)(C) determine the approximate measures of angles in degrees to the nearest whole number using a protractor Angle Hop Floor Mat
111.xx.Grade4(b)(7)(D) draw an angle with a given measure Angle Hop Floor Mat
111.xx.Grade4(b)(7)(E) decompose angles such as complementary and supplementary angles into two non-overlapping angles to determine the measure of an unknown angle Angle Hop Floor Mat
111.xx.Grade4(b)(8) Geometry and Measurement. The student applies mathematical process standards to select appropriate customary and metric units as well as strategies and tools to solve problems involving measurement. The student is expected to:
111.xx.Grade4(b)(8)(A) identify relative sizes of measurement units within the customary and metric systems
111.xx.Grade4(b)(8)(B) 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
111.xx.Grade4(b)(8)(C) solve problems that deal with measurements of length and intervals of time and liquid volumes and masses and money using addition or subtraction or multiplication or division as appropriate Clock Hop Floor Mat
US Money Mats
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(9) Data Analysis. The student applies mathematical process standards to solve problems by collecting and organizing and displaying and interpreting data. The student is expected to:
111.xx.Grade4(b)(9)(A) represent data on a frequency table or dot plot or stem and leaf plot marked with whole numbers and fractions Cartesian Coordinate Hop Mat
111.xx.Grade4(b)(9)(B) solve one- and two-step problems using data in whole number and decimal and fraction form in a frequency table or dot plot or stem and leaf plot Cartesian Coordinate Hop Mat
111.xx.Grade5(b) Knowledge and skills
111.xx.Grade5(b)(1) Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
111.xx.Grade5(b)(1)(A) apply mathematics to problems arising in everyday life and society and the workplace US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade5(b)(1)(B) use a problem-solving model that incorporates analyzing given information and formulating a plan or strategy and determining a solution and justifying the solution and evaluating the problem-solving process and the reasonableness of the solution US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade5(b)(1)(C) select tools including:
real objects
manipulatives
paper/pencil
and technology as appropriate and techniques including:
mental math
estimation
and number sense as appropriate to solve problems
US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade5(b)(1)(D) communicate mathematical ideas and reasoning and their implications using multiple representations including symbols and diagrams and graphs and language as appropriate US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade5(b)(1)(E) create and use representations to organize and record and communicate mathematical ideas US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade5(b)(1)(F) analyze mathematical relationships to connect and communicate mathematical ideas US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade5(b)(1)(G) display and explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communications US Money Mats
Clock Hop Floor Mat
Add and Subtract Floor Mat
Operations Floor Mat
Cartesian Coordinate Hop Mat
Fraction Walk Floor Mats
111.xx.Grade5(b)(2) Number and Operations. The student applies mathematical process standards to represent and compare and order positive rational numbers and understand relationships as related to place value. The student is expected to:
111.xx.Grade5(b)(2)(A) interpret the value of each place-value position as one-tenth of the value of the place to its left or as ten times the value of the place to its right Place Value Hopping Mat P3
111.xx.Grade5(b)(2)(B) represent the value of the digit in decimals through the thousandths using expanded notation and numerals Place Value Hopping Mat P3
111.xx.Grade5(b)(2)(C) compare and order two decimals to thousandths and represent comparisons using the symbols > < or = Place Value Hopping Mat P3
Operations Floor Mat
111.xx.Grade5(b)(2)(D) round decimals to tenths or hundredths Place Value Hopping Mat P3
111.xx.Grade5(b)(3) Number and Operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to:
111.xx.Grade5(b)(3)(A) estimate to determine solutions to mathematical and real-world problems involving addition or subtraction or multiplication or division Add and Subtract Floor Mat
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade5(b)(3)(B) use strategies and algorithms including the standard algorithm to multiply a three-digit number by a two-digit number with fluency Multiplication Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade5(b)(3)(C) use strategies and algorithms including the standard algorithm to solve for quotients of up to a four-digit dividend and a two-digit divisor with fluency Multiplication Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade5(b)(3)(D) represent multiplication of decimals with products to the hundredths using objects and pictorial models including area models Multiplication Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade5(b)(3)(E) solve for products of decimals to hundredths – including situations involving money – using strategies based on place-value understandings and properties of operations and the relationship to the multiplication of whole numbers Multiplication Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade5(b)(3)(F) represent quotients to hundredths up to four-digit dividends and two-digit whole number divisors using objects and pictorial models including area models Multiplication Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade5(b)(3)(G) solve for quotients to hundredths up to four-digit dividends and two-digit whole number divisors using strategies and algorithms including the standard algorithm Multiplication Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
Place Value Hopping Mat P3
111.xx.Grade5(b)(3)(H) represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models such as strip diagrams and properties of operations Multiplication Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
Fraction Walk Floor Mats
111.xx.Grade5(b)(3)(I) 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 Multiplication Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
Fraction Walk Floor Mats
111.xx.Grade5(b)(3)(J) represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ (1/3) using objects and pictorial models including area models Multiplication Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
Fraction Walk Floor Mats
111.xx.Grade5(b)(4) Algebraic Reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:
111.xx.Grade5(b)(4)(A) identify prime and composite numbers using patterns in factor pairs Prime Number Hop
111.xx.Grade5(b)(4)(B) represent and solve multistep problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity Operations Floor Mat
111.xx.Grade5(b)(4)(C) recognize the difference between additive and multiplicative numerical patterns given in a table or graph Multiplication Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade5(b)(4)(D) describe the meaning of parentheses and brackets in a numeric expression such as 4 (14 + 5) is 4 times as large as (14 + 5) PEMDAS Hop
111.xx.Grade5(b)(4)(E) simplify numerical expressions including up to two levels of grouping excluding exponents such as (3 + 7) / (5 – 3)
111.xx.Grade5(b)(4)(F) use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism including the special form for a cube (V = l x w x h and V = s x s x s and V = Bh)
111.xx.Grade5(b)(4)(G) represent and solve problems related to perimeter and/or area such as for rectangles and composite figures formed by rectangles and related to volume such as for rectangular prisms Multiplication Hop
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade5(b)(5) Geometry and Measurement. The student applies mathematical process standards to classify two-dimensional figures by attributes and properties. The student is expected to classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties such as all rectangles have the property that opposite sides are parallel; therefore every rectangle is a parallelogram. Geometric Shapes Hop
111.xx.Grade5(b)(6) Geometry and Measurement. The student applies mathematical process standards to understand recognize and quantify volume. The student is expected to:
111.xx.Grade5(b)(6)(A) recognize a cube with side length of 1 unit as a “unit cube” having “one cubic unit of volume” and the volume of a three-dimensional figure as the number of unit cubes “n cubic units” needed to fill it with no gaps or overlaps if possible
111.xx.Grade5(b)(6)(B) determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base
111.xx.Grade5(b)(7) Geometry and Measurement. The student applies mathematical process standards to select appropriate units and strategies and tools to solve problems involving measurement. The student is expected to solve problems by calculating conversions within a measurement system – customary or metric.
111.xx.Grade5(b)(8) Geometry and Measurement. The student applies mathematical process standards to identify locations on a coordinate plane. The student is expected to:
111.xx.Grade5(b)(8)(A) describe the key attributes of the coordinate plane and the process for graphing ordered pairs of numbers in the first quadrant Cartesian Coordinate Hop Mat
111.xx.Grade5(b)(8)(B) graph ordered pairs of numbers arising from mathematical and real-world problems in the first quadrant of the coordinate plane including those generated by number patterns or found in an input-output table Cartesian Coordinate Hop Mat
111.xx.Grade5(b)(9) Data Analysis. The student applies mathematical process standards to solve problems by collecting and organizing and displaying and interpreting data. The student is expected to:
111.xx.Grade5(b)(9)(A) represent categorical data with bar graphs or frequency tables and numerical data including data sets of measurements in fractions or decimals with dot plots or stem and leaf plots Cartesian Coordinate Hop Mat
111.xx.Grade5(b)(9)(B) represent discrete paired data on a scatter plot Cartesian Coordinate Hop Mat
111.xx.Grade5(b)(9)(C) solve one- and two-step problems using data from a frequency table or dot plot or bar graph or stem and leaf plot or scatter plot Cartesian Coordinate Hop Mat

TEKS Literacy Standards and Hop into Literacy Correlation

TEKS Description Corresponding Floor Mat
111.xx.Kindergarten(b)(1)  Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:

111.xx.Kindergarten(b)(1)(A)

recognize that spoken words can be represented by print for communication  Word Hop Floor Mats
111.xx.Kindergarten(b)(1)(B) identify upper- and lower-case letters  Alphabet Hop
111.xx.Kindergarten(b)(1)(C) demonstrate the one-to-one correspondence between a spoken word and a printed word in text Word Hop Floor Mats
111.xx.Kindergarten(b)(1)(D) recognize the difference between a letter and a printed word Alphabet Hop
Word Hop Floor Mats
Word Blending Mats
111.xx.Kindergarten(b)(1)(E) recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g. through kinesthetic or tactile actions such as clapping and jumping); Sentence Hops
111.xx.Kindergarten(b)(1)(F) hold a book right side up and turn its pages correctly and know that reading moves from top to bottom and left to right
111.xx.Kindergarten(b)(1)(G) identify different parts of a book (e.g. front and back covers; title page)
111.xx.Kindergarten(b)(2)  (2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:
111.xx.Kindergarten(b)(2)(A) identify a sentence made up of a group of words Sentence Hops
111.xx.Kindergarten(b)(2)(B) identify syllables in spoken words Word Hop Floor Mats
111.xx.Kindergarten(b)(2)(C) orally generate rhymes in response to spoken words (e.g. "What rhymes with hat?") Word Hop Floor Mats
111.xx.Kindergarten(b)(2)(D) distinguish orally presented rhyming pairs of words from non-rhyming pairs
111.xx.Kindergarten(b)(2)(E) recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g. "baby boy bounces the ball")
111.xx.Kindergarten(b)(2)(F) blend spoken onsets and rimes to form simple words (e.g. onset/c/ and rime/at/ make cat)  Word Blending Mats
111.xx.Kindergarten(b)(2)(G) blend spoken phonemes to form one-syllable words (e.g./m/ …/a/ …/n/ says man) Word Blending Mats
111.xx.Kindergarten(b)(2)(H) isolate the initial sound in one-syllable spoken words Word Hop Floor Mats
111.xx.Kindergarten(b)(2)(I) segment spoken one-syllable words into two to three phonemes (e.g. dog:/d/ …/o/ …/g/) Word Hop Floor Mats
111.xx.Kindergarten(b)(3)  Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds; spelling patterns; and morphological analysis to decode written English. Students are expected to:
111.xx.Kindergarten(b)(3)(A) identify the common sounds that letters represent  Make a Word Hop
Word Blending Mats
111.xx.Kindergarten(b)(3)(B)  use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g. VC; CVC; CCVC; and CVCC words) Make a Word Hop
Word Blending Mats
Word Hop Floor Mats
111.xx.Kindergarten(b)(3)(C) recognize that new words are created when letters are changed; added; or deleted  Word Blending Mats
Make a Word Hop
111.xx.Kindergarten(b)(3)(D) identify and read at least 25 high-frequency words from a commonly used list  Word Hop Floor Mats
111.xx.Kindergarten(b)(4)   Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
111.xx.Kindergarten(b)(4)(A) predict what might happen next in text based on the cover; title; and illustrations  Question Word Hop
111.xx.Kindergarten(b)(4)(B) ask and respond to questions about texts read aloud  Question Word Hop
111.xx.Kindergarten(b)(5)  Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students are expected to:
111.xx.Kindergarten(b)(5)(A) identify and use words that name actions; directions; positions; sequences; and locations  Make a Word Hop
111.xx.Kindergarten(b)(5)(B) recognize that compound words are made up of shorter words
111.xx.Kindergarten(b)(5)(C) identify and sort pictures of objects into conceptual categories (e.g. colors; shapes; textures) Color Hop
My First Shapes Hop
Attribute Hop
111.xx.Kindergarten(b)(5)(D) use a picture dictionary to find words Alphabet Hop
111.xx.Kindergarten(b)(6)  Reading/Comprehension of Literary Text/Theme and Genre. Students analyze; make inferences; and draw conclusions about theme and genre in different cultural; historical; and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
111.xx.Kindergarten(b)(6)(A) identify elements of a story including setting; character; and key events Question Word Hop
111.xx.Kindergarten(b)(6)(B) discuss the big idea (theme) of a well-known folktale or fable and connect it to personal experience
111.xx.Kindergarten(b)(6)(C) recognize sensory details
111.xx.Kindergarten(b)(6)(D) recognize recurring phrases and characters in traditional fairy tales; lullabies; and folktales from various cultures
111.xx.Kindergarten(b)(7)  Reading/Comprehension of Literary Text/Poetry. Students understand; make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds.
111.xx.Kindergarten(b)(8)  Reading/Comprehension of Literary Text/Fiction. Students understand; make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
111.xx.Kindergarten(b)(8)(A) retell a main event from a story read aloud Question Word Hop
111.xx.Kindergarten(b)(8)(B)  describe characters in a story and the reasons for their actions Alphabet Hop
111.xx.Kindergarten(b)(9)  Reading/Comprehension of Informational Text/Culture and History. Students analyze; make inferences and draw conclusions about the author's purpose in cultural; historical; and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic of an informational text heard. 
111.xx.Kindergarten(b)(10) Reading/Comprehension of Informational Text/Expository Text. Students analyze; make inferences and draw conclusions about expository text; and provide evidence from text to support their understanding. Students are expected to:
111.xx.Kindergarten(b)(10)(A) identify the topic and details in expository text heard or read; referring to the words and/or illustrations
111.xx.Kindergarten(b)(10)(B)  retell important facts in a text; heard; or read
111.xx.Kindergarten(b)(10)(C)  retell important facts in a text; heard; or read Question Word Hop
111.xx.Kindergarten(b)(10)(D)  use titles and illustrations to make predictions about text
111.xx.Kindergarten(b)(11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
111.xx.Kindergarten(b)(11)(A) follow pictorial directions (e.g. recipes; science experiments); and
111.xx.Kindergarten(b)(11)(B)  identify the meaning of specific signs (e.g. traffic signs; warning signs)
111.xx.Kindergarten(b)(12)  Reading/Media Literacy. Students use comprehension skills to analyze how words; images; graphics; and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students (with adult assistance) are expected to:
111.xx.Kindergarten(b)(12)(A) identify different forms of media (e.g. advertisements; newspapers; radio programs); and
111.xx.Kindergarten(b)(12)(B)  identify techniques used in media (e.g. sound; movement)
111.xx.Kindergarten(b)(13)  Writing/Writing Process. Students use elements of the writing process (planning; drafting; revising; editing; and publishing) to compose text. Students (with adult assistance) are expected to:
111.xx.Kindergarten(b)(13)(A) plan a first draft by generating ideas for writing through class discussion
111.xx.Kindergarten(b)(13)(B)  develop drafts by sequencing the action or details in the story.
111.xx.Kindergarten(b)(13)(C)  revise drafts by adding details or sentences
111.xx.Kindergarten(b)(13)(D)  edit drafts by leaving spaces between letters and words; and
111.xx.Kindergarten(b)(13)(E) share writing with others
111.xx.Kindergarten(b)(14)  Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people; events; and ideas. Students are expected to:
111.xx.Kindergarten(b)(14)(A) dictate or write sentences to tell a story and put the sentences in chronological sequence Sentence Hops
111.xx.Kindergarten(b)(14)(B) write short poems
111.xx.Kindergarten(b)(15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to dictate or write information for lists; captions; or invitations.
111.xx.Kindergarten(b)(16) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
111.xx.Kindergarten(b)(16)(A) understand and use the following parts of speech in the context of reading; writing; and speaking (with adult assistance): 
(i) past and future tenses when speaking;
 (ii) nouns (singular/plural);
 (iii) descriptive words;
 (iv) prepositions and simple prepositional phrases appropriately when speaking or writing (e.g. in; on; under; over); and
 (v) pronouns (e.g. I; me)
Parts of Speech of Hop
111.xx.Kindergarten(b)(16)(B)  speak in complete sentences to communicate Sentence Hops
111.xx.Kindergarten(b)(16)(C)  use complete simple sentences Sentence Hops
 111.xx.Kindergarten(b)(17) Oral and Written Conventions/Handwriting; Capitalization; and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
111.xx.Kindergarten(b)(17)(A) form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression) Alphabet Hop
111.xx.Kindergarten(b)(17)(B)   capitalize the first letter in a sentence Sentence Hops
Alphabet Hop
111.xx.Kindergarten(b)(17)(C)  use punctuation at the end of a sentence Sentence Hops
111.xx.Kindergarten(b)(18) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
111.xx.Kindergarten(b)(18)(A) use phonological knowledge to match sounds to letters Word Blending Mats
111.xx.Kindergarten(b)(18)(B)  use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g. "cut") Make A Word Hop
111.xx.Kindergarten(b)(18)(C)  write one's own name Make A Word Hop
111.xx.Kindergarten(b)(19) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students (with adult assistance) are expected to:
111.xx.Kindergarten(b)(19)(A) ask questions about topics of class-wide interest; and
111.xx.Kindergarten(b)(19)(B)  decide what sources or people in the classroom; school; library; or home can answer these questions
111.xx.Kindergarten(b)(20) Research/Gathering Sources. Students determine; locate; and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to:
111.xx.Kindergarten(b)(20)(A) gather evidence from provided text sources; and
111.xx.Kindergarten(b)(20)(B) use pictures in conjunction with writing when documenting research
111.xx.Kindergarten(b)(21) Research/Gathering Sources. Students determine; locate; and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to:
111.xx.Kindergarten(b)(21)(A) listen attentively by facing speakers and asking questions to clarify information; and
111.xx.Kindergarten(b)(21)(B) follow oral directions that involve a short related sequence of actions.
111.xx.Kindergarten(b)(22) Listening and Speaking/Speaking. Students speak clearly and to the point; using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas by speaking audibly and clearly using the conventions of language.
111.xx.Kindergarten(b)(23)  Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion; including taking turns and speaking one at a time.
111.xx.Grade1(b) Knowledge and Skills
111.xx.Grade1(b)(1) Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
111.xx.Grade1(b)(1)(A) apply mathematics to problems arising in everyday life and society and the workplace Number Line 1-10 Fruits and Vegetables 
 US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat
111.xx.Grade1(b)(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
Number Line 1-10 Fruits and Vegetables 
 US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat
111.xx.Grade1(b)(1)(C) select tools including:
real objects
manipulatives
paper/pencil
and technology as appropriate
and techniques
including mental math
estimation
and number sense as appropriate
to solve problems
Number Line 1-10 Fruits and Vegetables 
 US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat
111.xx.Grade1(b)(1)(D) communicate mathematical ideas and reasoning and their implications using multiple representations including:
symbols
diagrams
graphs
and language as appropriate
 Number Line 1-10 Fruits and Vegetables 
 US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Cartesian Coordinate Hop Mat 
 Operations Floor Mat
111.xx.Grade1(b)(1)(E) create and use representations to organize and record and communicate mathematical ideas
111.xx.Grade1(b)(1)(F) analyze mathematical relationships to connect and communicate mathematical ideas
111.xx.Grade1(b)(1)(G) display and explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication  Operations Floor Mat

111.xx.Grade1(b)(2)  Number and Operations. The student applies mathematical process standards to represent and compare whole numbers and the relative position and magnitude of whole numbers and relationships within the numeration system related to place value. The student is expected to:
111.xx.Grade1(b)(2)(A) recognize instantly the quantity of structured arrangements such as seen on a die or a tenframe  Place Value Hopping Mat P1
111.xx.Grade1(b)(2)(B) use concrete and pictorial models to compose and decompose numbers up to 120 as so many hundreds and so many tens and so many ones in more than one way  Place Value Hopping Mat P1 
 Add and Subtract Floor Mat
111.xx.Grade1(b)(2)(C) use objects pictures and expanded and standard forms to represent numbers up to 120  Place Value Hopping Mat P1
111.xx.Grade1(b)(2)(D) generate a number that is greater than or less than a given whole number up to 120 Place Value Hopping Mat P1 
 Operations Floor Mat
111.xx.Grade1(b)(2)(E) use place value to compare whole numbers to 120 using comparative language Place Value Hopping Mat P1 
 Operations Floor Mat
111.xx.Grade1(b)(2)(F) order whole numbers to 120 using place value and open number lines.  Place Value Hopping Mat P1 
 Operations Floor Mat 
 Add and Subtract Floor Mat
111.xx.Grade1(b)(3)  Number and Operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to:
111.xx.Grade1(b)(3)(A) use concrete and pictorial models to determine the sum of a multiple of ten and a one-digit number in problems up to 99 Add and Subtract Floor Mat 
 Skip Counting Hopping Mat by 2’s
111.xx.Grade1(b)(3)(B) use objects and pictorial models to solve word problems involving joining separating and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = ?; 3 + ? = 7; and 5 = ? – 3 Add and Subtract Floor Mat 
 Skip Counting Hopping Mat by 2’s
111.xx.Grade1(b)(3)(C) compose 10 with two or more addends with and without concrete objects; Add and Subtract Floor Mat 
 Skip Counting Hopping Mat by 2’s
111.xx.Grade1(b)(3)(D) apply basic fact strategies to add and subtract within 20 using strategies including making 10 and decomposing a number leading to a 10 Add and Subtract Floor Mat 
 Skip Counting Hopping Mat by 2’s
111.xx.Grade1(b)(3)(E) explain strategies used to solve addition and subtraction problems up to 20 using:
spoken words objects
pictorial models
and number sentences
Add and Subtract Floor Mat 
 Skip Counting Hopping Mat by 2’s
111.xx.Grade1(b)(3)(F) generate and solve problem situations when given a number sentence involving addition and subtraction of numbers within 20.  Add and Subtract Floor Mat 
 Skip Counting Hopping Mat by 2’s
111.xx.Grade1(b)(4)  Number and Operations. The student applies mathematical process standards to identify coins and their values and the relationships among them in order to recognize the need for monetary transactions. The student is expected to:
111.xx.Grade1(b)(4)(A) identify U.S. coins including pennies nickels dimes and quarters by value and describe the relationships between them; US Money Mats
111.xx.Grade1(b)(4)(B) write a number with the cent symbol to describe the value of a coin US Money Mats
111.xx.Grade1(b)(4)(C) use relationships to count by twos fives and tens to determine the value of pennies nickels and dimes  US Money Mats
111.xx.Grade1(b)(5)  Algebraic Reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to:
111.xx.Grade1(b)(5)(A) recite numbers forward and backward from any given number between 1 and 120  Place Value Hopping Mat P1 
 Add and Subtract Floor Mat
111.xx.Grade1(b)(5)(B) skip count by twos fives and tens to 100 Skip Counting Hopping Mat by 2’s 
 Clock Hop Floor Mat 
 Hop Mat by Tens 
 Add and Subtract Floor Mat
111.xx.Grade1(b)(5)(C) skip count by twos fives and tens to determine the total number of objects up to 120 in a set  Skip Counting Hopping Mat by 2’s 
 Clock Hop Floor Mat 
 Hop Mat by Tens 
 Add and Subtract Floor Mat
111.xx.Grade1(b)(5)(D) use relationships to determine the number that is 10 more and 10 less than a given number up to 120  Skip Counting Hopping Mat by 2’s 
 Clock Hop Floor Mat 
 Hop Mat by Tens 
 Add and Subtract Floor Mat
111.xx.Grade1(b)(5)(E) represent word problems involving addition and subtraction of whole numbers to 20 using concrete and pictorial models and number sentences  Skip Counting Hopping Mat by 2’s
111.xx.Grade1(b)(5)(F) understand that the equal sign represents a relationship where statements on each side of the equal sign are true  Operations Floor Mat 
Add and Subtract Floor Mat 
 Skip Counting Hopping Mat by 2’s
111.xx.Grade1(b)(5)(G) determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation Add and Subtract Floor Mat 
 Skip Counting Hopping Mat by 2’s
111.xx.Grade1(b)(5)(H) identify relationships between addition facts and related subtraction sentences such as 3 + 2 = 5 and 5 – 2 = 3 Add and Subtract Floor Mat 
 Skip Counting Hopping Mat by 2’s
111.xx.Grade1(b)(5)(I) apply properties of operations as strategies to add and subtract such as if 2 + 3 = 5 is known then 3 + 2 = 5.  Add and Subtract Floor Mat 
 Skip Counting Hopping Mat by 2’s 
 Operations Floor Mat
111.xx.Grade1(b)(6)  Geometry and Measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to:
111.xx.Grade1(b)(6)(A) classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language My First Shapes Hop 
 Geometric Shapes Hop
111.xx.Grade1(b)(6)(B) distinguish between attributes that define a two-dimensional or three- dimensional figure such as a closed figure with three sides is a triangle or a solid with exactly six rectangular faces is a rectangular prism and attributes that do not define the shape such as orientation or color My First Shapes Hop 
 Geometric Shapes Hop
111.xx.Grade1(b)(6)(C) create two-dimensional figures including: circles
triangles
rectangles
squares as special rectangles
rhombuses
and hexagons
My First Shapes Hop 
 Geometric Shapes Hop
111.xx.Grade1(b)(6)(D) create two-dimensional figures including: circles
triangles
rectangles
squares as special rectangles
rhombuses
and hexagons
and describe their attributes using formal language such as vertex and side
My First Shapes Hop 
 Geometric Shapes Hop
111.xx.Grade1(b)(6)(E) identify three-dimensional solids including:
spheres
cones
cylinders
rectangular prisms (including cubes)
and triangular prisms
and describe their attributes using formal language such as vertex
edge
and face
My First Shapes Hop 
 Geometric Shapes Hop
111.xx.Grade1(b)(6)(F) compose two-dimensional shapes by joining two three or four figures to produce a target shape in more than one way if possible My First Shapes Hop 
 Geometric Shapes Hop
111.xx.Grade1(b)(6)(G) partition two-dimensional figures such as circles and rectangles into two and four fair shares or equal parts and describe the parts using words such as “halves” “half of” “fourths” or “quarters;” My First Shapes Hop 
 Geometric Shapes Hop 
 Fraction Walk Floor Mat (Halves & Quarters)
111.xx.Grade1(b)(6)(H) identify examples and non-examples of halves and fourths  My First Shapes Hop 
 Geometric Shapes Hop 
 Fraction Walk Floor Mat (Halves & Quarters)
111.xx.Grade1(b)(7)  Geometry and Measurement. The student applies mathematical process standards to select and use units to describe length and time. The student is expected to:
111.xx.Grade1(b)(7)(A) use measuring tools such as adding machine tape or ribbon or string to measure the length of objects to reinforce the continuous nature of linear measurement Any mat – measure around the edges or objects in the mat
111.xx.Grade1(b)(7)(B) demonstrate that the length of an object is the number of same-size units of length that – when laid end-to-end with no gaps or overlaps – reach from one end of the object to the other Any mat – measure around the edges or objects in the mat
111.xx.Grade1(b)(7)(C) measure the same object/distance with units of two different lengths and describe how and why the measurements differ Any mat – measure around the edges or objects in the mat
111.xx.Grade1(b)(7)(D) describe a length to the nearest whole unit using a number and a unit such as five craft sticks Any mat – measure around the edges or objects in the mat
111.xx.Grade1(b)(7)(E) tell time to the hour and half hour using analog and digital clocks  Clock Hop Floor Mat
111.xx.Grade1(b)(8)  Data Analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to:
111.xx.Grade1(b)(8)(A) collect sort and organize data in up to three categories using models/representations such as tally marks or T-charts  Cartesian Coordinate Hop Mat
111.xx.Grade1(b)(8)(B) use data to create picture and bar-type graphs Cartesian Coordinate Hop Mat
111.xx.Grade1(b)(8)(C) draw conclusions and generate and answer questions using information from picture and bar-type graphs  Cartesian Coordinate Hop Mat
111.xx.Grade2(b)  Knowledge and Skills
111.xx.Grade2(b)(1)  Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
111.xx.Grade2(b)(1)(A) apply mathematics to problems arising in everyday life and society and the workplace US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade2(b)(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;
US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade2(b)(1)(C) select tools including:
real objects
manipulatives
paper/pencil
and technology as appropriate
and techniques including:
mental math
estimation
and number sense as appropriate to solve problems
US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade2(b)(1)(D) communicate mathematical ideas and reasoning and their implications using multiple representations including:
symbols
diagrams
graphs
and language as appropriate
US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade2(b)(1)(E) create and use representations to organize record and communicate mathematical ideas US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade2(b)(1)(F) analyze mathematical relationships to connect and communicate mathematical ideas US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade2(b)(1)(G) display and explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication  US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade2(b)(2)  Number and Operations. The student applies mathematical process standards to understand how to represent and compare whole numbers and the relative position and magnitude of whole numbers and relationships within the numeration system related to place value. The student is expected to:
111.xx.Grade2(b)(2)(A) use concrete and pictorial models to compose and decompose numbers up to 1200 as a sum of so many thousands hundreds tens and ones in more than one way Place Value Hopping Mat P2
111.xx.Grade2(b)(2)(B) use standard and word and expanded forms to represent numbers up to 1200 Place Value Hopping Mat P2
111.xx.Grade2(b)(2)(C) generate a number that is greater than or less than a given whole number up to 1200 Place Value Hopping Mat P2 
 Operations Floor Mat
111.xx.Grade2(b)(2)(D) use place value to compare whole numbers to 1200 using comparative language and numbers and symbols (> < or =)  Place Value Hopping Mat P2 
 Operations Floor Mat
111.xx.Grade2(b)(2)(E) locate the position of a given whole number on an open number line; Place Value Hopping Mat P2 
 Cartesian Coordinate Hop Mat
111.xx.Grade2(b)(2)(F) name the whole number that corresponds to a specific point on a number line Place Value Hopping Mat P2 
 Cartesian Coordinate Hop Mat
111.xx.Grade2(b)(2)(G) order whole numbers to 1200 using place value and open number lines  Place Value Hopping Mat P2 
 Cartesian Coordinate Hop Mat
111.xx.Grade2(b)(3)  Number and Operations. The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to:
111.xx.Grade2(b)(3)(A) partition objects such as
strips
lines
regular polygons
and circles into equal parts and name the parts including halves fourths and eighths using words such as “one-half” “three-fourths;”
 Fraction Walk Floor Mats 
Clock Hop Floor Mat 
 My First Shapes Hop
111.xx.Grade2(b)(3)(B) explain that the more fractional parts used to make a whole and the smaller the part; and the fewer the fractional parts the larger the part Fraction Walk Floor Mats
111.xx.Grade2(b)(3)(C) use concrete models to count fractional parts beyond one whole using words such as “one-fourth” “two-fourths” “three-fourths” “four-fourths” “five-fourths” or “one and one-fourth” and recognize how many parts it takes to equal one whole such as four-fourths equals one whole Fraction Walk Floor Mats
111.xx.Grade2(b)(3)(D) identify examples and non-examples of halves fourths and eighths  Fraction Walk Floor Mats
111.xx.Grade2(b)(4)  Number and Operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy. The student is expected to:
111.xx.Grade2(b)(4)(A) recall basic facts to add and subtract within 20 with automaticity Add and Subtract Floor Mat 
 Skip Counting Hopping Mat by 2’s
111.xx.Grade2(b)(4)(B) use mental strategies and flexible methods and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers Add and Subtract Floor Mat 
 Skip Counting Hopping Mat by 2’s 
 Place Value Hopping Mat P2
111.xx.Grade2(b)(4)(C) solve one-step and multistep word problems involving addition and subtraction of two-digit numbers using a variety of strategies based on place value including algorithms  Add and Subtract Floor Mat 
 Skip Counting Hopping Mat by 2’s 
 Place Value Hopping Mat P2
111.xx.Grade2(b)(4)(D) generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 100  Add and Subtract Floor Mat 
 Place Value Hopping Mat P1
111.xx.Grade2(b)(5)  Number and Operations. The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions. The student is expected to:
111.xx.Grade2(b)(5)(A) determine the value of a collection of coins up to one dollar  US Money Mats
111.xx.Grade2(b)(5)(B) use the cent symbol and dollar sign and the decimal point to name the value of a collection of coins  US Money Mats
111.xx.Grade2(b)(6) Number and Operations. The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares. The student is expected to:
111.xx.Grade2(b)(6)(A) model and create and describe contextual multiplication situations in which equivalent sets of concrete objects are joined Add and Subtract Floor Mat 
 Multiplication Hop 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade2(b)(6)(B) model and create and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.  Add and Subtract Floor Mat 
 Multiplication Hop 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade2(b)(7)  Algebraic Reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to:
111.xx.Grade2(b)(7)(A) use relationships and objects to determine whether a number up to 40 is even or odd  Skip Counting Hopping Mat by 4's 
 Add and Subtract Floor Mat
111.xx.Grade2(b)(7)(B) use relationships to determine the number that is 10 or 100 more or less than a given number up to 1200  Add and Subtract Floor Mat 
 Place Value Hopping Mat P2 
 Hop Mat by Tens 
 Hop by Hundreds
111.xx.Grade2(b)(7)(C) represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem  Add and Subtract Floor Mat
111.xx.Grade2(b)(8) Geometry and Measurement. The student applies mathematical process standards to analyze attributes of two- and three-dimensional geometric figures to develop generalizations about their properties. The student is expected to:
111.xx.Grade2(b)(8)(A) create two-dimensional shapes based on given attributes including number of sides and vertices Geometric Shapes Hop
111.xx.Grade2(b)(8)(B) identify attributes of a quadrilateral a pentagon and an octagon Geometric Shapes Hop
111.xx.Grade2(b)(8)(C) identify three-dimensional solids including:
spheres
cones
cylinders
rectangular prisms including cubes
and triangular prisms
and describe their attributes using formal language such as vertex and edge and face
Geometric Shapes Hop
111.xx.Grade2(b)(8)(D) classify polygons with 12 or fewer sides according to attributes including identifying the number of sides and number of vertices Geometric Shapes Hop
111.xx.Grade2(b)(8)(E) compose two-dimensional shapes and three-dimensional solids with given properties or attributes such as build a rectangle out of unit squares; build a rectangular prism out of unit cubes Geometric Shapes Hop
111.xx.Grade2(b)(8)(F) decompose two-dimensional shapes such as cutting out a square from this rectangle – dividing this shape in half – or partitioning a rectangle into identical triangles and identify the resulting geometric parts  Geometric Shapes Hop
111.xx.Grade2(b)(9) Geometry and Measurement. The student applies mathematical process standards to select and use units to describe length and area and time. The student is expected to:
111.xx.Grade2(b)(9)(A) find the length of objects using concrete models for standard units of length such as the edges of inch tiles and centimeter cubes Add and Subtract Floor Mat
111.xx.Grade2(b)(9)(B) describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object such as the longer the unit the fewer needed; the shorter the unit the more needed Add and Subtract Floor Mat
111.xx.Grade2(b)(9)(C) represent whole numbers as distances from any given location on a number line
111.xx.Grade2(b)(9)(D) determine the length of an object to the nearest half unit using rulers or yardsticks or meter sticks or measuring tapes; Any mat – just measure the sides of any aspect of the mat.
111.xx.Grade2(b)(9)(E) determine a solution to a problem involving length including estimating lengths Any mat – just measure the sides of any aspect of the mat.
111.xx.Grade2(b)(9)(F) use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps and counting to find the total number of square units and describing the measurement using a number and the unit such as 24 square units  Add and Subtract Floor Mat
111.xx.Grade2(b)(9)(G) read and write time to the nearest five- and one-minute increments using analog and digital clocks and distinguish between a.m. and p.m.  Clock Hop Floor Mat
111.xx.Grade2(b)(10) Data Analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to:
111.xx.Grade2(b)(10)(A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category Cartesian Coordinate Hop Mat
111.xx.Grade2(b)(10)(B) organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more Cartesian Coordinate Hop Mat
111.xx.Grade2(b)(10)(C) write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one Cartesian Coordinate Hop Mat 
 Add and Subtract Floor Mat
111.xx.Grade2(b)(10)(D) draw conclusions and make predictions from information in a graph.  Cartesian Coordinate Hop Mat
111.xx.Grade3(b) Knowledge and Skills
111.xx.Grade3(b)(1)  Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
111.xx.Grade3(b)(1)(A) apply mathematics to problems arising in everyday life and society and the workplace US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade3(b)(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
US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade3(b)(1)(C) select tools including:
real objects
manipulatives
paper/pencil
and technology as appropriate
and techniques including:
mental math
estimation
and number sense as appropriate to solve problems
US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade3(b)(1)(D) communicate mathematical ideas and reasoning and their implications using multiple representations including:
symbols
diagrams
graphs
and language as appropriate
US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade3(b)(1)(E) create and use representations to organize and record and communicate mathematical ideas US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade3(b)(1)(F) analyze mathematical relationships to connect and communicate mathematical ideas US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade3(b)(1)(G) display and explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication  US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade3(b)(2) Number and Operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value. The student is expected to:
111.xx.Grade3(b)(2)(A) compose and decompose numbers to 100000 as a sum of so many ten thousands and so many thousands and so many hundreds and so many tens and so many ones in more than one way using objects and pictorial models and numbers including expanded notation as appropriate Place Value Hopping Mat P3
111.xx.Grade3(b)(2)(B) describe the mathematical relationships found in the base ten place value system through the 100000th place Place Value Hopping Mat P3
111.xx.Grade3(b)(2)(C) represent a number on a number line as being between two consecutive multiples of 10 or 100 or 1000 or 10000 and use words to describe relative size of numbers such as 'closer to' or 'is about' or 'is nearly' in order to round whole numbers Place Value Hopping Mat P3
111.xx.Grade3(b)(2)(D) compare and order whole numbers up to 100000 and represent comparisons using the symbols > or < or =  Place Value Hopping Mat P3
111.xx.Grade3(b)(3)  Number and Operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to:
111.xx.Grade3(b)(3)(A) represent fractions greater than zero and less than or equal to one using concrete objects and pictorial models including strip diagrams and number lines with denominators of '2' '3' '4' '6' and '8' Fraction Walk Floor Mats
111.xx.Grade3(b)(3)(B) determine the corresponding fraction greater than zero and less than or equal to one with denominators of '2' '3' '4' '6' and '8' of a specified point on a number line Fraction Walk Floor Mats
111.xx.Grade3(b)(3)(C) explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number Fraction Walk Floor Mats
111.xx.Grade3(b)(3)(D) compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b  Fraction Walk Floor Mats
111.xx.Grade3(b)(3)(E) solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of '2' '3' '4' '6' and '8' such as two children share five cookies  Fraction Walk Floor Mats
111.xx.Grade3(b)(3)(F) represent equivalent fractions with denominators of '2' '3' '4' '6' and '8' using a variety of objects and pictorial models including number lines Fraction Walk Floor Mats 
 Equivalent Fractions Hop Floor Mat
111.xx.Grade3(b)(3)(G) explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model Fraction Walk Floor Mats 
 Equivalent Fractions Hop Floor Mat
111.xx.Grade3(b)(3)(H) compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols and words and objects and pictorial models such as comparing the size of pieces when sharing a candy bar equally among four people or equally among three people  Fraction Walk Floor Mats 
 Equivalent Fractions Hop Floor Mat
111.xx.Grade3(b)(4) Number and Operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to:
111.xx.Grade3(b)(4)(A) solve one-step and multistep problems involving addition and subtraction within 1000 using strategies based on place value and properties of operations and the relationship between addition and subtraction with fluency  Operations Floor Mat 
 Add and Subtract Floor Mat 
 Place Value Hopping Mat P2
111.xx.Grade3(b)(4)(B) use strategies including rounding to the nearest 10 or 100 and compatible numbers to estimate solutions to addition and subtraction problems  Add and Subtract Floor Mat 
 Hop By Hundreds
111.xx.Grade3(b)(4)(C) determine the value of a collection of coins and bills  US Money Mats
111.xx.Grade3(b)(4)(D) determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to ten by ten  Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade3(b)(4)(E) represent multiplication facts by using a variety of approaches such as repeated addition and equal-sized groups and arrays and area models and equal jumps on a number line and skip counting Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s 
 Multiplication Hop
111.xx.Grade3(b)(4)(F) quickly recall facts to multiply up to ten by ten and recall the corresponding division facts Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s 
 Multiplication Hop
111.xx.Grade3(b)(4)(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 and associative and distributive properties
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s 
 Multiplication Hop
111.xx.Grade3(b)(4)(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  Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s 
 Multiplication Hop
111.xx.Grade3(b)(4)(I) use divisibility rules to determine if a number is even or odd  Add and Subtract Floor Mat
111.xx.Grade3(b)(4)(J) determine a quotient using the relationship between multiplication and division such as the quotient of 40 ÷ 8 can be found by determining what factor makes 40 when multiplied by 8 Factor Fun Hop Mat 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s 
 Multiplication Hop
111.xx.Grade3(b)(4)(K) solve one-step and multistep problems involving multiplication and division within 100 using strategies based on objects and pictorial models including:
arrays
area models
and equal groups properties of operations or recall of facts
 Factor Fun Hop Mat 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s 
 Multiplication Hop
111.xx.Grade3(b)(5)  Algebraic Reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to:
111.xx.Grade3(b)(5)(A) represent and solve one- and two-step problems involving addition and subtraction of whole numbers to 1000 using pictorial models such as strip diagrams and number lines and equations  Add and Subtract Floor Mat 
 Place Value Hopping Mat P2
111.xx.Grade3(b)(5)(B) represent and solve one- and two-step multiplication and division problems within 100 using arrays and strip diagrams and equations Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s 
 Multiplication Hop
111.xx.Grade3(b)(5)(C) describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s 
 Multiplication Hop
111.xx.Grade3(b)(5)(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 such as the value 4 for [ ] makes 3 x [ ] = 12 a true equation Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s 
 Multiplication Hop
111.xx.Grade3(b)(5)(E) represent real-world relationships using number pairs in a table and verbal descriptions such as 1 insect has 6 legs and 2 insects have 12 legs and so forth  Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s 
 Multiplication Hop
111.xx.Grade3(b)(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
111.xx.Grade3(b)(6)(A) classify and sort two- and three-dimensional solids including:
cones
cylinders
spheres
triangular and rectangular prisms
and cubes
based on attributes using formal geometric language such as faces and edges and vertices
 Geometric Shapes Hop
111.xx.Grade3(b)(6)(B) 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  Geometric Shapes Hop 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade3(b)(6)(C) decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area  Geometric Shapes Hop
111.xx.Grade3(b)(6)(D) 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  Geometric Shapes Hop 
 Fraction Walk Floor Mats
111.xx.Grade3(b)(7)  Geometry and Measurement. The student applies mathematical process standards to select appropriate units and strategies and tools to solve problems involving customary measurement. The student is expected to:
111.xx.Grade3(b)(7)(A) represent fractions of halves and fourths and eighths as distances from zero on a number line  Fraction Walk Floor Mats 
Cartesian Coordinate Hop Mat
111.xx.Grade3(b)(7)(B) determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems;  Geometric Shapes Hop 
 Add and Subtract Floor Mat
111.xx.Grade3(b)(7)(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  Clock Hop Floor Mat
111.xx.Grade3(b)(7)(D) determine when it is appropriate to use measurements of liquid volume (capacity) or weight
111.xx.Grade3(b)(7)(E) determine liquid volume (capacity) or weight using appropriate units and tools
111.xx.Grade3(b)(8) Data Analysis. The student applies mathematical process standards to solve problems by collecting and organizing and displaying and interpreting data. The student is expected to:
111.xx.Grade3(b)(8)(A) summarize a data set with multiple categories using a frequency table or dot plot or pictograph or bar graph with scaled intervals Cartesian Coordinate Hop Mat
111.xx.Grade3(b)(8)(B) solve one- and two-step problems using categorical data represented with a frequency table or dot plot or pictograph or bar graph with scaled intervals  Cartesian Coordinate Hop Mat
111.xx.Grade4(b)  Knowledge and skills
111.xx.Grade4(b)(1)  Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
111.xx.Grade4(b)(1)(A) apply mathematics to problems arising in everyday life and society and the workplace US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade4(b)(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
US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade4(b)(1)(C) select tools including: real objects
manipulatives
paper/pencil
and technology as appropriate and techniques including:
mental math
estimation
and number sense as appropriate to solve problems
US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade4(b)(1)(D) communicate mathematical ideas and reasoning and their implications using multiple representations including:
symbols
diagrams
graphs
and language as appropriate
US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade4(b)(1)(E) create and use representations to organize and record and communicate mathematical ideas US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade4(b)(1)(F) analyze mathematical relationships to connect and communicate mathematical ideas US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade4(b)(1)(G) display and explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication  US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade4(b)(2)  Number and Operations. The student applies mathematical process standards to represent and compare and order whole numbers and decimals and understand relationships related to place value. The student is expected to:
111.xx.Grade4(b)(2)(A) interpret the value of each place-value position as ten times the position to the right and as one-tenth of the value of the place to its left Place Value Hopping Mat P3
111.xx.Grade4(b)(2)(B) represent the value of the digit in whole numbers through 1000000000 and decimals to the hundredths using expanded notation and numerals such as in the number 3.94 the 3 in the ones place is 3; the 9 in the tenths place is 0.9; and 4 in the hundredths place is 0.04; and 3.94 is sum of 3 ones 9 tenths and 4 hundredths Place Value Hopping Mat P3
111.xx.Grade4(b)(2)(C) compare and order whole numbers to 1000000000 and represent comparisons using the symbols > < or = Place Value Hopping Mat P3
111.xx.Grade4(b)(2)(D) round whole numbers to a given place value through the 100000’s place Place Value Hopping Mat P3
111.xx.Grade4(b)(2)(E) represent decimals including tenths and hundredths using concrete and visual models and money Place Value Hopping Mat P3
111.xx.Grade4(b)(2)(F) compare and order decimals using concrete and visual models to the hundredths Place Value Hopping Mat P3
111.xx.Grade4(b)(2)(G) relate decimals to fractions that name tenths and hundredths Place Value Hopping Mat P3
111.xx.Grade4(b)(2)(H) determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line  Place Value Hopping Mat P3
111.xx.Grade4(b)(3) Number and Operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to:
111.xx.Grade4(b)(3)(A) represent a fraction a/b as a sum of fractions 1/b where a and b are whole numbers and b > 0 including when a > b  Fraction Walk Floor Mats
111.xx.Grade4(b)(3)(B) 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 such as 7/8 = 5/8 + 2/8; 7/8 = 3/8 + 4/8; 2 7/8 = 1+ 1 + 7/8; 2 7/8 = 8/8 + 8/8 + 7/8  Fraction Walk Floor Mats
111.xx.Grade4(b)(3)(C) determine if two given fractions are equivalent using a variety of methods including multiplying by a fraction equivalent to one or simplifying a fraction to lowest terms Fraction Walk Floor Mats 
 Equivalent Fractions Hop Floor Mat
111.xx.Grade4(b)(3)(D) generate equivalent fractions to create equal numerators or equal denominators to compare two fractions with unequal numerators and unequal denominators and represent the comparison of two fractions using the symbols > < or = Fraction Walk Floor Mats 
 Equivalent Fractions Hop Floor Mat
111.xx.Grade4(b)(3)(E) represent and solve addition and subtraction of fractions with equal denominators and referring to the same whole using objects and pictorial models that build to the number line such as strip diagrams and properties of operations  Fraction Walk Floor Mats 
 Equivalent Fractions Hop Floor Mat
111.xx.Grade4(b)(3)(F) estimate the reasonableness of sums and differences using benchmark fractions 0 and 1/4 and 1/2 and 3/4 and 1 referring to the same whole Fraction Walk Floor Mats 
 Equivalent Fractions Hop Floor Mat
111.xx.Grade4(b)(3)(G) represent fractions and decimals to the tenths or hundredths as distances from zero on a number line Fraction Walk Floor Mats 
 Equivalent Fractions Hop Floor Mat 
Fractions Decimals and Percents Hop Mats
111.xx.Grade4(b)(3)(H) determine fractional and decimal quantities as being close to 0 and 1/2 and 1  Fraction Walk Floor Mats 
 Equivalent Fractions Hop Floor Mat 
Fractions Decimals and Percents Hop Mats
111.xx.Grade4(b)(4) Number and Operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to:
111.xx.Grade4(b)(4)(A) add and subtract whole numbers and decimals to the hundredths place using a variety of methods including:
pictorial models
the inverse relationship between operations
concepts of place value
and efficient algorithms
 Add and Subtract Floor Mat 
 Place Value Hopping Mat P3
111.xx.Grade4(b)(4)(B) determine products of a number and 10 or 100 using properties of operations and place value understandings Multiplication Hop 
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(4)(C) represent the product of 2 two-digit numbers using arrays or area models or equations including perfect squares through 15 x 15 Multiplication Hop 
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(4)(D) 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 and partial products and the commutative and associative and distributive properties Multiplication Hop 
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(4)(E) represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays or area models or equations Multiplication Hop 
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(4)(F) use strategies and algorithms including the standard algorithm to divide up to a four-digit dividend by a one-digit divisor Multiplication Hop 
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(4)(G) use strategies including rounding to the nearest 10 or 100 or 1000 and compatible numbers to estimate solutions Multiplication Hop 
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(4)(H) solve one- and two-step problems involving multiplication and division including interpreting remainders with fluency  Multiplication Hop 
Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(5)  Algebraic Reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:
111.xx.Grade4(b)(5)(A) represent multistep problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity  Operations Floor Mat
111.xx.Grade4(b)(5)(B) represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule such as given the rule “Add 3” and the starting number 1 use the expressions 1 + 3 and 2 + 3 and 3 + 3 and so forth to generate a table to represent the relationship of the values in the resulting sequence and their position in the sequence Add and Subtract Floor Mat 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(5)(C) use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w) including the special form for perimeter of a square(4s) and the area of a rectangle (l x w); Add and Subtract Floor Mat 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(5)(D) solve problems related to perimeter and area of rectangles where dimensions are whole numbers  Add and Subtract Floor Mat 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(6)  Geometry and Measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. The student is expected to:
111.xx.Grade4(b)(6)(A) identify points and lines and line segments and rays and angles and perpendicular and parallel lines  Angle Hop Floor Mat
111.xx.Grade4(b)(6)(B) identify and draw one or more lines of symmetry if they exist for a two- dimensional figure
111.xx.Grade4(b)(6)(C) apply knowledge of right angles to identify acute right and obtuse triangles  Angle Hop Floor Mat
111.xx.Grade4(b)(6)(D) use attributes to recognize rhombuses and parallelograms and trapezoids and rectangles and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories Angle Hop Floor Mat 
 Geometric Shapes Hop
111.xx.Grade4(b)(6)(E) 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 Angle Hop Floor Mat 
 Geometric Shapes Hop
111.xx.Grade4(b)(7)  Geometry and Measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to:
111.xx.Grade4(b)(7)(A) 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 Angle Hop Floor Mat
111.xx.Grade4(b)(7)(B) illustrate degrees as the units used to measure an angle where 1/360 of any circle is 1 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 Angle Hop Floor Mat
111.xx.Grade4(b)(7)(C) determine the approximate measures of angles in degrees to the nearest whole number using a protractor Angle Hop Floor Mat
111.xx.Grade4(b)(7)(D) draw an angle with a given measure Angle Hop Floor Mat
111.xx.Grade4(b)(7)(E) decompose angles such as complementary and supplementary angles into two non-overlapping angles to determine the measure of an unknown angle  Angle Hop Floor Mat
111.xx.Grade4(b)(8) Geometry and Measurement. The student applies mathematical process standards to select appropriate customary and metric units as well as strategies and tools to solve problems involving measurement. The student is expected to:
111.xx.Grade4(b)(8)(A) identify relative sizes of measurement units within the customary and metric systems
111.xx.Grade4(b)(8)(B) 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
111.xx.Grade4(b)(8)(C) solve problems that deal with measurements of length and intervals of time and liquid volumes and masses and money using addition or subtraction or multiplication or division as appropriate  Clock Hop Floor Mat 
 US Money Mats 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade4(b)(9) Data Analysis. The student applies mathematical process standards to solve problems by collecting and organizing and displaying and interpreting data. The student is expected to:
111.xx.Grade4(b)(9)(A) represent data on a frequency table or dot plot or stem and leaf plot marked with whole numbers and fractions Cartesian Coordinate Hop Mat
111.xx.Grade4(b)(9)(B) solve one- and two-step problems using data in whole number and decimal and fraction form in a frequency table or dot plot or stem and leaf plot  Cartesian Coordinate Hop Mat
111.xx.Grade5(b) Knowledge and skills
111.xx.Grade5(b)(1) Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
111.xx.Grade5(b)(1)(A) apply mathematics to problems arising in everyday life and society and the workplace US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade5(b)(1)(B) use a problem-solving model that incorporates analyzing given information and formulating a plan or strategy and determining a solution and justifying the solution and evaluating the problem-solving process and the reasonableness of the solution US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade5(b)(1)(C) select tools including:
real objects
manipulatives
paper/pencil
and technology as appropriate and techniques including:
mental math
estimation
and number sense as appropriate to solve problems
US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade5(b)(1)(D) communicate mathematical ideas and reasoning and their implications using multiple representations including symbols and diagrams and graphs and language as appropriate US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade5(b)(1)(E) create and use representations to organize and record and communicate mathematical ideas US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade5(b)(1)(F) analyze mathematical relationships to connect and communicate mathematical ideas US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade5(b)(1)(G) display and explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communications  US Money Mats 
 Clock Hop Floor Mat 
 Add and Subtract Floor Mat 
 Operations Floor Mat 
 Cartesian Coordinate Hop Mat 
 Fraction Walk Floor Mats
111.xx.Grade5(b)(2) Number and Operations. The student applies mathematical process standards to represent and compare and order positive rational numbers and understand relationships as related to place value. The student is expected to:
111.xx.Grade5(b)(2)(A) interpret the value of each place-value position as one-tenth of the value of the place to its left or as ten times the value of the place to its right Place Value Hopping Mat P3
111.xx.Grade5(b)(2)(B) represent the value of the digit in decimals through the thousandths using expanded notation and numerals Place Value Hopping Mat P3
111.xx.Grade5(b)(2)(C) compare and order two decimals to thousandths and represent comparisons using the symbols > < or = Place Value Hopping Mat P3 
 Operations Floor Mat
111.xx.Grade5(b)(2)(D) round decimals to tenths or hundredths  Place Value Hopping Mat P3
111.xx.Grade5(b)(3) Number and Operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to:
111.xx.Grade5(b)(3)(A) estimate to determine solutions to mathematical and real-world problems involving addition or subtraction or multiplication or division  Add and Subtract Floor Mat 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade5(b)(3)(B) use strategies and algorithms including the standard algorithm to multiply a three-digit number by a two-digit number with fluency Multiplication Hop 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade5(b)(3)(C) use strategies and algorithms including the standard algorithm to solve for quotients of up to a four-digit dividend and a two-digit divisor with fluency Multiplication Hop 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade5(b)(3)(D) represent multiplication of decimals with products to the hundredths using objects and pictorial models including area models Multiplication Hop 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade5(b)(3)(E) solve for products of decimals to hundredths – including situations involving money – using strategies based on place-value understandings and properties of operations and the relationship to the multiplication of whole numbers Multiplication Hop 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade5(b)(3)(F) represent quotients to hundredths up to four-digit dividends and two-digit whole number divisors using objects and pictorial models including area models Multiplication Hop 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade5(b)(3)(G) solve for quotients to hundredths up to four-digit dividends and two-digit whole number divisors using strategies and algorithms including the standard algorithm Multiplication Hop 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s  
 Place Value Hopping Mat P3
111.xx.Grade5(b)(3)(H) represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models such as strip diagrams and properties of operations Multiplication Hop 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s 
 Fraction Walk Floor Mats
111.xx.Grade5(b)(3)(I) 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 Multiplication Hop 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s 
 Fraction Walk Floor Mats
111.xx.Grade5(b)(3)(J) represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ (1/3) using objects and pictorial models including area models  Multiplication Hop 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s 
 Fraction Walk Floor Mats
111.xx.Grade5(b)(4)  Algebraic Reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:
111.xx.Grade5(b)(4)(A) identify prime and composite numbers using patterns in factor pairs  Prime Number Hop
111.xx.Grade5(b)(4)(B) represent and solve multistep problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity  Operations Floor Mat
111.xx.Grade5(b)(4)(C) recognize the difference between additive and multiplicative numerical patterns given in a table or graph  Multiplication Hop 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade5(b)(4)(D) describe the meaning of parentheses and brackets in a numeric expression such as 4 (14 + 5) is 4 times as large as (14 + 5)  PEMDAS Hop
111.xx.Grade5(b)(4)(E) simplify numerical expressions including up to two levels of grouping excluding exponents such as (3 + 7) / (5 – 3)
111.xx.Grade5(b)(4)(F) use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism including the special form for a cube (V = l x w x h and V = s x s x s and V = Bh)
111.xx.Grade5(b)(4)(G) represent and solve problems related to perimeter and/or area such as for rectangles and composite figures formed by rectangles and related to volume such as for rectangular prisms  Multiplication Hop 
 Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s
111.xx.Grade5(b)(5) Geometry and Measurement. The student applies mathematical process standards to classify two-dimensional figures by attributes and properties. The student is expected to classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties such as all rectangles have the property that opposite sides are parallel; therefore every rectangle is a parallelogram.  Geometric Shapes Hop
111.xx.Grade5(b)(6)  Geometry and Measurement. The student applies mathematical process standards to understand recognize and quantify volume. The student is expected to:
111.xx.Grade5(b)(6)(A) recognize a cube with side length of 1 unit as a “unit cube” having “one cubic unit of volume” and the volume of a three-dimensional figure as the number of unit cubes “n cubic units” needed to fill it with no gaps or overlaps if possible
111.xx.Grade5(b)(6)(B) determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base
111.xx.Grade5(b)(7) Geometry and Measurement. The student applies mathematical process standards to select appropriate units and strategies and tools to solve problems involving measurement. The student is expected to solve problems by calculating conversions within a measurement system – customary or metric.
111.xx.Grade5(b)(8)  Geometry and Measurement. The student applies mathematical process standards to identify locations on a coordinate plane. The student is expected to:
111.xx.Grade5(b)(8)(A) describe the key attributes of the coordinate plane and the process for graphing ordered pairs of numbers in the first quadrant  Cartesian Coordinate Hop Mat
111.xx.Grade5(b)(8)(B) graph ordered pairs of numbers arising from mathematical and real-world problems in the first quadrant of the coordinate plane including those generated by number patterns or found in an input-output table  Cartesian Coordinate Hop Mat
111.xx.Grade5(b)(9)  Data Analysis. The student applies mathematical process standards to solve problems by collecting and organizing and displaying and interpreting data. The student is expected to:
111.xx.Grade5(b)(9)(A) represent categorical data with bar graphs or frequency tables and numerical data including data sets of measurements in fractions or decimals with dot plots or stem and leaf plots  Cartesian Coordinate Hop Mat
111.xx.Grade5(b)(9)(B) represent discrete paired data on a scatter plot  Cartesian Coordinate Hop Mat
111.xx.Grade5(b)(9)(C) solve one- and two-step problems using data from a frequency table or dot plot or bar graph or stem and leaf plot or scatter plot  Cartesian Coordinate Hop Mat

 

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