By approaching state learning standards kinesthetically, and by creating play-based learning environments where growth mindsets thrive, school communities will grow and benefit from their daily achievements.
We have found that movement makes learning fun. When learning is fun, students are more inclined to take risks, ask questions, and invest their time in the materials. Students begin to enjoy learning and see progress in themselves. This is the foundation of the growth mindset. Expected outcomes for growth mindset environments are increased mood and confidence due to understanding the material and physical activity. A good mood plus self-confidence (alongside sturdy knowledge of the subject matter) always results in lasting academic achievement.
Common Core Learning Standards
Below is a table of Common Core Learning Standards and their corresponding kinesthetic learning tools.
Common Core Standard |
Description of Standard |
Corresponding Floor Mat |
|---|---|---|
K.CC Counting and Cardinality |
Know number names and the count sequence. |
|
| K.CC.1 | Count to 100 by ones and by tens. | Math & Movement Add and Subtract Floor Mat Math & Movement Hop Mat by 10’s Hopscotch For Threes Mat |
| K.CC.2 | Count forward beginning from a given number within the known sequence (instead of having to begin at 1). |
Math & Movement Add and Subtract Floor Mat Hopscotch For Threes Mat |
| K.CC.3 | Write numbers 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 represent a count of no objects). | Math & Movement Skip Counting Hopping Mat by 2’s Hopscotch For Threes Mat Skip Counting Hopping Stencil 2s |
K.CC Counting and Cardinality |
Count to tell the number of objects. |
|
| K.CC.4 | Understand the relationship between numbers and quantities connect counting to cardinality. | Math & Movement Add and Subtract Floor Mat Hopscotch For Threes Mat |
| K.CC.4a | When counting objects say the number names in the standard order pairing each object with one and only one number name and each number name with one and only one object. | Math & Movement Skip Counting Hopping Mat by 2’s Math & Movement Add and Subtract Floor Mat Hopscotch For Threes Mat Skip Counting Hopping Stencil 2s |
| K.CC.4b | Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted | Math & Movement Skip Counting Hopping Mat by 2’s Math & Movement Add and Subtract Floor Mat Hopscotch For Threes Mat Skip Counting Hopping Stencil 2s |
| K.CC.4c | Understand that each successive number name refers to a quantity that is one larger | Math & Movement Skip Counting Hopping Mat by 2’s Math & Movement Add and Subtract Floor Mat Hopscotch For Threes Mat Skip Counting Hopping Stencil 2s |
| K.CC.5 | Count to answer “how many?” questions about as many as 20 things arranged in a line a rectangular array or a circle or as many as 10 things in a scattered configuration; given a number from 1-20 count out that many objects. | Math & Movement Skip Counting Hopping Mat by 2’s Hopscotch For Threes Mat Skip Counting Hopping Stencil 2s |
K.CC Counting and Cardinality |
Compare Numbers |
|
| K.CC.6 | Identify whether the number of objects in one group is greater than less than or equal to the number of objects in another group e.g. by using matching and counting strategies. | Math & Movement Skip Counting Hopping Mat by 2’s Skip Counting Hopping Stencil 2s |
| K.CC.7 | Compare two numbers between 1 and 10 presented as written numerals. | Math & Movement Number Line 1-10 Floor Mat |
K.OA Operations and Algebraic Thinking |
Understand addition as putting together
|
|
| K.OA.1 | Represent addition and subtraction with objects fingers mental images drawings sounds (e.g. claps) acting out situations verbal explanations expressions or equations. | Math & Movement Skip Counting Hopping Mat by 2’s Skip Counting Hopping Stencil 2s Skip Counting Hopping Stencil 2s |
| K.OA.2 | Solve addition and subtraction word problems and add and subtract within 10 e.g. by using objects or drawings to represent the problem | Skip Counting Hopping Mat by 2’s |
| K.OA.3 | Decompose numbers less than or equal to 10 into pairs in more than one way e.g. by using objects or drawings and record each decomposition by a drawing or equation (e.g. 5 = 2 + 3 and 5 = 4 + 1). | Math & Movement Number Line 1-10 Floor Mat |
| K.OA.4 | For any number from 1 to 9 find the number that makes 10 when added to the given number e.g. bu using objects or drawings and record the answer with a drawing or equation. | Math & Movement Number Line 1-10 Floor Mat |
| K.OA.5 | Fluently add and subtract within 5. | Math & Movement Number Line 1-10 Floor Mat Skip Counting Hopping Stencil 2s |
K.NBT Number and Operations in Base Ten |
Work with numbers 11-19 to gain foundation for place value. |
|
| K.NBT.1 | Compose and decompose numbers from 11-19 into ten ones and some further ones e.g. by using objects or drawings and record each composition or decomposition by a drawing or equation (e.g. 18 = 10 + 8); understand that these numbers are composed of ten ones and one two three four five six seven eight or nine ones. | Math & Movement Place Value Hopping Mat P1 Skip Counting Hopping Mat by 2’s |
K.MD Measurement and Data |
Describe and compare measurable attributes. |
|
| K.MD.1 | Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. | Attribute word hop floor Mat |
| K.MD.2 | Directly compare two objects with a measurable attribute in common to see which object has “more of” / “less of” the attribute and describe the difference. | |
K.MD Measurement and Data |
Classify objects and count the number of objects in each category. |
|
| K.MD.3 | Classify objects into given categories; count the numbers of objects in each category and sort the categories by count | Skip Counting Hopping Mat by 2’s |
K.G Geometry |
Identify and describe shapes (squares circles triangles rectangles hexagons cubes cones cylinders and spheres). |
|
| K.G.1 | Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above below beside in front of behind and next to. | My First Shapes Hop |
| K.G.2 | Correctly name shapes regardless of their orientations or overall size. | My First Shapes Hop Geometric Shapes Hop |
| K.G.3 | Identify shapes as two-dimensional (lying in a plane. “flat”) or three-dimensional (“solid”). | My First Shapes Hop |
K.G Geometry |
Analyze compare create and compose shapes. |
|
| K.G.4 | Analyze and compare two- and three-dimensional shapes in different sizes and orientations using informal language to describe their similarities differences parts (e.g. number of sides and vertices/ “corners”) and other attributes (e.g. having sides of equal length). | My First Shapes Hop |
| K.G.5 | Model shapes in the world by building shapes from components (e.g. sticks and clay balls) and drawing shapes. | My First Shapes Hop |
| K.G.6 | Compose simple shapes to form larger shapes. For example Can you join these two triangles with full sides touching to make a rectangle? | My First Shapes Hop |
| 1.OA | Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. | |
| 1.OA.1 | Use addition and subtraction within 20 to solve word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions e.g. by using objects drawings and equations with a symbol for the unknown to number represent the problem. | Skip Counting Hopping Mat by 2’s Skip Counting Hopping Stencil 2s |
| 1.OA.2 | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 e.g. by using objects drawings and equations with a symbol for the unknown number to represent the problem. | Skip Counting Hopping Mat by 2’s Skip Counting Hopping Stencil 2s |
| 1.OA | Operations and Algebraic Thinking Understand and apply properties of operations and the relationship between addition and subtraction. | |
| 1.OA.3 | Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) | Skip Counting Hopping Mat by 2’s Hopscotch For Threes Mat Skip Counting Hopping Stencil 2s |
| 1.OA.4 | Understand subtraction as an unknown-addend problem. For example subtract 10 – 8 by finding the number that makes 10 when added to 8. | Skip Counting Hopping Mat by 2’s Skip Counting Hopping Stencil 2s |
1.OA Operations and Algebraic Thinking |
Add and subtract within 20. |
|
| 1.OA.5 | Relate counting to addition and subtraction (e.g. by counting on 2 to add 2). | Skip Counting Hopping Mat by 2’s Skip Counting Hopping Stencil 2s |
| 1.OA.6 | Add and subtract within 20 demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g. 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g. knowing that 8 + 4 = 12 one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g. adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). | Skip Counting Hopping Mat by 2’s Skip Counting Hopping Stencil 2s |
1.OA Operations and Algebraic Thinking |
Work with addition and subtraction equations. |
|
| 1.OA.7 | Understand the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. For example which of the following equations are true and which are false? 6 = 6 7 = 8 – 1; 5 + 2 = 2 + 5; 4 + 1 = 5 + 2. | Skip Counting Hopping Mat by 2’s Skip Counting Hopping Stencil 2s |
| 1.OA.8 | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example determine the unknown number that makes the equation true in each of the equations 8 + ? = 11 5 = _ – 3 6 + 6 = _ | Skip Counting Hopping Mat by 2’s Skip Counting Hopping Stencil 2s |
1.NBT Number and Operations in Base Ten |
Extend the counting sequence. |
|
| 1.NBT.1 | Count to 120 starting at any number less than 120. In this range read and write numerals and represent a number of objects with a written numeral. | Math & Movement Add and Subtract Floor Mat |
1.NBT Number and Operations in Base Ten |
Understand the value. |
|
| 1.NBT.2 | Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: | Math & Movement Add and Subtract Floor Mat |
| 1.NBT.2a | 10 can be thought of as a bundle of ten ones — called a “ten.” | Math & Movement Add and Subtract Floor Mat |
| 1.NBT.2b | The numbers from 11 to 19 are composed of a ten and one two three four five six seven eight or nine ones. |
Math & Movement Add and Subtract Floor Mat |
| 1.NBT.2c | The numbers 10 20 30 40 50 60 70 80 90 refer to one two three four five six seven eight or nine tens (and 0 ones). | Math & Movement Add and Subtract Floor Mat Skip Counting Hopping Mat 10’s |
| 1.NBT.3 | Compare two two-digit numbers based on meanings of the tens and ones digits recording the results of comparisons with the symbols > = and <. | Math & Movement Add and Subtract Floor Mat |
1.NBT Number and Operations in Base Ten |
Use place value understanding and properties of operations to add and subtract. |
|
| 1.NBT.4 | Add within 100 including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10 using concrete models or drawings and strategies based on place value properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers one adds tens and tens ones and ones; and sometimes it is necessary to compose a ten. | Math & Movement Add and Subtract Floor Mat |
| 1.NBT.5 | Given a two-digit number mentally find 10 more or 10 less than the number without having to count; explain the reasoning used. | Math & Movement Add and Subtract Floor Mat |
| 1.NBT.6 | Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. | Math & Movement Add and Subtract Floor Mat |
1.MD Measurement and Data |
Measure lengths indirectly and by iterating length units. |
|
| 1.MD.1 | Order three objects by length; compare the lengths of two objects indirectly by using a third object. | |
| 1.MD.2 | Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. | |
1.MD Measurement and Data |
Tell and write time. |
|
| 1.MD.3 | Tell and write time in hours and half-hours using analog and digital clocks. |
Math & Movement Clock Hop Floor Mat |
1.MD Measurement and Data |
Represent and interpret data. |
|
| 1.MD.4 | Organize represent and interpret data with up to three categories; ask and answer questions about the total number of data points how many in each category and how many more or less are in one category than in another. | |
1.G Geometry |
Reason with shapes and their attributes. |
|
| 1.G.1 | Distinguish between defining attributes (e.g. triangles are closed and three-sided) versus non-defining attributes (e.g. color orientation overall size); build and draw shapes to possess defining attributes. | Geometric Shapes Hop |
| 1.G.2 | Compose two-dimensional shapes (rectangles squares trapezoids triangles half-circles and quarter-circles) or three-dimensional shapes (cubes right rectangular prisms right circular cones and right circular cylinders) to create a composite shape and compose new shapes from the composite shape. | |
| 1.G.3 | Partition circles and rectangles into two and four equal shares describe the shares using the words halves fourths and quarters and use the phrases half of fourth of and quarter of. Describe the whole as two of or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. | Math & Movement Unit Circle Hop Mat Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fractions Hop Floor Mat |
2.OA Operations and Algebraic Thinking |
Represent and solve problems involving addition and subtraction. |
|
| 2.OA.1 | Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions e.g. by using drawings and equations with a symbol for the unknown number to represent the problem. | Math & Movement Add and Subtract Floor Mat |
2.OA Operations and Algebraic Thinking |
Add and subtract with 20. |
|
| 2.OA.2 | Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2 know from memory all sums of two one-digit numbers. | Skip Counting Hopping Mat by 2’s Hopscotch For Threes Mat Skip Counting Hopping Stencil 2s |
2.OA Operations and Algebraic Thinking |
Work with equal groups of objects to gain foundations for multiplication. |
|
| 2.OA.3 | Determine whether a group of objects (up to 20) has an odd or even number of members e.g. by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. | Skip Counting Hopping Mat by 2’s Math & Movement Add and Subtract Floor Mat Skip Counting Hopping Stencil 2s |
| 2.OA.4 | Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. | |
2.NBT Number and Operations in Base Ten |
Understand the place value system. |
|
| 2.NBT.1 | Understand that the three digits of a three-digit number represent amounts of hundreds tens and ones; e.g. 706 equals 7 hundreds 0 tens and 6 ones. Understand the following as special cases: | Math & Movement Place Value Hopping Mat P1 |
| 2.NBT.1a | 100 can be thought of as a bundle of ten tens — called a “hundred.” | Math & Movement Place Value Hopping Mat P1 Hop By Hundreds |
| 2.NBT.1b | The numbers 100 200 300 400 500 600 700 800 900 refer to one two three four five six seven eight or nine hundreds (and 0 tens and 0 ones). | Math & Movement Place Value Hopping Mat P1 Hop By Hundreds |
| 2.NBT.2 | Count within 1000; skip-count by 5s 10s and 100s. | Math & Movement Place Value Hopping Mat P1 Math & Movement Add and Subtract Floor Mat Hop By Hundreds |
| 2.NBT.3 | Read and write numbers to 1000 using base-ten numerals number names and expanded form. | Math & Movement Place Value Hopping Mat P1 |
| 2.NBT.4 | Compare two three-digit numbers based on meanings of the hundreds tens and ones digits using > = and < symbols to record the results of comparisons. | Math & Movement Place Value Hopping Mat P1 |
2.NBT Number and Operations in Base Ten |
Use place value understanding and properties of operation to add and subtract |
|
| 2.NBT.5 | Fluently add and subtract within 100 using strategies based on place value properties of operations and/or the relationship between addition and subtraction. | Math & Movement Add and Subtract Floor Mat Math & Movement Place Value Hopping Mat P1 |
| 2.NBT.6 | Add up to four two-digit numbers using strategies based on place value and properties of operations. | Math & Movement Place Value Hopping Mat P1 Math & Movement Add and Subtract Floor Mat |
| 2.NBT.7 | Add and subtract within 1000 using concrete models or drawings and strategies based on place value properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers one adds or subtracts hundreds and hundreds tens and tens ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. | Math & Movement Place Value Hopping Mat P1 Math & Movement Add and Subtract Floor Mat |
| 2.NBT.8 | Mentally add 10 or 100 to a given number 100–900 and mentally subtract 10 or 100 from a given number 100–900. | Math & Movement Place Value Hopping Mat P1 |
| 2.NBT.9 | Explain why addition and subtraction strategies work using place value and the properties of operations. | Math & Movement Add and Subtract Floor Mat Math & Movement Place Value Hopping Mat P1 |
2.MD Measurement and Data |
Measure and estimate lengths in standard units. |
|
| 2.MD.1 | Measure the length of an object by selecting and using appropriate tools such as rulers yardsticks meter sticks and measuring tapes. | |
| 2.MD.2 | Measure the length of an object twice using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. | |
| 2.MD.3 | Estimate lengths using units of inches feet centimeters and meters. | |
| 2.MD.4 | Measure to determine how much longer one object is than another expressing the length difference in terms of a standard length unit. | |
2.MD Measurement and Data |
Relate addition and subtraction to length. |
|
| 2.MD. | Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units e.g. by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. | Math & Movement Add and Subtract Floor Mat |
| 2.MD.6 | Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0 1 2 … and represent whole-number sums and differences within 100 on a number line diagram. | Math & Movement Add and Subtract Floor Mat |
2.MD Measurement and Data |
Work with time and money. |
|
| 2.MD.7 | Tell and write time from analog and digital clocks to the nearest five minutes using a.m. and p.m. | Math & Movement Clock Hop Floor Mat |
| 2.MD.8 | Solve word problems involving dollar bills quarters dimes nickels and pennies using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies how many cents do you have? | Math & Movement Dollar Hop Mat |
2.MD Measurement and Data |
Represent and interpret data. |
|
| 2.MD.9 | Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by making a line plot where the horizontal scale is marked off in whole-number units. | Math & Movement Cartesian Coordinate Hop Mat |
| 2.MD.10 | Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together take-apart and compare problems4 using information presented in a bar graph. | Math & Movement Cartesian Coordinate Hop Mat |
2.G Geometry |
Reason with shapes and their attributes. |
|
| 2.G.1 | Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. Identify triangles quadrilaterals pentagons hexagons and cubes. | Geometric Shapes Hop |
| 2.G.2 | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. | Equivalent Fractions Hop Floor Mat |
| 2.G.3 | Partition circles and rectangles into two three or four equal shares describe the shares using the words halves thirds half of a third of etc. and describe the whole as two halves three thirds four fourths. Recognize that equal shares of identical wholes need not have the same shape. | Math & Movement Unit Circle Hop Mat Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fractions Hop Floor Mat |
| 3.OA | Operations and Algebraic Thinking Represent and solve problems involving multiplication and division. | |
| 3.OA.1 | Interpret products of whole numbers e.g. interpret 5 x 7 as the by total number of objects in 5 groups of 7 objects each. For 2’s 3’s 4’s 6’s 7’s 8’s 9’s example describe a context in which a total number of objects can be expressed as 5 x 7 | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Factor Fun Hop Mat Multiplication Hop Skip Counting Hoppy Stencil Full Set |
| 3.OA.2 | Interpret whole-number quotients of whole numbers e.g. interpret by 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Multiplication Hop Skip Counting Hoppy Stencil Full Set |
| 3.OA.3 | Use multiplication and division within 100 to solve word problems in by situations involving equal groups arrays and measurement quantities e.g. by using drawings and equations with a symbol for the unknown number to represent the problem. | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Multiplication Hop Skip Counting Hoppy Stencil Full Set |
| 3.OA.4 | Determine the unknown whole number in a multiplication or division by equation relating three whole numbers. | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Multiplication Hop Skip Counting Hoppy Stencil Full Set |
| 3.OA | Operations and Algebraic Thinking Understand properties of multiplication and the relationship between multiplication and division. | Multiplication Hop |
| 3.OA.5 | Apply properties of operations as strategies to multiply and by divide. | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Multiplication Hop Skip Counting Hoppy Stencil Full Set |
| 3.OA.6 | Understand division as an unknown-factor problem. For example find by 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Factor Fun Hop Mat Multiplication Hop Skip Counting Hoppy Stencil Full Set |
3.OA Operations and Algebraic Thinking |
Multiply and divide within 100. |
|
| 3.OA.7 | Fluently multiply and divide within 100 using strategies such as the by relationship between multiplication and division (e.g. knowing that 8×5 = 40 one knows 40 ÷ 5 =8) or properties of operations. By the end of Grade 3 know from memory all products of two one-digit numbers. | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Factor Fun Hop Mat Multiplication Hop Hopscotch For Threes Mat Skip Counting Hoppy Stencil Full Set |
3.OA Operations and Algebraic Thinking |
Solve problems involving the four operations and identify and explain patterns in arithmetic. |
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| 3.OA.8 | Solve two-step word problems using the four operations. Represent by these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. | Math & Movement Skip Counting Hopping Mat Math & Movement Add and Subtract Floor Mat Operations Floor Mat Skip Counting Hoppy Stencil Full Set |
| 3.OA.9 | Identify arithmetic patterns (including patterns in the addition table or by multiplication table) and explain them using properties of operations. For example observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends. | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Math & Movement Add and Subtract Floor Mat Hopscotch For Threes Mat Skip Counting Hoppy Stencil Full Set |
3.NBT Number and Operations in Base Ten |
Use place value understanding and properties of operation to perform multi-digit arithmetic. |
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| 3.NBT.1 | Use place value understanding to round whole numbers to the nearest 10 or 100. | Math & Movement Add and Subtract Floor Mat |
| 3.NBT.2 | Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations and/or the relationship between addition and subtraction. | Math & Movement Place Value Hopping Mat P1 |
| 3.NBT.3 | Multiply one-digit whole numbers by multiples of 10 in the range by 10–90 (e.g. 9 × 80 5 × 60) using strategies based on place value and properties of operations. | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Skip Counting Hoppy Stencil Full Set |
3.NF Number and Operations-Fractions |
Develop understanding of fractions as numbers. |
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| 3.NF.1 | Understand a fraction 1/b as the quantity formed by 1 part when a and whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. | Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fractions Hop Floor Mat |
| 3.NF.2 | Understand a fraction as a number on the number line; represent and fractions on a number line diagram. | Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fractions Hop Floor Mat |
| 3.NF.2a | Represent a fraction 1/b on a number line diagram by defining the and interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. | Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fractions Hop Floor Mat |
| 3.NF.2b | Represent a fraction a/b on a number line diagram by marking off and a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. | Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fractions Hop Floor Mat |
| 3.NF.3 | Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. | Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fractions Hop Floor Mat |
| 3.NF.3a | Understand two fractions as equivalent (equal) if they are the same size or the same point on a number line. | Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fractions Hop Floor Mat |
| 3.NF.3b | Recognize and generate simple equivalent fractions e.g. 1/2 =2/4 4/6 = 2/3). Explain why the fractions are equivalent e.g. by using a visual fraction model. | Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fractions Hop Floor Mat |
| 3.NF.3c | Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. | Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fractions Hop Floor Mat |
| 3.NF.3d | Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols > = or < and justify the conclusions e.g. by using a visual fraction model. | Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fractions Hop Floor Mat Operations Floor Mat |
3.MD Measurement and Data |
Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects. |
|
| 3.MD.1 | Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes e.g. by representing the problem on a number line diagram. | Math & Movement Clock Hop Floor Mat |
| 3.MD.2 | Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l).6 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units e.g. by using drawings (such as a beaker with a measurement scale) to represent the problem. | Math & Movement Clock Hop Floor Mat |
3.MD Measurement and Data |
Represent and interpret data. |
|
| 3.MD.3 | Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example draw a bar graph in which each square in the bar graph might represent 5 pets. | Math & Movement Cartesian Coordinate Hop Mat |
| 3.MD.4 | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units— whole numbers halves or quarters. | |
3.MD Measurement and Data |
Geometric measurement: understand concepts of area and relate area to multiplication and to addition |
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| 3.MD.5 | Recognize area as an attribute of plane figures and understand concepts of area measurement. | Math & Movement Add and Subtract Floor Mat |
| 3.MD.5a | A square with side length 1 unit called “a unit square” is said to have “one square unit” of area and can be used to measure area. | Math & Movement Add and Subtract Floor Mat |
| 3.MD.5b | A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. | Math & Movement Add and Subtract Floor Mat |
| 3.MD.6 | Measure areas by counting unit squares (square cm square m square in square ft and improvised units). | Math & Movement Add and Subtract Floor Mat |
| 3.MD.7 | Relate area to the operations of multiplication and addition. | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Skip Counting Hoppy Stencil Full Set |
| 3.MD.7a | Find the area of a rectangle with whole-number side lengths by tiling it and show that the area is the same as would be found by multiplying the side lengths. | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Skip Counting Hoppy Stencil Full Set |
| 3.MD.7b | Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems and represent whole-number products as rectangular areas in mathematical reasoning. | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Skip Counting Hoppy Stencil Full Set |
| 3.MD.7c | Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. | |
| 3.MD.7d | Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts applying this technique to solve real world problems. | |
3.MD Measurement and Data |
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures |
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| 3.MD.8 | Solve real world and mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. | |
3.G Geometry |
Reason with shapes and their attributes. |
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| 3.G.1 | Understand that shapes in different categories (e.g. rhombuses rectangles and others) may share attributes (e.g. having four sides) and that the shared attributes can define a larger category (e.g.quadrilaterals). Recognize rhombuses rectangles and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories. | Geometric Shapes Hop |
| 3.G.2 | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example partition a shape into 4 parts with equal area and describe the area of each part as 1/4 of the area of the shape. | Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fractions Hop Floor Mat |
4.OA Operations and Algebraic Thinking |
Use the four operations with whole numbers to solve problems. |
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| 4.OA.1 | Interpret a multiplication equation as a comparison e.g. interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Factor Fun Hop Mat Skip Counting Hoppy Stencil Full Set |
| 4.OA.2 | Multiply or divide to solve word problems involving multiplicative comparison e.g. by using drawings and equations with a symbol for the unknown number to represent the problem distinguishing multiplicative comparison from additive comparison. | Multiplication Hop |
| 4.OA.3 | Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. | Math & Movement Add and Subtract Floor Mat Operations Floor Mat Geometric Shapes Hop Multiplication Hop |
4.OA Operations and Algebraic Thinking |
Gain familiarity with factors and multiples. |
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| 4.OA.4 | Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. | Math & Movement Factor Fun Hop Mat Factor Fun Hop Mat Multiplication Hop |
4.OA Operations and Algebraic Thinking |
Generate and analyze patterns. |
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| 4.OA.5 | Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. | Math & Movement Add and Subtract Floor Mat |
4.NBT Number and Operations in Base Ten |
Generalize place value understanding for multi-digit whole numbers. |
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| 4.NBT.1 | Recognize that in a multi-digit whole number a digit in one place represents ten times what it represents in the place to its right. For example recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. | |
| 4.NBT.2 | Read and write multi-digit whole number using base-ten numerals number names and expanded form. Compare two multi-digit numbers based on meanings of the digit in each place using > = and < symbol to record results of comparisons. | Math & Movement Add and Subtract Floor Mat |
| 4.NBT.3 | Use place value understanding to round multi-digit whole numbers to any place. | Math & Movement Place Value Hopping Mat P3 Math & Movement Add and Subtract Floor Mat |
4.NBT Number and Operations in Base Ten |
Use place value understanding and properties of operations to perform multi-digit arithmetic. |
Math & Movement Place Value Hopping Mat |
| 4.NBT.4 | Fluently add and subtract multi-digit whole numbers using the standard algorithm. | Math & Movement Add and Subtract Floor Mat |
| 4.NBT.5 | Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations rectangular arrays and/or area models. | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Multiplication Hop Skip Counting Hoppy Stencil Full Set |
| 4.NBT.6 | Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors using strategies based on place value the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations rectangular arrays and/or area models. | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Skip Counting Hoppy Stencil Full Set |
4.NF Number and Operations-Fractions |
Extend understanding of fraction equivalence and ordering. |
Halves/Fourths and Thirds/Sixths |
| 4.NF.1 | Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. | Halves/Fourths and Thirds/Sixths Equivalent Fractions Hop Floor Mat |
| 4.NF.2 | Compare two fractions with different numerators and different denominators e.g. by creating common denominators or numerators or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols > = or < and justify the conclusions e.g. by using a visual fraction model. | Halves/Fourths and Thirds/Sixths Equivalent Fractions Hop Floor Mat |
4.NF Number and Operations-Fractions |
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. |
Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths |
| 4.NF.3 | Understand a fraction a/b with a > 1 as a sum of fractions 1/b. | Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fractions Hop Floor Mat |
| 4.NF.3a | Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. | Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fractions Hop Floor Mat |
| 4.NF.3b | Decompose a fraction into a sum of fractions with the same denominator in more than one way recording each decomposition by an equation. Justify decompositions e.g. by using a visual fraction model. | Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fractions Hop Floor Mat |
| 4.NF.3c | Add and subtract mixed numbers with like denominators e.g. by replacing each mixed number with an equivalent fraction and/or by using properties of operations and the relationship between addition and subtraction. | Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths |
| 4.NF.3d | Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators e.g. by using visual fraction models and equations to represent the problem. | Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths Equivalent Fractions Hop Floor Mat |
| 4.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. | Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths |
| 4.NF.4a | Understand a fraction a/b as a multiple of 1/b. | Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths |
| 4.NF.4b | Understand a multiple of a/b as a multiple of 1/b and use this understanding to multiply a fraction by a whole number. | Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths |
| 4.NF.4c | Solve word problems involving multiplication of a fraction by a whole number e.g. by using visual fraction models and equations to represent the problem. | Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths |
4.NF Number and Operations-Fractions |
Understand decimal notation for fractions and compare decimal fractions. |
Math & Movement Fraction Walk for Halves/Fourths and Thirds/Sixths |
| 4.NF.5 | Express a fraction with denominator 10 as an equivalent fraction with denominator 100 and use this technique to add two fractions with respective denominators 10 and 100. | |
| 4.NF.6 | Use decimal notation for fractions with denominators 10 or 100. For example rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. | Math & Movement Number Line 1-10 Floor Mat Math & Movement Place Value Hopping Mat P3 Math & Movement Add and Subtract Floor Mat |
| 4.NF.7 | Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols > = or < and justify the conclusions e.g. by using a visual model. | Math & Movement Place Value Hopping Mat P3 |
4.MD Measurement and Data |
Solve problems involving measurement and conversion of measurements from larger unit to a smaller unit. |
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| 4.MD.1 | Know relative sizes of measurement units within one system of units including km m cm; kg g; lb oz.; l ml; hr min sec. Within a single system of measurement express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two- column table. | |
| 4.MD.2 | Use the four operations to solve word problems involving distances intervals of time liquid volumes masses of objects and money including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. | |
| 4.MD.3 | Apply the area and perimeter formulas for rectangles in real world and mathematical problems. | |
4.MD Measurement and Data |
Represent and interpret data |
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| 4.MD.4 | Make a line plot to display a data set of measurements in fractions of a unit (1/2 1/4 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. | Math & Movement Fraction Walk by Halves/Fourths and Thirds/Sixths |
4.MD Measurement and Data |
Geometric measurement: understand concepts of angle and measure angles. |
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| 4.MD.5 | Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint and understand concepts of angle measurement: | Angle Hop Floor Mat |
| 4.MD.5a | An angle is measured with reference to a circle with its center at the common endpoint of the rays by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle” and can be used to measure angles. | Circle Hop Mat |
| 4.MD.5b | An angle that turns through n one-degree angles is said to have an angle measure of n degrees. | Circle Hop Mat |
| 4.MD.6 | Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. | Circle Hop Mat |
| 4.MD.7 | Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems e.g. by using an equation with a symbol for the unknown angle measure. | Circle Hop Mat |
4.G Geometry |
Draw and identify lines and angles and classify shapes by properties of their lines and angles |
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| 4.G.1 | Draw points lines line segments rays angles (right acute obtuse) and perpendicular and parallel lines. Identify these in two-dimensional figures. | Angle Hop Floor Mat |
| 4.G.2 | Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category and identify right triangles. | Angle Hop Floor Mat |
| 4.G.3 | Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. | |
5.OA Operations and Algebraic Thinking |
Write and interpret numerical expressions |
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| 5.OA.1 | Use parentheses brackets or braces in numerical expressions and evaluate expressions with these symbols | Pemdas Hop |
| 5.OA.2 | Write simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them. | Pemdas Hop |
5.NBT Number and Operations in Base Ten |
Understand the place value system. |
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| 5.NBT.1 | Recognize that in a multi-digit number a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. | Math & Movement Place Value Hopping Mat P3 |
| 5.NBT.2 | Explain patterns in the number of zeros of the product when multiplying a number by powers of 10 and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. | Math & Movement Place Value Hopping Mat P3 |
| 5.NBT.3 | Read write and compare decimals to thousandths. | Math & Movement Place Value Hopping Mat P3 |
| 5.NBT.3a | Read and write decimals to thousandths using base-ten numerals number names and expanded form e.g. 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000). | Math & Movement Place Value Hopping Mat P3 Pemdas Hop |
| 5.NBT.3b | Compare two decimals to thousandths based on meanings of the digits in each place using > = and < symbols to record the results of comparisons. | Math & Movement Place Value Hopping Mat P3 Pemdas Hop |
| 5.NBT.4 | Use place value understanding to round decimals to any place. | Math & Movement Place Value Hopping Mat P3 |
5.NBT Number and Operations in Base Ten |
Perform operations with multi-digit whole numbers and with decimal to hundredths. |
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| 5.NBT.5 | Fluently multiply multi-digit whole numbers using the standard algorithm. | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Skip Counting Hoppy Stencil Full Set |
| 5.NBT.6 | Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors using strategies based on place value the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations rectangular arrays and/or area models. | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Math & Movement Place Value Hopping Mat P3 Skip Counting Hoppy Stencil Full Set |
| 5.NBT.7 | Add subtract multiply and divide decimals to hundredths using concrete models or drawings and strategies based on place value properties of operations and/or the relationship between addition subtraction; relate the strategy to a written method and explain the reasoning used. | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Math & Movement Place Value Hopping Mat P3 Skip Counting Hoppy Stencil Full Set |
5.NF Number and Operations-Fractions |
Use equivalent fractions as a strategy to add and subtract fractions. |
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| 5.NF.1 | Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. | Halves/Fourths and Thirds/Sixths |
| 5.NF.2 | Solve word problems involving addition and subtraction of fractions referring to the same whole including cases of unlike denominators e.g. by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. | Math & Movement Fraction Walk by Halves/Fourths and Thirds/Sixths |
5.NF Number and Operations-Fractions |
Apply and extend previous understandings of multiplication and division to multiply and divide fractions. |
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| 5.NF.3 | Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers e.g. by using visual fraction models or equations to represent the problem. | Math & Movement Fraction Walk by Halves/Fourths and Thirds/Sixths Equivalent Fractions Hop Floor Mat |
| 5.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Skip Counting Hoppy Stencil Full Set |
| 5.NF.4a | Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently as the result of a sequence of operations a × q ÷ b. | Math & Movement Fraction Walk by Halves/Fourths and Thirds/Sixths |
| 5.NF.4b | Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles and represent fraction products as rectangular areas. | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Skip Counting Hoppy Stencil Full Set |
| 5.NF.5 | Interpret multiplication as scaling (resizing)by: | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Skip Counting Hoppy Stencil Full Set |
| 5.NF.5a | Comparing the size of a product to the size of one factor on the basis of the size of the other factor without performing the indicated multiplication | Math & Movement Factor Fun Hop Mat |
| 5.NF.5b | Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b =(n×a)/(n×b) to the effect of multiplying a/b by 1. | Math & Movement Fraction Walk by Halves/Fourths and Thirds/Sixths |
| 5.NF.6 | Solve real world problems involving multiplication of fractions and mixed numbers e.g. by using visual fraction models or equations to represent the problem. | Math & Movement Fraction Walk by Halves/Fourths and Thirds/Sixths |
| 5.NF.7 | Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. | Math & Movement Fraction Walk by Halves/Fourths and Thirds/Sixths |
| 5.NF.7a | Interpret division of a unit fraction by a non-zero whole number and compute such quotients.Math & Movement Fraction Walk by | Halves/Fourths and Thirds/Sixths |
| 5.NF.7b | Interpret division of a whole number by a unit fraction and compute such quotients. | Math & Movement Fraction Walk by Halves/Fourths and Thirds/Sixths |
| 5.NF.7c | Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions e.g. by using visual fraction models and equations to represent the problem. | Math & Movement Fraction Walk by Halves/Fourths and Thirds/Sixths |
5.MD Measurement and Data |
Convert like measurement units within a given measurement system. |
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| 5.MD.1 | Convert among different-sized standard measurement units within a given measurement system (e.g.convert 5 cm to 0.05 m) and use these conversions in solving multi-step real world problems. | |
5.MD Measurement and Data |
Represent and interpret data. |
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| 5.MD.2 | Make a line plot to display a data set of measurements in fractions of a unit (1/2 1/4 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. | Math & Movement Fraction Walk by Halves/Fourths and Thirds/Sixths |
4.MD Measurement and Data |
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. |
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| 5.MD.3 | Recognize volume as an attribute of solid figures and understand concepts of volume measurement. | |
| 5.MD.3a | A cube with side length 1 unit called a “unit cube” is said to have “one cubic unit” of volume and can be used to measure volume. | |
| 5.MD.3b | A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. | |
| 5.MD.4 | Measure volumes by counting unit cubes using cubic cm cubic in cubic ft and improvised units. | |
| 5.MD.5 | Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. | Math & Movement Skip Counting Hopping Mats by 2’s 3’s 4’s 6’s 7’s 8’s 9’s Skip Counting Hoppy Stencil Full Set |
| 5.MD.5a | Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes and show that the volume is the same as would be found by multiplying the edge lengths equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes e.g. to represent the associative property of multiplication. | |
| 5.MD.5b | Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems. | |
| 5.MD.5c | Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts applying this technique to solve real world problems. | |
5.G Geometry |
Graph points on the coordinate place to solve real-world and mathematical problems. |
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| 5.G.1 | Use a pair of perpendicular number lines called axes to define a coordinate system with the intersection of lines (the origin) arranged to coincide with the 0 on each line and give a point in the plane located by using an ordered pair of numbers called its coordinates. Understand that the first number indicated how far to travel from the origin in the direction of one axis and the second number indicated how far to travel in the direction of the second axis with the convention that the names of the two axes and the coordinated correspond (e.g. x-axis and x-coordinate y-axis and y-coordinate). | Math & Movement Cartesian Coordinate Hop Mat |
| 5.G.2 | Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane and interpret coordinate values of points in the context of the situation. | Math & Movement Cartesian Coordinate Hop Map |
5.G Geometry |
Classify two-dimensional figures into categories based on their properties |
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| 5.G.3 | Understand that attributes belonging to a category of two dimensional figures also belong to all subcategories of that category. For example all rectangles have four right angles and squares are rectangles so all squares have four right angles. | Geometric Shapes Hop |
| 5.G.4 | Classify two-dimensional figures in a hierarchy based on properties. | Geometric Shapes Hop |
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