ISS Student Friendly Learning Target

Essential Vocabulary

Teaching Strategies 
Teacher Resources 
Student Resources 
Competency Goal 1: The learner will model, identify, and compute with whole numbers through 9,999




a. I can recognize a number in many forms.
b. I can identify the place value of a number one through thousand.
c. I can compare and order numbers.
1.01 Develop number sense for whole numbers through 9,999
a. Connect model, number word, and number using a variety of representations
b. Build understanding of place value (ones through thousands)
c. Compare and order

Expanded form
standard form
word form
thousands place
hundreds place
tens place
ones place
digit
estimate
value
least
greatest
compare
about
less than
greater than
equal to
not equal to
Written/word form




a. I can add and subtract numbers.
b. I can estimate using addition and subtraction.
c. I can write addition and subtraction fact families.
1.2 Develop fluency with multidigit addition and subtraction through 9,999 using:
a. Strategies for adding and subtracting numbers
b. Estimation of sums and differences in appropriate situations
c. Relationships between operations

sum
difference
addend
estimate
about
how many more
altogether
regroup
order
fact family




a. I can multiply and divide.
b. I can estimate using multiplication and division.
c. I can write multiplication and division fact families.
1.03 Develop fluency with multiplication from 1x1 to 12x12 and division up to twodigit by onedigit numbers using:
a. Strategies for multiplying and dividing numbers
b. Estimation of products and quotients in
appropriate situations
c. Relationships between operations

multiples
array
factor
sets
repeated addition
multiply
skip count
product
divide
repeated subtraction
quotient
divisor
dividend
division
remainder
left over
equally
pattern
estimate
Array
Multiple




I can identify addition, subtraction, multiplication, and division basic properties.
1.04 Use basic properties (identify, commutative, associative, order of operations) for addition, subtraction, multiplication, and division

parenthesis
operations
Identity property
Commutative property
Associative property
Order of operations for addition, subtraction, multiplication and division
Properties
Product
Multiplication
Division
Quotient




I can produce the fractions, halves, fourths, thirds, sixths, eighths.
1.05 Use area or region models and set models of fractions to explore partwhole relationships.
a. Represent fractions concretely and symbolically (halves, fourths, thirds, sixths, eighths)

halves
fourths
thirds
sixths
eights
Mixed numbers
Improper fractions




I can compare and order fractions halves, fourths, thirds, sixths, eighths.
1.05 Use area or region models and set models of fractions to explore partwhole relationships.
b. Compare and order fractions (halves, fourths, thirds, sixths, eighths) using models and benchmark numbers (zero, onehalf, one); describe comparisons





I can find equivalent fractions using halves, fourths, thirds, sixths, eighths.
1.05 Use area or region models and set models of fractions to explore partwhole relationships.
c. Model and describe common equivalents, especially relationships among halves, fourths, and eighths, and thirds and sixths
I can identify that fractions fall between two whole numbers.
1.05 Use area or region models and set models of fractions to explore partwhole relationships.
d. Understand that the fractional relationships that occur between zero and one also occur between every two consecutive whole numbers

Number line 



I can recognize mixed numbers and their equivalent forms.
e. Understand and use mixed numbers and their equivalent fraction form





I can solve problems using many strategies.
1.06 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.





Competency Goal 2: The learner will recognize and use standard units of metric and customary measurement

2.01 Solve problems using measurement concepts and procedures involving:
a. Elapsed time





I can compare and convert units of measurement.
2.01 Solve problems using measurement concepts and procedures involving:
b. Equivalent measures within the same measurement system

Customary/Metric measurement
Equivalent
Elapsed time
Quarter till/of




I can estimate and measure cups, pints, quarts, gallons, and liters.
2.02 Estimate and measure using appropriate units
a. Capacity (cups, pints, quarts, gallons, liters)

Capacity
Mass




I can estimate and measure miles and kilometers.
2.02 Estimate and measure using appropriate units
b. Length (miles, kilometers)





2.02 Estimate and measure using appropriate units
c. Mass (ounces, pounds, grams, kilograms)
d. Temperature(Fahrenheit, Celsius)





Competency Goal 3: The learner will recognize and use basic geometric properties of twoand threedimensional figures

I can identify and name parts of two and three dimensional shapes.
3.01 Use appropriate vocabulary to compare, describe, and classify twoand threedimensional figures

3D shapes
Angles acute, obtuse, right
Perpendicular
Parallel lines
Intersecting lines
Vertex/vertices




a. I can graph ordered pairs.
b. I can locate a path between different points on a graph.
3.02 Use a rectangular coordinate system to solve problems
a. Graph and identify points with whole number and/or letter
b. Describe the path between given points on the plane

Ordered pairs 



Competency Goal 4: The learner will understand and use data and simple probability concepts

I can collect, organize, and understand data to make charts and graphs.
4.01 Collect, organize, analyze, and display data (including circle graphs and tables) to solve problems

Probability
Value
Variable
Order of operation




4.02 Determine the number of permutations and combinations of up to three items





4.03 Solve probability problems
using permutations and combinations 




Competency Goal 5: The learner will recognize, determine, and represent patterns and simple mathematical relationships

I can explain and continue patterns using numbers and shapes. 5.01 Describe and extend numeric and geometric patterns





I can continue patterns or find the missing number or shape in a pattern and solve growing patterns.
5.02 Extend and find missing terms of repeating and growing patterns





I can use symbols for missing numbers in equations.
5.03 Use symbols to represent unknown quantities in number sentences





I can find the answer to a number sentence that has a missing number or symbol.
5.04 Find the value of the unknown in a number sentence





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