Arkansas Mathematics Standards Grades K-5

Arkansas Mathematics Standards

Grades K-5

2016

Introduction to the Grades K-5 Arkansas Mathematics Standards

When charged with the task of revising the previous mathematics standards, a group of qualified individuals from across the state

came together to craft standards that were specific for the schools and students of Arkansas. The result of this work, the Arkansas

Mathematics Standards, is contained in this document. These standards reflect what educators across our state know to be best for

our students.

These standards retain the same structure as the previous standards in terms of organization. The standards are organized by

domains, clusters, and standards. Domains represent the big ideas that are to be studied at each grade level and sometimes across

grade bands. These big ideas support educators in determining the proper amount of focus and instructional time to be given to each

of these topics.

Clusters represent collections of standards that are grouped together to help educators understand the building blocks of rich and

meaningful instructional units. These units help students make connections within clusters and avoid seeing mathematics as a discreet

list of skills that they must master. Standards represent the foundational building blocks of math instruction. The standards outlined in

this document work together to ensure that students are college and career ready and on track for success.

There are additional similarities shared by these new standards and the previous standards. The main similarity is the structure of the

nomenclature. The only change that was made to the naming system was intended to reflect that these standards belong to Arkansas.

However, educators may still search for open education resources by using the last part of the label, which will link to the resources for

the previous standards. New standards can be found at the end of each cluster in which a new standard was deemed necessary.

Another similarity to the previous standards is the use of the symbols (+) and (*) to distinguish certain standards from others. The plus

(+) symbol is used to designate standards that are typically beyond the scope of an Algebra II course. However, some of the plus (+)

standards are now included in courses that are not considered to be beyond Algebra II. Standards denoted with the asterisk (*) symbol

represent the modeling component of the standards. These standards should be presented in a modeling context where students are

required to engage in the modeling process that is outlined in the Standards for Mathematical Practice.

The revision committee opted to include some new elements in the Arkansas Mathematics Standards that represent an attempt at

greater clarity and more consistent implementation across the state. Many of the revisions are a rewording of the original Common

Core State Standards. The purpose of the rewording is often to help educators better understand the areas of emphasis and focus

within the existing standard. Likewise, many of the standards are separated into a bulleted list of content. This does not mean that

teachers should treat this content as a checklist of items that they must teach one at a time. The content was bulleted out so that

teachers can better understand all that is included in some of the broader standards. Many of the examples that were included in the

original standards were either changed for clarity or separated from the body of the actual standard. The committee wanted

educators to understand that the examples included in the body of the standards document in no way reflect all of the possible

examples. Likewise, these examples do not mandate curriculum or problem types. Local districts are free to select the curriculum and

instructional methods they think best for their students.

In some instances, notes of clarification were added. These notes were intended to clarify, for teachers,

what the expectations are for

the student. Likewise, these notes provide instructional guidance as well as limitations so that teachers can better understand the

scope of the standard. This will help the educators in determining what is developmentally appropriate for students when they are

working with certain standards.

Finally, the Arkansas Mathematics Standards will become a living document. The staff of the Arkansas Department of Education hopes

that this document portrays the hard work of the Arkansas educators who took part in the revision process and that it represents an

improvement to the previous set of standards. As these standards are implemented across schools in the state, the Arkansas

Department of Education welcomes further suggestions related to notes of clarification, examples, professional development needs, and

future revisions of the standards.

Abbreviations:

Counting and Cardinality – CC

Operations and Algebraic Thinking – OA

Number and Operations in Base Ten – NBT

Number and Operations – Fractions – NF

Measurement and Data – MD

Geometry – G

Counting and Cardinality

Know number names and the count sequence

AR.Math.Content.K.CC.A.1

Count to 100 by ones, fives, and tens

AR.Math.Content.K.CC.A.2

Count forward, by ones, from any given number up to 100

AR.Math.Content.K.CC.A.3

Read, write, and represent numerals from 0 to 20

Note: K.CC.A.3 addresses the writing of numbers and using the written numerals 0-20 to describe the

amount of

a set of objects. Due to varied progression of fine motor and visual development, a reversal of

numerals is

anticipated for the majority of students. While reversals should be pointed out to students,

the emphasis is on

the use of numerals to represent quantities rather than the correct handwriting of the

actual number itself.

Counting and Cardinality

Count to tell the number of objects

AR.Math.Content.K.CC.B.4

Understand the relationship between numbers and quantities; connect counting to cardinality

When counting objects:

•

Say the numbers in order, pairing each object with only one number and each number

with only

one object (one to one correspondence)

•

Understand that the last number said tells the number of objects counted

•

Understand that each successive number refers to a quantity that is one larger

Note: Students should understand that the number of objects is the same regardless of their

arrangement or

the order in which they were counted.

AR.Math.Content.K.CC.B.5

Count to answer “how many?”:

•

Count up to 20 objects in any arrangement

•

Count up to 10 objects in a scattered configuration

•

Given a number from 1-20, count out that many objects

Note: As students progress they may first move the objects, counting as they move them.

Students may also

line up objects to count them. If students have a scattered arrangement, they

may touch each item as they count it, or if students have a scattered arrangement, they may

finally be able to count them by visually scanning without touching the items.

Counting and Cardinality

Compare numbers

AR.Math.Content.K.CC.C.6

Identify whether the number of objects in one group from 0-10 is greater than (more, most), less than

(less,

fewer, least), or equal to (same as) the number of objects in another group of 0-10

For example: Use matching and counting strategies to compare values.

AR.Math.Content.K.CC.C.7

Compare two numbers between 0 and 20 presented as written numerals

Note: The use of the symbols for greater than/less than should not be introduced in this grade level.

Appropriate terminology to use would be more than, less than, or the same as.

AR.Math.Content.K.CC.C.8

Quickly identify a number of items in a set from 0-10 without counting (e.g., dominoes, dot cubes,

tally marks,

ten-frames)

Kindergarten

–

Arkansas

Mathematics

Standards

Operations and

Algebraic

Thinking

Understand addition as putting together and adding to, and understand subtraction as taking

apart and taking from

AR.Math.Content.K.OA.A.1

Represent addition and subtraction using objects, fingers, mental images, drawings, sounds

(e.g.,

claps), acting out situations, verbal explanations, expressions (e.g., 2+3), or equations

(e.g., 2+3 = )

Note: Expressions and equations are not required but are recommended by the end of

Kindergarten.

AR.Math.Content.K.OA.A.2

Solve real-world problems that involve addition and subtraction within 10 (e.g., by using

objects or drawings to represent the problem)

AR.Math.Content.K.OA.A.3

Use objects or drawings to decompose (break apart) numbers less than or equal to 10 into

pairs in

more than one way, and record each decomposition (part) by a drawing or an equation

(e.g., 5 = 2 + 3 and 5 = 4 + 1)

Note: Students should see equations and be encouraged to recognize that the two parts make

the

whole. However, writing equations is not required.

AR.Math.Content.K.OA.A.4

Find the number that makes 10 when added to the given number (e.g., by using objects or

drawings) and record the answer with a drawing or equation

Note: Use of different manipulatives such as ten-frames, cubes, or two-color counters, assists

students in visualizing these number pairs.

AR.Math.Content.K.OA.A.5

Fluently add and subtract within 10 by using various strategies and manipulatives

Note: Fluency in this standard means accuracy (correct answer), efficiency (a reasonable

amount

of steps), and flexibility (using various strategies). Fluency is developed by working

with many

different kinds of objects over an extended period of time. This objective does not

require the

students to instantly know the answer.

Kindergarten

–

Arkansas

Mathematics

Standards

Number and Operations

Base Ten

Work with numbers 11-19 to gain foundations for place value

AR.Math.Content.K.NBT.A.1

Develop initial understanding of

place value

and the base-ten number system by showing

equivalent

forms of whole numbers from 11 to 19 as groups of tens and ones using objects and

drawings

Measurement and Data

Describe and compare measurable attributes

AR.Math.Content.K.MD.A.1

Describe several measurable attributes of a single object, including but not limited to length, weight,

height, and temperature

Note: Vocabulary may include short, long, heavy, light, tall, hot, cold, warm, or

cool.

AR.Math.Content.K.MD.A.2

Describe the difference when comparing two objects (side-by-side) with a measurable attribute in

common, to see which object has more of or less of the common attribute

Note: Vocabulary may include shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more.

Measurement and Data

Classify objects and count the number of objects in each category

AR.Math.Content.K.MD.B.3

Classify, sort, and count objects using both measurable and non-measurable attributes such as

size,

number, color, or shape

Note: Limit category count to be less than or equal to 10. Students should be able to give the

reason

for the way the objects were sorted.

Measurement and Data

Work with time and money

AR.Math.Content.K.MD.C.4

•

Understand concepts of time including morning, afternoon, evening, today, yesterday,

tomorrow,

day, week, month, and year

•

Understand that clocks, both analog and digital, and calendars are tools

that measure time

AR.Math.Content.K.MD.C.5

Read time to the hour on digital and analog clocks

Note: This is an introductory skill and is addressed more formally in the upcoming grade levels.

AR.Math.Content.K.MD.C.6

Identify pennies, nickels, and dimes, and know the value of each

Note: This is an introduction skill and is addressed more formally in the upcoming grade levels.

Geometry

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,

cylinders, and spheres)

AR.Math.Content.K.G.A.1

Describe the positions of objects in the environment and geometric shapes in space using names of

shapes, and describe the relative positions of these objects

Note: Positions could be inside, outside, between, above, below, near, far, under, over, up, down,

behind, in front of, next to, to the left of, to the right of, or beside.

AR.Math.Content.K.G.A.2

Correctly name shapes regardless of their orientations or overall size

Note: Orientation refers to the way the shape is turned (upside down, sideways).

AR.Math.Content.K.G.A.3

Identify shapes as two-dimensional (flat) or three-dimensional (solid)

Geometry

Analyze, compare, create, and compose shapes

AR.Math.Content.K.G.B.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)

Note: 2-D shapes: squares, circles, triangles, rectangles, and hexagons

3-D shapes: cube, cone, cylinder, and sphere

AR.Math.Content.K.G.B.5

Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and

drawing shapes

AR.Math.Content.K.G.B.6

Compose two-dimensional shapes to form larger two-dimensional shapes

For example: Join two squares to make a rectangle or join six equilateral triangles to form a hexagon.

Operations and Algebraic

Thinking

Represent and solve problems involving addition and subtraction

AR.Math.Content.1.OA.A.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 number to represent the problem)

AR.Math.Content.1.OA.A.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)

Operations and Algebraic

Thinking

Understand and apply properties of operations and the relationship between addition and subtraction

AR.Math.Content.1.OA.B.3

Apply properties of operations as strategies to add and subtract

For example: 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).

Note: Students need not use formal terms for these properties.

AR.Math.Content.1.OA.B.4

Understand subtraction as an unknown-addend problem

For example: Subtract 10 - 8 by finding the number that makes 10 when added to 8.

Operations and

Algebraic

Thinking

Add and subtract within 20

AR.Math.Content.1.OA.C.5

Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)

AR.Math.Content.1.OA.C.6

Add and subtract within 20, demonstrating computational 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)

•

Creating equivalent but easier or known sums

(e.g., adding 6 + 7 by creating the known equivalent 6 + 6

+ 1 = 12 + 1 = 13)

Note: Computational fluency is demonstrating the method of student choice. Students should

understand the strategy he/she selected and be able to explain how it can efficiently produce accurate

answers.

Operations and Algebraic

Thinking

Work with addition and subtraction equations

AR.Math.Content.1.OA.D.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, or 4 +

1 = 5 + 2.

AR.Math.Content.1.OA.D.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, and 6 + 6 = _

Number and Operations

Base Ten

Extend the counting sequence

AR.Math.Content.1.NBT.A.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.

Number and Operations in

Base Ten

Understand place value

AR.Math.Content.1.NBT.B.2

Understand that the two digits of a two-digit number represent amounts of tens and ones

Understand the following as special cases:

•

10 can be thought of as a bundle of ten ones — called a "ten"

•

The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven,

eight, or nine ones

•

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

AR.Math.Content.1.NBT.B.3

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the

results of comparisons with the symbols >, =, and <

Grade

–

Arkansas

Mathematics

Standards

Numbers and Operations

Base Ten

Use place value understanding and properties of operations to add and subtract

AR.Math.Content.1.NBT.C.4

Add within 100 using concrete models or drawings, relate the strategy used to a written expression or

equation,

and be able to explain the reasoning

Note: Strategies should be based on place-value, properties of operations, and

the relationship between

addition and subtraction.

AR.Math.Content.1.NBT.C.5

Mentally find 10 more or 10 less than a given two-digit number, without having to count

Note: Students should be able to explain the reasoning used.

AR.Math.Content.1.NBT.C.6

Subtract multiples of 10 from multiples of 10 (both in the range of 10-90) using concrete models or

drawings,

relate the strategy to a written method, and explain the reasoning used

Note: Strategies should be based on place value, properties of operations, and the relationship between

addition and subtraction.

Note: Differences should be zero or positive.

Grade

–

Arkansas

Mathematics

Standards

Measurement and Data

Measure lengths indirectly and by iterating length units

AR.Math.Content.1.MD.A.1

Order three objects by length; compare the lengths of two objects indirectly by using a third object

AR.Math.Content.1.MD.A.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

Note: Limit to contexts where the object being measured is spanned by a whole number of length units

with no gaps or overlaps.

Measurement and Data

Work with time and money

AR.Math.Content.1.MD.B.3

Tell and write time in hours and half-hours using analog and digital clocks

Note: The intention of this standard is to continue the introduction of the concept with the goal of mastery

by the end of third grade.

AR.Math.Content.1.MD.

B.4 (New Standard)

Identify and know the value of a penny, nickel, dime, and quarter

AR.Math.Content.1.MD.

B.5 (New Standard)

Count collections of like coins (pennies, nickels, and dimes)

Measurement and Data

Represent and interpret data

AR.Math.Content.1.MD.C.6

•

Organize, represent, and interpret data with up to three categories, using tally tables, picture graphs

and bar graphs

•

Ask and answer questions about the total number represented, how many in each category, and

how many more or less are in one category than in another

Grade

–

Arkansas

Mathematics

Standards

Geometry

Reason with shapes and their attributes

AR.Math.Content.1.G.A.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

AR.Math.Content.1.G.A.2

Compose two-dimensional shapes (e.g., rectangles, squares, trapezoids, triangles, half-circles, and quarter-

circles) or three-dimensional shapes (e.g., cubes, right rectangular prisms, right circular cones, and right

circular cylinders) to create a composite shape

Note: Students do not need to learn formal names such as “right rectangular prism”.

AR.Math.Content.1.G.A.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

Grade 2 – Arkansas Mathematics Standards

Operations and

Algebraic

Thinking

Represent and solve problems involving addition and subtraction

AR.Math.Content.2.OA.A.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

•

Represent a strategy with a related equation including a symbol for the unknown number

Operations and

Algebraic

Thinking

Add and subtract within 20

AR.Math.Content.2.OA.B.2

•

Fluently add and subtract within 20 using mental strategies

•

By the end of Grade 2, know from memory all sums of two one-digit numbers

Note: Fact fluency means that students should have automaticity when recalling these facts.

Operations and

Algebraic

Thinking

Work with equal groups of objects to gain foundations for multiplication

AR.Math.Content.2.OA.C.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 (up to 20) as a sum of two equal addends

AR.Math.Content.2.OA.C.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

Grade

Arkansas

Mathematics

Standards

Number and Operations

Base Ten

Understand place value

AR.Math.Content.2.NBT.A.1

•

Understand that the three digits of a three-digit number represent amounts of hundreds, tens,

and

ones; e.g., 726 equals 7 hundreds, 2 tens, and 6 ones

•

Understand that 100 can be thought of as a group of ten tens — called a "hundred"

•

Understand that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two,

three, four,

five, six, seven, eight, or nine groups of 100

AR.Math.Content.2.NBT.A.2

•

Count within 1000

•

Skip-count by 5s, 10s, and 100s beginning at zero

AR.Math.Content.2.NBT.A.3

•

Read and write numbers to 1000 using base-ten numerals, number names, and a variety of

expanded

forms

•

Model and describe numbers within 1000 as groups of 10 in a variety of ways

AR.Math.Content.2.NBT.A.4

Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >,

=, and <

symbols and correct terminology for the symbols to record the results of comparisons

Number and Operations

Base Ten

Use place value understanding and properties of operations to add and subtract

AR.Math.Content.2.NBT.B.5

Add and subtract within 100 with computational fluency using strategies based on place value, properties

operations, and the relationship between addition and subtraction

AR.Math.Content.2.NBT.B.6

Add up to four two-digit numbers using strategies based on place value and properties of operations

AR.Math.Content.2.NBT.B.7

Add and subtract within 1000, using concrete models or drawings and strategies based on place value,

properties of operations, and the relationship between addition and subtraction; relate the strategy to a

written expression or equation

AR.Math.Content.2.NBT.B.8

Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given

number 100-

900

AR.Math.Content.2.NBT.B.9

Explain why addition and subtraction strategies work, using place value and the properties of operations

Note: Explanations could be supported by drawings or objects.

Grade

Arkansas

Mathematics

Standards

Measurement and Data

Measure and estimate lengths in standard units

AR.Math.Content.2.MD.A.1

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks,

meter sticks,

and measuring tapes

AR.Math.Content.2.MD.A.2

•

Measure the length of an object twice with two different length units

•

Describe how the two measurements

relate to the size of the unit chosen

For example: A desktop is measured in both centimeters and inches. Student compares the size

of the unit of

measure and the number of those units.

AR.Math.Content.2.MD.A.3

Estimate lengths using units of inches, feet, centimeters, and meters

AR.Math.Content.2.MD.A.4

Measure to determine how much longer one object is than another, expressing the length difference in

terms

of a standard length unit

Measurement and Data

Relate addition and subtraction to length

AR.Math.Content.2.MD.B.5

Use addition and subtraction within 100 to solve word problems involving lengths that are given in the

same

units, and write equations with a symbol for the unknown number to represent the problem

AR.Math.Content.2.MD.B.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 solve addition and subtraction problems within 100 on the

number line diagram

Grade

Arkansas

Mathematics

Standards

Measurement and Data

Work with time and money

AR.Math.Content.2.MD.C.7

Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Note: This standard is a continuation of previous instruction at lower grades with the expectation of

mastery by

the end of third grade.

AR. Math.Content.2.MD.C.8

Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols

appropriately

For example: A student has 2 dimes and 3 pennies; how many cents does he have?

Measurement and Data

Represent and interpret data

AR.Math.Content.2.MD.D.9

•

Generate data by measuring the same attribute of similar objects to the nearest whole unit

•

Display the measurement data by making a line plot, where the horizontal scale is marked off

in whole-

number units

•

Generate data from multiple measurements of the same object

•

Make a line plot, where the horizontal scale is marked off in whole-number units, to compare

precision

of measurements

Note: After several experiences with generating data to use, the students can be given data already

generated

to create the line plot.

AR.Math.Content.2.MD.D.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 problems using information presented in a bar

graph

Grade

Arkansas

Mathematics

Standards

Geometry

Reason with shapes and their attributes

AR.Math.Content.2.G.A.1

•

Recognize and draw shapes having specified attributes (e.g., number of angles, number of sides, or

a given

number of equal faces)

•

Identify triangles, quadrilaterals, pentagons, hexagons, and cubes

Note: Sizes are compared directly or visually, not compared by measuring.

AR.Math.Content.2.G.A.2

Partition a rectangle into rows and columns of same-size squares and count to find the total number of

squares

AR.Math.Content.2.G.A.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

AR.Math.Content.2.G.A.4

Recognize that equal shares of identical wholes need not have the same shape

Operations and Algebraic

Thinking

Represent and solve problems involving multiplication and division

AR.Math.Content.3.OA.A.1

Interpret products of whole numbers (e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7

objects each)

For example: Describe a context in which a total number of objects can be expressed as 5 × 7.

AR.Math.Content.3.OA.A.2

Interpret whole-number quotients of whole numbers (e.g., interpret 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.

AR.Math.Content.3.OA.A.3

Use multiplication and division within 100 to solve word problems in 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)

AR.Math.Content.3.OA.A.4

Determine the unknown whole number in a multiplication or division equation relating three whole numbers

For example: Determine the unknown number that makes the equation true in each of the equations

8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

Operations and Algebraic

Thinking

Understand properties of multiplication and the relationship between multiplication and division

AR.Math.Content.3.OA.B.5

Apply properties of operations as strategies to multiply and divide

For example: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known (Commutative property of multiplication). 3

× 5

× 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30 (Associative property

multiplication). Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as

8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 +

16 = 56 (Distributive property).

Note: Students are not required to use formal terms for these properties.

AR.Math.Content.3.OA.B.6

Understand division as an unknown-factor problem

For example: Find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

Grade

–

Arkansas

Mathematics

Standards

Operations and Algebraic

Thinking

Multiply and divide within 100

AR.Math.Content.3.OA.C.7

•

Using computational fluency, multiply and divide within 100, using strategies such as the relationship

between multiplication and division (e.g., knowing that 8 × 5 = 40, one know

40 ÷ 5 = 8) or properties of operations

•

By the end of Grade 3, automatically (fact fluency) recall all products of two one-digit numbers

Note: Computational fluency is defined as a student’s ability to efficiently and accurately solve a problem

with some degree of flexibility with their strategies.

Operations and Algebraic

Thinking

Solve problems involving the four operations, and identify and explain patterns in arithmetic

AR.Math.Content.3.OA.D.8

Solve two-step word problems using the four operations, and be able to:

•

Represent these problems using equations with a letter standing for unknown quantity

•

Assess the reasonableness of answers using mental computation and estimation strategies

including rounding

Note: This standard is limited to problems posed with whole numbers and having whole-number answers;

students should know how to perform operations in conventional order when there are no parentheses to

specify a particular order (Order of Operations).

AR.Math.Content.3.OA.D.9

Identify arithmetic patterns (including, but not limited to, patterns in the addition table or 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.

Grade

–

Arkansas

Mathematics

Standards

Number and Operations in

Base Ten

Use place value understanding and properties of operations to preform multi-digit arithmetic

AR.Math.Content.3.NBT.A.1

Use place value understanding to round whole numbers to the nearest 10 or 100

AR.Math.Content.3.NBT.A.2

Using computational fluency, add and subtract within 1000 using strategies and algorithms based on place

value, properties of operations, and the relationship between addition and subtraction

Note: Computational fluency is defined as a student’s ability to efficiently and accurately solve a problem

with some degree of flexibility with their strategies.

AR.Math.Content.3.NBT.A.3

Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies

based on place value and properties of operations

AR.Math.Content.3.NBT.A.4

Understand that the four digits of a four-digit number represent amounts of thousands, hundreds, tens, and

ones (e.g., 7,706 can be portrayed in a variety of ways according to place value strategies)

Understand the following as special cases:

•

1,000 can be thought of as a group of ten hundreds---called a thousand

•

The numbers 1,000, 2,000, 3,000, 4,000, 5,000, 6,000, 7,000, 8,000, 9,000 refer to one, two,

three, four, five, six, seven, eight, or nine thousands

AR.Math.Content.3.NBT.A.5

Read and write numbers to 10,000 using base-ten numerals, number names, and expanded form(s)

For example: Using base-ten numerals “standard form” (347)

Number name form (three-hundred forty seven)

Expanded form(s) (300 + 40 + 7 = 3 × 100 + 4 × 10 + 7 × 1)

AR.Math.Content.3.NBT.A.6

Compare two four-digit numbers based on meanings of thousands, hundreds, tens, and ones digits using

symbols (<, >, =) to record the results of comparisons

Grade

–

Arkansas

Mathematics

Standards

Number and Operations -

Fractions

Develop understanding of fractions as numbers

AR.Math.Content.3.NF.A.1

•

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal

parts

For

example: Unit fractions are fractions with a numerator of 1 derived from a whole partitioned into equal parts

and

having 1 of those equal parts (1/4 is 1 part of 4 equal parts).

•

Understand a fraction a/b as the quantity formed by a parts of size 1/b

For example: Unit fractions can be joined together to make non-unit fractions (¼ + ¼ + ¼ = ¾).

AR.Math.Content.3.NF.A.2

Understand a fraction as a number on the number line; represent fractions on a number line diagram

•

Represent a fraction 1/b on a number line diagram by defining the 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

Example:

•

Represent a fraction a/b on a number line diagram by marking off 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

Example:

Grade

–

Arkansas

Mathematics

Standards

AR.Math.Content.3.NF.A.3

Explain equivalence of fractions in special cases and compare fractions by reasoning about their size:

•

Understand two fractions as equivalent (equal) if they are the same size or the same point on a

number line

•

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)

•

Express whole numbers as fractions and recognize fractions that are equivalent to whole

numbers (e.g., 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)

•

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 symbols (>, =, <) and justify the conclusions (e.g., by using

a visual fraction model)

Note: Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Grade

–

Arkansas

Mathematics

Standards

Measurement and Data

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and

masses of

objects

AR.Math.Content.3.MD.A.1

•

Tell time using the terms quarter and half as related to the hour (e.g., quarter-past 3:00, half-past

4:00, and quarter till 3:00)

•

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)

AR.Math.Content.3.MD.A.2

•

Measure and estimate liquid volumes and masses of objects using standard units such as: grams

(g), kilograms (kg), liters (l), gallons (gal), quarts (qt), pints (pt), and cups (c)

•

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)

Note: Conversions can be introduced but not assessed. Excludes compound units such as cubic

centimeters

and finding the geometric volume of a container. Excludes multiplicative comparison problems (problems

involving notions of “times as much”).

Measurement and Data

Represent and interpret data

AR.Math.Content.3.MD.B.3

•

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories

(e.g., Draw a bar graph in which each square in the bar graph might represent 5 pets)

•

Solve one- and two-step "how many more" and "how many less" problems using information

presented in scaled picture graphs and scaled bar graphs

AR.Math.Content.3.MD.B.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

Grade

–

Arkansas

Mathematics

Standards

Measurement and Data

Geometric measurement: understand concepts of area and relate area to multiplication and to

addition

AR.Math.Content.3.MD.C.5

Recognize area as an attribute of plane figures and understand concepts of area measurement:

•

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.

•

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

AR.Math.Content.3.MD.C.6

Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units)

AR.Math.Content.3.MD.C.7

Relate area to the operations of multiplication and addition:

•

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

•

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

•

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

•

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

Measurement and Data

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish

between linear

and area measures

AR.Math.Content.3.MD.D.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

Grade

–

Arkansas

Mathematics

Standards

Geometry

Reason with shapes and their attributes

AR.Math.Content.3.G.A.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

Note: An informal discussion of types of lines (parallel and perpendicular) and angles is needed; however,

student assessment is not required.

Note: Trapezoids will be defined to be a quadrilateral with at least one pair of opposite sides parallel,

therefore all parallelograms are trapezoids.

AR.Math.Content.3.G.A.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.

Grade

–

Arkansas

Mathematics

Standards

Operations and Algebraic

Thinking

Use the four operations with whole numbers to solve problems

AR.Math.Content.4.OA.A.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

AR.Math.Content.4.OA.A.2

•

Multiply or divide to solve word problems involving multiplicative comparison

•

Use drawings and equations with a letter for the unknown number to represent the

problem,

distinguishing multiplicative comparison from additive comparison

AR.Math.Content.4.OA.A.3

•

Solve multistep 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

Operations and Algebraic

Thinking

Gain familiarity with factors and multiples

AR.Math.Content.4.OA.B.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

Note: Informal classroom discussion might include divisibility rules, finding patterns and other strategies.

Grade

–

Arkansas

Mathematics

Standards

Operations and Algebraic

Thinking

Generate and analyze patterns

AR.Math.Content.4.OA.C.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

For example: Given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence

and

observe that the terms appear to alternate between odd and even numbers. Explain why the

numbers will continue to alternate in this way.

Grade

–

Arkansas

Mathematics

Standards

Number and Operations

Base Ten

Generalize place value understanding for multi-digit whole numbers

AR.Math.Content.4.NBT.A.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 or 700 =10x70 by applying concepts of place value and

division.

AR.Math.Content.4.NBT.A.2

•

Read and write multi-digit whole numbers using base-ten numerals, number names, and

expanded

form

•

Compare two multi-digit numbers based on meanings of the digits in each place, using symbols

(>, =, <)

to record the results of comparisons

AR.Math.Content.4.NBT.A.3

Use place value understanding to round multi-digit whole numbers to any place

Grade

–

Arkansas

Mathematics

Standards

Number and Operations in

Base Ten

Use place value understanding and properties of operations to perform multi-digit arithmetic

AR.Math.Content.4.NBT.B.4

Add and subtract multi-digit whole numbers with computational fluency using a standard algorithm

Notes:

•

Computational fluency is defined as a student’s ability to efficiently and accurately solve a

problem with

some degree of flexibility with their strategies.

•

A standard algorithm can be viewed as, but should not be limited to, the traditional recording

system.

•

standard algorithm denotes any valid base-ten strategy.

AR.Math.Content.4.NBT.B.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 area models

Note: Properties of operations need to be referenced.

AR.Math.Content.4.NBT.B.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 the relationship

between multiplication

and division

•

Illustrate and explain the calculation by using equations, rectangular arrays, and area models

Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000

Grade

–

Arkansas

Mathematics

Standards

Number and Operations -

Fractions

Extend understanding of fraction equivalence and ordering

AR.Math.Content.4.NF.A.1

•

By using visual fraction models, explain why a fraction a/b is equivalent to a fraction

(n × a)/(n × b) 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

For example: 1/5 is equivalent to (2x1) / (2x5).

AR.Math.Content.4.NF.A.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 ½)

•

Recognize that comparisons are valid only when the two fractions refer to the same whole.

Record the

results of comparisons with symbols (>, =, <), and justify the conclusions (e.g., by

using a visual fraction model)

Grade

–

Arkansas

Mathematics

Standards

Number and Operations -

Fractions

Build fractions from unit fractions by applying and extending previous understanding of

operations of whole

numbers

AR.Math.Content.4.NF.B.3

Understand a

fraction a

with

> 1 as a

sum

fractions

(e.g., 3/8=1/8+1/8+1/8):

•

Understand addition and subtraction of fractions as joining and separating parts referring to the

same

whole

•

Decompose a fraction into a sum of fractions with the same denominator in more than one way,

recording each decomposition by an equation and justify decompositions (e.g., by using a visual

fraction

model) (e.g., 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8)

•

Add and subtract mixed numbers with like denominators (e.g., by using properties of operations

and the

relationship between addition and subtraction and by replacing each number with an

equivalent

fraction)

•

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)

Note: Converting a mixed number to an improper fraction should not be viewed as a separate technique

to be

learned by rote memorization, but simply a case of fraction addition

(e.g., 7 1/5 =7 + 1/5 = 35/5 + 1/5 = 36/5).

AR.Math.Content.4.NF.B.4

Apply and extend previous understandings of multiplication to multiply a fraction by a whole number:

• Understand a fraction a/b as a multiple of 1/b (e.g., Use a visual fraction model to represent 5/4 as the product

5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4))

• Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole

number (e.g., Use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5 (In

general, n × (a/b) = (n × a)/b))

• 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)

For example: If each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party,

how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

Note: Emphasis should be placed on the relationship of how the unit fraction relates to the multiple of the fraction.

Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Grade

–

Arkansas

Mathematics

Standards

Number and Operations -

Fractions

Understand decimal notation for fractions, and compare decimal fractions

AR.Math.Content.4.NF.C.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

For example: Express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

Note: Students who can generate equivalent fractions can develop strategies for adding fractions with

unlike

denominators in general. However, addition and subtraction with unlike denominators in general

is not a

requirement at this grade.

AR.Math.Content.4.NF.C.6

Use decimal notation for fractions with denominators 10 or 100

For example: Write 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line

diagram.

AR.Math.Content.4.NF.C.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 using symbols (>, =, <), and justify the conclusions

(e.g., by using a

visual model)

Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100

Grade

–

Arkansas

Mathematics

Standards

Measurement and Data

Solve problems involving measurement and conversion of measurements from a larger unit to

a smaller

unit

AR.Math.Content.4.MD.A.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; yd, ft, in; gal, qt, pt, c

•

Within a single system of measurement, express measurements in the form of a larger unit in

terms of

a smaller unit. Record measurement equivalents in a two-column table

For example: Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in.

Generate a

conversion table for feet and inches listing the number pairs (1, 12), (2, 24), and (3, 36).

AR.Math.Content.4.MD.A.2

•

Use the four operations to solve word problems involving distances, intervals of time, liquid

volumes,

masses of objects, and money including the ability to make change; 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

Note: This is a standard that may be addressed throughout the year focusing on different context.

AR.Math.Content.4.MD.A.3

Apply the area and perimeter formulas for rectangles in real world and mathematical problems

For example: Find the width of a rectangular room given the area of the flooring and the length, by

viewing the

area formula as a multiplication equation with an unknown factor.

Measurement and Data

Represent and interpret data

AR.Math.Content.4.MD.B.4

•

Make a line plot to display a data set of measurements in fractions of a unit (e.g., 1/2, 1/4, 1/8)

•

Solve problems involving addition and subtraction of fractions by using information presented in

line

plots

For example: From a line plot, find and interpret the difference in length between the longest and

shortest

specimens in an insect collection.

Grade

–

Arkansas

Mathematics

Standards

Measurement and Data

Geometric measurement: understand concepts of angle and measure angles

AR.Math.Content.4.MD.C.5

Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint,

and

understand concepts of angle measurement:

•

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

•

An angle that turns through n one-degree angles is said to have an angle measure

of n degree

Note: Use the degree symbol (e.g., 360°).

AR.Math.Content.4.MD.C.6

•

Measure angles in whole-number degrees using a protractor

•

Sketch angles of specified measure

AR.Math.Content.4.MD.C.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

For example: Use an equation with a symbol for the unknown angle measure.

Grade

–

Arkansas

Mathematics

Standards

Geometry

Draw and identify lines and angles, and classify shapes by properties of their lines and angles

AR.Math.Content.4.G.A.1

•

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and

parallel

lines

•

Identify these in two-dimensional figures

AR.Math.Content.4.G.A.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

Note: Trapezoids will be defined to be a quadrilateral with at least one pair of opposite sides parallel,

therefore

all parallelograms are trapezoids.

AR.Math.Content.4.G.A.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

Operations and Algebraic

Thinking

Write and interpret numerical expressions

AR.Math.Content.5.OA.A.1

Use grouping symbols including parentheses, brackets, or braces in numerical expressions,

and evaluate

expressions with these symbols

Note: Expressions should not contain nested grouping symbols such as [4+2(10+3)] and they

should be no more complex than the expressions one finds in an application of the associative or

distributive property (e.g.,

(8+7) x2 or {6 X 30} + {6 X 7}).

AR.Math.Content.5.OA.A.2

Write simple expressions that record calculations with numbers, and interpret numerical expressions

without

evaluating them

For Example: Express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 ×

(18932

+ 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or

product.

Operations and Algebraic

Thinking

Analyze patterns and relationships

AR.Math.Content.5.OA.B.3

•

Generate two numerical patterns, each using a given rule

•

Identify apparent relationships between corresponding terms by completing a function table or

input/output table

•

Using the terms created, form and graph ordered pairs in the first quadrant of the coordinate plane

Note: Terms of the numerical patterns will be limited to whole number coordinates.

Grade

–Arkansas

Mathematics

Standards

Number and Operations in

Base Ten

Understand the place value system

AR.Math.Content.5.NBT.A.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

AR.Math.Content.5.NBT.A.2

Understand why multiplying or dividing by a power of 10 shifts the

value

of the digits of a whole

number

or decimal:

•

Explain patterns in the number of zeros of the product when multiplying a whole number by

powers of 10

•

Explain patterns in the placement of the decimal point when a decimal is multiplied or

divided by a power of

•

Use whole-number exponents to denote powers of 10

AR.Math.Content.5.NBT.A.3

Read, write, and compare decimals to thousandths:

•

Read and write decimals to thousandths using base-ten numerals, number names, and

expanded

form(s)

Examples could include:

Base-ten numerals “standard form” (347.392)

Number name form (three-hundred forty seven and three hundred ninety-two thousandths)

Expanded form(s):

300 + 40 + 7 + .3 + .09 +.002 = 300 +40 +7 +3/10 + 9/100 + 2/100 =

3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) +2 x (1/1000)=

3 x 10

+ 4 x 10

x 7 x 10

+ 3x (1/10

) + 9x (1/10

) +2 x (1/10

)

•

Compare two decimals to thousandths based on the value of the digits in each place, using >,

=, and <

symbols to record the results of comparisons

AR.Math.Content.5.NBT.A.4

Apply place value understanding to round decimals to any place

Grade

–Arkansas

Mathematics

Standards

Number and Operations

Base Ten

Perform operations with multi-digit whole numbers and with decimals to hundredths

AR.Math.Content.5.NBT.B.5

Fluently (efficiently, accurately and with some degree of flexibility) multiply multi-digit whole numbers

using a

standard algorithm

Note: A “standard algorithm” can be viewed as, but should not be limited to, the traditional

recording system.

A “standard algorithm” denotes any valid base-ten strategy.

AR.Math.Content.5.NBT.B.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

Divisibility rules; and

The relationship between multiplication and division

•

Illustrate and explain calculations by using equations, rectangular arrays, and area models

AR.Math.Content.5.NBT.B.7

Perform basic operations on decimals to the hundredths place:

•

Add and subtract decimals to hundredths using concrete models or drawings and strategies

based on

place value, properties of operations, and the relationship between addition and

subtraction

•

Multiply and divide decimals to hundredths using concrete models or drawings and

strategies based on

place value, properties of operations, and the relationship between

multiplication and division

Grade

–Arkansas

Mathematics

Standards

Number and Operations

Fractions

Use equivalent fractions as a strategy to add and subtract fractions

AR.Math.Content.5.NF.A.1

Efficiently, accurately, and with some degree of flexibility, add and subtract fractions with unlike

denominators

(including mixed numbers) using equivalent fractions and common denominators

For example: Understand that 2/3 + 5/4 = 8/12 + 15/12 = 23/12 (In general, a/b + c/d = (ad + bc)/bd)

Note: The focus of this standard is applying equivalent fractions, not necessarily finding least common

denominators or putting results in simplest form.

AR.Math.Content.5.NF.A.2

•

Solve word problems involving addition and subtraction of fractions referring to the same

whole,

including cases of unlike denominators

For example: Use 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

For example: Recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

Grade

–Arkansas

Mathematics

Standards

Number and Operations

Fractions

Apply and extend previous understandings of multiplication and division

AR.Math.Content.5.NF.B.3

•

Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b), where a and b

are

natural numbers

For example: Interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and

that when 3 wholes are shared equally among 4 people each person has a share of size 3/4.

•

Solve word problems involving division of natural numbers leading to answers in the form of

fractions

or mixed numbers

For example: Use visual fraction models or equations to represent the problem. If 9 people want to

share a 50-

pound sack of rice equally by weight, how many pounds of rice should each person get?

Between what two

whole numbers does your answer lie?

AR.Math.Content.5.NF.B.4

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a

fraction:

•

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

For example: Use a visual fraction model to show (2/3) × 12 means to take 12 and divide it into thirds

(1/3 of 12 is 4) and take two of the parts (2 X 4 is 8), so (2/3) X 12 = 8, and create a story context for

this

equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.).

•

Find the area of a rectangle with fractional (less than and/or greater than 1) side lengths, by tiling

with unit squares of the appropriate unit fraction side lengths, by multiplying the fractional side

lengths, and then show that both procedures yield the same area

Grade

–Arkansas

Mathematics

Standards

Number and Operations

Fractions

Apply and extend previous understandings of multiplication and division

AR.Math.Content.5.NF.B.5

Interpret multiplication as scaling (resizing), by:

•

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

For example: Understand that 2/3 is twice as large as 1/3.

•

Explaining why multiplying a given number by a fraction greater than 1 results in a product

greater than

the given number

•

Explain why multiplying a given number by a fraction less than 1 results in a

product smaller

than the given number

•

Relate the principle of fraction equivalence a/b = (n × a)/(n × b)

to the effect of multiplying a/b by 1

AR.Math.Content.5.NF.B.6

Solve real world problems involving multiplication of fractions and mixed numbers

For example: Use visual fraction models or equations to represent the problem.

Grade

–Arkansas

Mathematics

Standards

Number and Operations

Fractions

Apply and extend previous understandings of multiplication and division

AR.Math.Content.5.NF.B.7

Apply and extend previous understandings of division to divide unit fractions by whole numbers

and whole

numbers by unit fractions:

Note: Students able to multiply fractions in general can develop strategies to divide fractions in general,

reasoning about the relationship between multiplication and division. But division of a fraction by a

fraction is

not a requirement at this grade.

•

Interpret division of a unit fraction by a natural number, and compute such quotients

For example: Create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient.

Use the

relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) ×

4 = 1/3).

•

Interpret division of a whole number by a unit fraction, and compute such quotients

For example: Create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient.

Use the

relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5)

= 4).

•

Solve real world problems involving division of unit fractions by natural numbers and division of

whole

numbers by unit fractions

For example: Use visual fraction models and equations to represent the problem. How much chocolate

will

each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2

cups of

raisins?

Grade

–Arkansas

Mathematics

Standards

Measurement and Data

Convert like measurement units within a given measurement system

AR.Math.Content.5.MD.A.1

•

Convert among different-sized standard measurement units within the metric system

For example: Convert 5 cm to 0.05 m.

•

Convert among different-sized standard measurement units within the customary system

For example: Convert 1 ½ ft to 18 in.

•

Use these conversions in solving multi-step, real world problems

Measurement and Data

Represent and interpret data

AR.Math.Content.5.MD.B.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

For example: Given different measurements of liquid in identical beakers, find the amount of liquid

each beaker

would contain if the total amount in all the beakers were redistributed equally. Given

different

measurements of length between the longest and shortest pieces of rope in a collection,

find the length

each piece of rope would measure if each rope’s length were redistributed equally or

other

examples that demonstrate measures of center (mean, median, mode).

Grade

–Arkansas

Mathematics

Standards

Measurement and Data

Geometric measurement: understand concepts of volume

AR.Math.Content.5.MD.C.3

Recognize volume as an attribute of solid figures and understand concepts of volume measurement:

•

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

•

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

AR.Math.Content.5.MD.C.4

Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units

AR.Math.Content.5.MD.C.5

Relate volume to the operations of multiplication and addition and solve real world and mathematical

problems involving volume:

•

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

multiplication)

•

Apply the formulas V = l × w × h and V =

× 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

•

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

Example: John was finding the volume of this figure. He decided to break it

apart

into two separate rectangular prisms. John found the volume of the

solid below

using this expression: (4 x 4 x 1) + (2 x 4 x 2). Decompose

the figure into two

rectangular prisms and shade them in different colors

to show one way John

might have thought about it.

Phillis also broke this solid into two rectangular prisms, but she did it differently than John. She

found the

volume of the solid below using this expression: (2 x 4 x 3) + (2 x 4 x 1). Decompose

the figure into two

rectangular prisms and shade them in different colors to show one way Phillis

might have thought about it.

Grade

–Arkansas

Mathematics

Standards

Geometry

Graph points on the coordinate plane to solve real-world and mathematical problems

AR.Math.Content.5.G.A.1

•

Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the

intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point

the plane located by using an ordered pair of numbers, called its coordinates

•

Understand that the first number indicates how far to travel from the origin in the direction of one

axis, and the second number indicates how far to travel in the direction of the second axis, with

the

convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-

coordinate, y-axis and y-coordinate)

Note: Graphing will be limited to the first quadrant and the non-negative x- and y-axes only.

AR.Math.Content.5.G.A.2

•

Represent real world and mathematical problems by graphing points in the first quadrant and on

the

non-negative x- and y-axes of the coordinate plane

•

Interpret coordinate values of points in the context of the situation

Geometry

Classify two-dimensional figures into categories based on their properties

AR.Math.Content.5.G.B.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. All isosceles triangles have at least two sides congruent and equilateral triangles are

isosceles.

Therefore, equilateral triangles have at least two congruent sides.

AR.Math.Content.5.G.B.4

Classify two-dimensional figures in a hierarchy based on properties

Note: Trapezoids will be defined to be a quadrilateral with at least one pair of opposite sides parallel,

therefore

all parallelograms are trapezoids.

Glossary

Addition and subtraction

within 5, 10, 20, 100, or

1,000

Addition or subtraction of two whole numbers with whole number answers, and with sum or minuend in the range

0-5, 0-10, 0-20, or 0-100, respectively; example: 8 + 2 = 10 is an addition within 10, 14 – 5 =9 is a subtraction

within 20, and 55 – 18 = 37 is a subtraction within 100

Additive inverses

Two numbers whose sum is 0 are additive inverses of one another; example: 3/4 and (-3/4) are additive inverses

of one another because 3/4 + (- 3/4) + 3/4 = 0

Algorithm

Set of rules for solving math problems which if done properly will give a correct answer each time

Associative property of

addition

See Table 1 in this Glossary

Associative property of

multiplication

See Table 1 in this Glossary

Attributes

Characteristics or properties of an object

Commutative property

See Table 1 in this glossary

Computational Algorithm

A set of predefined steps applicable to a class of problems that gives the correct result in every case when the

steps are carried out correctly

Computational Fluency

When a student can efficiently and accurately solve a problem with some degree of flexibility with their strategies

Computational Strategy

Purposeful manipulations that may be chosen for specific problems, may not have a fixed order, and may be

aimed at converting one problem into another. See also : computation algorithm

Congruent

Two planes or solid figures are congruent if one can be obtained from the other by rigid motion (a sequence of

rotations, reflections, and translations)

Coordinate

An ordered pair of numbers in the form (x, y) that describes the location of a point on a coordinate plane

Coordinate Plane

A plane spanned by the x- and y- axis

Counting On

A strategy for finding the number of objects in a group without having to count every member of the group. For

example, if a stack of books to have 8 books and 3 more books are added to the top, it is not necessary to count

the stack all over again. One can find the total by counting on-pointing to the top book and saying “eight”,

following this with “nine, ten, eleven.” There are eleven books now.

Denominator

The term of a fraction, usually written under the line, that indicates the number of equal parts into which the unit is

divided; divisor

Difference

The result of a subtraction problem

Dividend

A number that is being divided by another number (divisor)

Divisor

The number by which another number is being divided

Dot plot

See: line plot

Equations

A statement where two expressions are equal (such as 8 + 3 = 11 or 2x- 3 = 7)

Expanded form

A multi-digit number is expressed in expanded form when it is written as a sum of the single-digit multiples of

powers of ten. For example, 643 = 600 + 40 + 3

Exponent

A symbol that is written above and to the right of a number to show how many times the number is to be

multiplied by itself

Expressions

A mathematical phrase consisting of numbers, variables, and operations

Fluency

The ability to automatically recall basic math facts

Fact

An addition fact is any two whole numbers added together, up to and including 10+10. A subtraction fact is any

two numbers subtracted one from the other, from 20 down. Facts should be committed to memory for quick and

easy recall

Factor

One or more numbers that are multiplied together to get a product (5 and 2 are both factors because 5 x 2 =10)

Glossary

Fraction

A number expressible in the form a/b where a is a whole number and b is a whole number. (The word fraction in

these standards always refers to a non-negative number.) See also: rational number

Grouping symbols

Symbols parenthesis, brackets, fraction line that show where a group starts and ends, establishes the order used

to apply math operations. Ex.

)24(

)75(3

Identity property of 0

See Table 1 in Glossary

Least common

denominator

The least common multiple of two or more denominators

Line plot

A method of visually displaying a distribution of data values where each data value is shown as a dot or mark

above a number line. Also known as a dot plot

Mean

A measure of center in a set of numerical data, computed by adding the values in a list and then dividing by the

number of values in the list. 4 Example: For the data set {1, 3, 6, 7, 10, 12, 14, 15, 22, 120}, the mean is 21.

Median

A measure of center in a set of numerical data. The median of a list of values is the value appearing at the center

of a sorted version of the list- or the mean of the two central values, if the list contains an even number of values.

Mode

A measure of center in a set of numerical data; the most common value in list of values

Multiplication and division

within 100

Multiplication or division of two whole numbers with whole number answers, and with product or dividend in the

range 0 - 100. Example: 72 ÷ 8 = 9

Multiplicative inverses

Two numbers whose product is 1 are multiplicative inverses of one another; example: 3/4 and 4/3 are

multiplicative inverses of one another because 3/4 x 4/3 = 4/3 x 3/4 = 1

Number line diagram

A diagram of the number line used to represent numbers and support reasoning about them. In a number line

diagram for measurement quantities, the interval from 0 to 1 on the diagram represents the unit of measure for

the quantity

Numerator

The number in a fraction that is above the fraction line and that is divided by the number below the fraction line

Origin

The point in a Cartesian coordinate system where axes intersect

Place value

The value of the place of a digit in a numeral; the relative worth of each number that is determined by its position

Product

The number or expression resulting from the multiplication together of two or more numbers or expressions

Properties of equality

See table 2 in this glossary

Properties of inequality

See table 3 in this glossary

Properties of operations

See table 1 in this glossary

Quotient

The number that results when one number is divided by another

Rectangular array

A set of quantities arranged in rows and columns

Rectangle Prism

A polyhedron-a prism with congruent, rectangular bases and rectangular faces

A fraction is in the simplest form when the numerator and denominator cannot be any smaller (while still being

whole numbers)

Sum

The result of adding two or more numbers

Tape diagram

A drawing that looks like a segment of tape, used to illustrate number relationships. Also known as a strip

diagram, bar model, fraction strip, or length model

Unit fraction

A fraction where the numerator is 1 and the denominator is the positive integer

Value

Numerical worth or amount

Visual fraction model

A tape diagram, number line diagram, or area model

Volume

Amount of space occupied by a 3D object, measured in cubic units

Whole numbers

The numbers 0, 1, 2, 3…..

Appendix

Table 1: Properties of Operations

Associative property of addition

(a + b) + c = a + (b + c)

Commutative property of addition

a + b = b + a

Additive identity property of 0

a + 0 = 0 + a = a

Existence of additive inverses

For every a there exists –a so that a + (-a) = (-a) + a = 0

Associative property of multiplication

(a x b) x c = a x (b x c) *

Commutative property of multiplication

a x b = b x a *

Multiplicative identity property 1

a x 1 = 1a = a *

Existence of multiplication inverses

For every a ≠ 0 there exists 1/a so that a x 1/a = 1/a x a = 1 *

Distributive property of multiplication over addition

a x (b + c) = a x b + a x c *

*The x represents multiplication not a variable.

Table 2: Properties of Equality

Reflexive property of equality

a = a

Symmetric property of equality

If a = b, then b = a.

Transitive property of equality

If a = b and b = c, then a = c.

Addition property of equality

If a = b, then a + c = b + c.

Subtraction property of equality

If a = b, then a – c = b – c.

Multiplication property of equality

If a = b, then a x c = b x c. *

Division property of equality

If a = b and c ≠ 0, then a ÷ c = b ÷ c.

Substitution property of equality

If a = b, then b may be substituted for a in any expression containing a.

*The x represents multiplication not a variable.

Table 3: Properties of Inequality

Exactly one of the following is true: a < b, a = b, a > b.

If a > b and b > c, then a > c.

If a > b, b < a.

If a > b, then a + c > b + c.

If a > b and c > 0, then a x c > b x c. *

If a > b and c < 0, then a x c < b x c. *

If a > b and c > 0, then a ÷ c > b ÷ c.

If a > b and c < 0, then a ÷ c < b ÷ c.

*The x represents multiplication not a variable.

Appendix

Common addition and subtraction.

RESULT UNKNOWN

CHANGE UNKNOWN

START UNKNOWN

ADD TO

Two bunnies sat on the grass. Three

more bunnies hopped there. How

many bunnies are on the grass now?

+ 3 = ?

Two bunnies were sitting on the grass.

Some more bunnies hopped there.

Then there were five bunnies. How

many bunnies hopped over to the first

two? 2 + ? = 5

Some bunnies were sitting on the

grass. Three more bunnies hopped

there. Then there were five bunn

ies.

How many bunnies were on the grass

before? ? + 3 =5

TAKE FROM

Five apples were on the table. I ate two

apples. How many apples are on the

table now?5-2 = ?

Five apples were on the table. I ate

some apples. Then there were three

apples. How many

apples did I eat?

5 – ? = 3

Some apples were on the table. I ate

two apples. Then there were three

apples. How many apples were on the

table before?? -2 = 3

TOTAL UNKNOWN

ADDEND UNKNOWN

BOTH ADDENDS UNKNOWN

PUT TOGETHER / TAKE

APART

Three red apples and two green apples

are on the table. How many apples are

on the table? 3 + 2 = ?

Five apples are on the table. Three are

red and the rest are green. How many

apples are green?

3 + ? = 5, 5-3 = ?

Grandma has five flowers. How many

can she

put in the red vase and how

many in her blue vase?

5 = 0 + 5, 5 +

0 5 = 1 +4, 5 = 4 +1 5 = 2 + 3, 5 = 3 + 2

COMPARE

DIFFERENCE UKNOWN

BIGGER UNKNOWN

SMALLER UNKNOWN

(“How many more?” version):Lucy has

two apples. Julie has five apples. How

many more apples does Julie have

than Lucy?(“How many fewer?”

version): Lucy has two apples. Julie

has five apples. How many fewer

apples does Lucy have then Julie? 2 +

? = 5, 5 – 2 = ?

(Version with “more”): Julie has three

apples than Lucy. Lucy has two

apples.

How many apples does Julie

have?

(Version with “fewer”): Lucy

has 3 fewer apples than Julie. Lucy has

two apples. How many apples does

Julie

have? 2 + 3 = ?, 3 + 2 = ?

(Version with “more”):Julie has three

more apples than Lucy. Julie has five

apples. H

ow many apples does Lucy

have?(Version with “fewer”): Lucy has

3 fewer apples than

Julie. Julie has five

apples.

How many apples does

Lucy

have? 5 – 3 = ?, ? + 3 = 5

http://www.corestandards.org/Math/Content/mathematics-glossary/Table-1/

Appendix

Common multiplication and division situations.

UNKNOWN PRODUCT

GROUP SIZE UNKNOWN (“HOW MANY IN EACH

GROUP?” DIVISION)

NUMBER OF GROUPS UNKNOWN

(“HOW MANY GROUPS?” DIVISION)

3 x 6 = ?

3 x ? = 18, and 18 ÷ 3 = ?

? x 6 = 18, and 18 ÷ 6 = ?

EQUAL GROUPS

There are 3 bags with 6 plums

in each bag. How many plums

are there in all?

Measurement

example.

You need 3 lengths

of string, each 6 inches long.

How much

string will you need

altogether?

If 18 plums are shared equally into 3 bags, then how

many plums will be in each bag? Measurement

example. You have 18 inches of string, which you

will cut into 3 equal pieces. How long will each piece

of string be?

If 18 plums are to be packed 6 to a bag,

then how many bags are

needed? Measurement example.

You have

18 inches of string, which you will cut into

pieces that are 6 inches long. How many

pieces of string will you have?

ARRAYS, AREA

There are 3 rows of apples

with

6 apples in each row. How

many apples are there?

Area

example.

What is the area of a

3 cm by 6 cm rectangle?

If 18 apples are arranged into 3 equal rows, how

many apples will be in each row? Area example. A

rectangle has area 18 square centimeters. If one

side is 3 cm long, how long is a side next to it?

If 18 apples are arranged into equal rows of

6 apples, how many rows will there

be? Area example.

A rectangle has area 18

square centimeters. If one side is 6 cm

long, how long is a side next to it?

COMPARE

A blue hat costs $6. A red hat

costs 3 times as much as the

blue hat. How much does the

red hat cost?

Measurement

example.

A rubber band is 6

cm long. How long will the

rubber band be when it is

stretched to be 3 times as

long?

A red hat costs $18 and that is 3 times as much as a

blue hat costs. How much does a blue hat

cost? Measurement example. A rubber band is

stretched to be 18 cm long and that is 3 times as

long as it was at first. How long was the rubber band

at first?

A red hat costs $18 and a blue hat costs

$6. How many times as much does the red

hat cost as the blue hat? Measurement

example. A rubber band was 6 cm long at

first. Now it is stretched to be 18 cm long.

How many times as long is the rubber band

now as it was at first?

GENERAL

a x b = ?

a x ? = p and p ÷ a = ?

? x b = p, and p ÷ b = ?

http://www.corestandards.org/Math/Content/mathematics-glossary/Table-2/