Blue Print 31 (48%)
count
1.13 Read and write whole numbers in the millions.

compare and rank
1.22 Order and compare whole numbers and decimals to two decimal places.

estimate and round
1.32 Order and compare whole numbers and decimals to two decimal places.
1.4 n/aDecide when a rounded solution is called for and explain why such a solution
may be appropriate.

compare and rank
1.71 Write the fraction represented by a drawing of parts of afigure; represent a given fraction by using drawings; and relate a fraction to a simple decimal on a number line.
1.8 3Use concepts of negative numbers (e.g., on a number line, in counting, in temperature,
in “owing”).

Decimals, Fractions and Percents
1.9 3IIdentify on a number line the relative position of positive fractions, positive mixed numbers, and positive decimals to two decimal places.

add and subtract
2.0 Students extend their use and understanding of whole numbers to the addition and subtraction of simple decimals:
2.11 Estimate and compute the sum or difference of whole numbers and positive decimals to two places.



estimate and round
2.21/2 Round twoplace decimals to one decimal or the nearest whole number and judge the reasonableness of the rounded answer.

add and subtract
3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations:
3.13 Demonstrate an understanding of, and the ability to use, standard algorithms for the addition and subtraction of multidigit numbers.

inverse operations
3.23 Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multidigit number by a twodigit number and for dividing a multidigit number by a onedigit number; use relationships between them to simplify computations and to check results.

multiply
3.3 Solve problems involving multiplication of multidigit numbers by twodigit numbers.

3.4 Solve problems involving division of multidigit numbers by onedigit numbers.

4.0 Students know how to factor small whole numbers:
4.1 Understand that many whole numbers break down in different ways (e.g., 12 = 4 × 3 = 2 × 6 = 2 × 2 × 3).
4.22 Know that numbers such as 2, 3, 5, 7, and 11 do not have any factors except 1 and themselves and that such numbers are called prime numbers.



Blue Print 18 (28%
Solving Equations
1.11 Use letters, boxes, or other symbols to stand for any number in simple expressions or equations (e.g., demonstrate an understanding and the use of the concept of a variable).
Key Standard
1.25 Interpret and evaluate mathematical expressions that now use parentheses.

1.33 Use parentheses to indicate which operation to perform first when writing expressions
containing more than two terms and different operations.

Conversions
1.41 Use and interpret formulas (e.g., area = length × width or A = lw) to answer questions about quantities and their relationships.

Solving Equations
1.52 Understand that an equation such as y = 3x + 5 is a prescription for determining a second number when a first number is given.
2.0 Students know how to manipulate equations:
2.13 Know and understand that equals added to equals are equal.
2.23 Know and understand that equals multiplied by equals are equal.



1.11/2 Measure the area of rectangular shapes by using appropriate units, such as square centimeter (cm2), square meter (m 2), square kilometer (km 2), square inch (in 2), square yard (yd2), or square mile (mi 2).
1.21/2Recognize that rectangles that have the same area can have different perimeters..
1.31/2 Understand that rectangles that have the same perimeter can have different areas.

Building
2.1 2 Draw the points corresponding to linear relationships on graph paper (e.g., draw 10 points on the graph of the equation y = 3x and connect them by using a straight line).
Building
2.23 Understand that the length of a horizontal line segment equals the difference of the xcoordinates.
Building
2.32 Understand that the length of a vertical line segment equals the difference of the ycoordinates.

3.11 Identify lines that are parallel and perpendicular.

3.21 Identify the radius and diameter of a circle.
Formulas
3.31/3 Identify congruent figures.

3.41/3 Identify figures that have bilateral and rotational symmetry.
3.5 1/3 Know the definitions of a right angle, an acute angle, and an obtuse angle. Understand
that 90°, 180°, 270°, and 360° are associated, respectively, with 1⁄4, 1⁄2, 3⁄4, and full turns.

3.6 1/3 Visualize, describe, and make models of geometric solids (e.g., prisms, pyramids) in terms of the number and shape of faces, edges, and vertices; interpret twodimensional representations of threedimensional objects; and draw patterns (of faces) for a solid that, when cut and folded, will make a model of the solid.
Teach 
Practice 
Assess 

ELab 





Shapes
3.71/3 Know the definitions of different triangles (e.g., equilateral, isosceles, scalene) and identify their attributes.
3.81/3 Know the definition of different quadrilaterals (e.g., rhombus, square, rectangle, parallelogram, trapezoid).



Blue Print 18 (28%)
Charts, Data, Function Tables and Graphs
1.11 Formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables, and charts.
Key Standard
1.25 Identify the mode(s) for sets of categorical data and the mode(s), median, and any apparent outliers for numerical data sets


1.33 Interpret one and twovariable data graphs to answer questions about a situation.

Probability
2.0 Students make predictions for simple probability situations:
2.13 Represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams).
2.23 Express outcomes of experimental probability situations verbally and numberically (e.g. 3 out of 4, 3/4)



Embedded
1.1 Analyze problems by identifying relationships, distinguishing relevant from
irrelevant information, sequencing and prioritizing information, and observing
patterns.
1.2 Determine when and how to break a problem into simpler parts.
2.0
Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3\Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables,
diagrams, and models, to explain mathematical reasoning.
.2.4 Express the solution clearly and logically by using the appropriate mathematical
notation and terms and clear language; support solutions with evidence in both
verbal and symbolic work.
2.5 Indicate the relative advantages of exact and approximate solutions to problems
and give answers to a specified degree of accuracy.
2.6 Make precise calculations and check the validity of the results from the context
of the problem.
3.0 Students move beyond a particular problem by generalizing to other situations:
3.1 Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding
of the derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and apply them in other circumstances.

