Common Core Bridges

 

-part of The Spang Gang Web Progam

 
MD.5

MD.5

CCSS  

Highway

CCSS Highway  to tavel by grade

Grade K

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

CCSS  Highway

CCSS

Crosswalk

Crosswalk  to travel by subject

CCSS

Crosswalk

Math

 

MD.5

Measurement and Data 

Grades K-5  Crosswalk  

MD.5

Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
   

Relate addition and subtraction to length.

2.MD.5

5.  Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

 

 

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

 

3.MD.5

5.  Recognize area as an attribute of plane gures and understand concepts of area measurement.

 

a.  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.

Teach
 
Practice
Assess

 

b.  A plane gure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

 

 

 

 

Geometric measurement: understand concepts of angle and measure angles.

 

4.MD.5

5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:

a.  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.

Teach
 
Practice
 
Assess

 

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

Teach
 
Practice
 
Assess

 

 

5.MD.5

5.  Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume.

 

a.  Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.

Teach  
Practice
 
Assess

b.  Apply the formulas V = l x w x h and V = b x h for rectangular prisms to nd volumes of right rectangular prisms with whole-number edge lengths in the context of solving real-world and mathematical problems.

Teach  
Practice
 
Assess

 

c.  Recognize volume as additive. Find volumes of solid gures 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.

Teach  
Practice
 
Assess

 

K-6 State

Standards Based

Intensive Intervention

Building skills

Grade by  Grade

to Level UP

K-6

Math

K-6 Keys
K-6 Test Prep
1

State Standards- Based support

The Spang Gang Web Program

a K-6 NONPROFIT series of FREEWARE MAPS

Designed to raise student achievement through riveting engagement

and consistent practice!

"Old School"  Subject Pacers

 

GamerZ

and GrapherZ

Showcase

Why Educational Gaming?
Meet Mrs. Spang