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Click on any standard to search for aligned resources. This data may be subject to copyright. You may download a CSV of the Nebraska Mathematics Learning Standards if your intention constitutes fair use.

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Read and write numbers to one-hundred thousand (e.g., 4,623 is the same as four thousand six hundred twenty three)

Demonstrate multiple equivalent representations for numbers up to 10,000 (e.g., 10 tens is 1 hundred; 10 ten thousands is 1 hundred thousand; 2,350 is 235 tens; 2,350 is 2,000 + 300 + 50; 2,350 is 23 hundreds and 5 tens)

Demonstrate multiple equivalent representations for decimal numbers through the tenths place (e.g., 3 and 6 tenths is 3.6; 7.4 is 7 + .4)

Represent multiplication as repeated addition using objects, drawings, words, and symbols (e.g., 3 x 4 = 4 + 4 + 4)

Use objects, drawings, words and symbols to explain the relationship between multiplication and division (e.g., if 3 x 4 = 12 then 12 3 = 4.)

Use drawings, words, and symbols to explain the meaning of the factors and product in a multiplication sentence (e.g., in 3 x 4 = 12, 3 and 4 are factors and 12 is the total or product. The first factor (3) tells how many sets while the second factor tells how many are in each set. Another way to say this is that 3 groups of 4 equals 12 total.)

Use drawings, words, and symbols to explain the meaning of multiplication using an array (e.g., an array with 3 rows and 4 columns represents the multiplication sentence 3 x 4 = 12)

Add and subtract through four-digit whole numbers with regrouping

Select and apply the appropriate methods of computation when problem solving with four-digit whole numbers through the thousands (e.g., models, mental computation, paper-pencil)

Estimate the two-digit product of whole number multiplication and check the reasonableness

Identify the number of sides, angles, and vertices of two-dimensional shapes

Identify congruent two-dimensional figures given multiple two-dimensional shapes

Describe attributes of solid shapes (e.g., triangular prism, rectangular prisms, cones, cylinders, pyramids, spheres)

Determine the distance between two whole number points on a number line

Build three-dimensional objects (e.g., using clay for rectangular prisms, cone, cylinder)

Select and use appropriate tools to measure perimeter of simple two-dimensional shapes (e.g., triangle, square, rectangle)

State multiple ways for the same time using 15 minute intervals (e.g., 2:15, or quarter past 2, 2:45 or a quarter until 3)

Identify the appropriate customary unit for measuring length, weight, and capacity/volume

Measure length to the nearest inch and centimeter (e.g., requires rounding)

Compare and order objects according to length using centimeters and meters

Identify, describe, and extend numeric and non-numeric patterns

Model situations that involve the addition and subtraction of whole numbers using objects, number lines, and symbols

Describe and model quantitative change involving subtraction (e.g., temperature dropped two degrees)

Use symbolic representation of the identity property of addition (e.g., 3 = 0 + 3)

Solve simple one-step whole number equations involving addition and subtraction (e.g., ? + 2 = 3)

Explain the procedure(s) used in solving simple one-step whole number equations involving addition and subtraction

Use comparative language to describe the data (e.g., increasing, decreasing)

Perform simple experiments (e.g., flip a coin, toss a number cube, spin a spinner) and describe outcomes as possible, impossible, or certain

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