VAMath

Resources for Teachers

This document contains a cross listing of Monarchs in the Classroom curriculum guides activities to the Virginia State Education Standards in Math for Grades 3-6. This document was developed with the help of Pat Miller of Ferrum, VA. The purpose of this document is to help teachers identify specific content areas that are addressed by Monarchs in the Classroom activities. Activities that address all or some aspects of the content standard are listed. Activities do not necessarily cover the entire standard.

Monarchs in the Classroom lessons are listed next to Standards that they address. Sections for the lessons are abbreviated as follows: Life Cycle (LC), Migration (MG), Ecology (EC), Systematics (SY), Experiments (EX), and Conservation (CS).

To see the official Virginia math education standards go here.

Grade 3	MITC Activities
3.1: The student will read and write six-digit numerals and identify the place value for each digit.
3.2: The student will round a whole number, 999 or less, to the nearest ten and hundred.
3.3: The student will compare two whole numbers between 0 and 9,999, using symbols (>, <, or = ) and words ("greater than," "less than," or "equal to").	LC: 7
3.4: The student will recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. Students will use these relationships to solve problems such as 5 + 3 = 8 and 8 - 3 = _____.
3.5: The student will name and write the fractions represented by drawings or concrete materials and represent a given fraction, using concrete materials and symbols.
3.6: The student will compare the numerical value of two fractions having like and unlike denominators, using concrete materials.
3.7: The student will read and write decimals expressed as tenths and hundredths, using concrete materials.
3.8: The student will solve problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping, using various computational methods, including calculators, paper and pencil, mental computation, and estimation.	MG: 2
3.9: The student will recall the multiplication and division facts through the nines table.
3.10: The student will create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less.
3.11: The student will add and subtract with proper fractions having like denominators of 10 or less, using concrete materials.	LC: 7
3.12: The student will add and subtract with decimals expressed as tenths, using concrete materials and paper and pencil.
3.13: The student will determine by counting the value of a collection of bills and coins up to $5.00, compare the value of the coins or bills, and make change.
3.14: The student will estimate and then use actual measuring devices with metric and U.S. Customary units to measure length-inches, feet, yards, centimeters, and meters; liquid volume-cups, pints, quarts, gallons, and liters; and weight/mass-ounces, pounds, grams, and kilograms	LC: 1, 3, 6 MG: 11, 13
3.15 The student will tell time to the nearest five-minute interval and to the nearest minute, using analog and digital clocks.	MG: 3 EXP: 2
3.16 The student will identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours.	MG:2
3.17 The student will read temperature, to the nearest degree, from a Celsius thermometer and a Fahrenheit thermometer. Real thermometers and physical models of thermometers will be used.	LC: 2 MG: 3, 4, 12, 13 EXP: 3
3.18 The student will analyze plane and solid geometric figures (square, rectangle, triangle, cube, rectangular solid, and cylinder) and identify relevant properties, including the number of corners, square corners, the shape of faces, and edges.
3.19 The student will identify and draw representations of line segments and angles, using a ruler or straightedge.
3.20 The student, given appropriate drawings or models, will identify and describe congruent and symmetrical two-dimensional figures, using tracing procedures.
3.21 The student, given grid paper, will collect data on a given topic of his/her choice and construct a bar graph showing the results. A title and key will be included.	LC:6, 7 MG: 3, 11, 13
3.22 The student will read and interpret data represented in bar and picture graphs.	LC: 6, 7 MG: 3, 13
3.23 The student will investigate and describe the concept of probability as chance, and list possible results of a given situation.
3.24 The student will recognize and describe patterns formed using concrete objects, tables, and pictures and extend the pattern.
3.25 The student will analyze a given pattern formed using concrete objects and pictures and then create a pattern with the same attributes.

Grade 4
4.1: The student will identify, orally and in writing, the place value for each digit in a whole number expressed through millions; compare two whole numbers, expressed through millions, using symbols ( >, <, or = ); and round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand.
4.2: The student will identify and represent equivalent fractions and relate fractions to decimals, using concrete objects.
4.3: The student will compare the numerical value of fractions having denominators of 12 or less.
4.4: The student will read, write, represent, and identify decimals expressed through thousandths, and round to the nearest tenth and hundredth, using concrete materials, drawings, calculators, and symbols.
4.5: The student will create and solve problems involving addition and subtraction of money amounts using various computational methods, including calculators, paper and pencil, mental computation, and estimation.
4.6: The student will estimate whole-number sums and differences and describe the method of estimation. Students will refine estimates, using terms such as closer to, between, and a little more than.
4.7: The student will add and subtract whole numbers written in vertical and horizontal form, choosing appropriately between paper and pencil methods and calculators.	MG: 2
4.8: The student will find the product of two whole numbers when one factor has two digits or less and the other factor has three digits or less, using estimation and paper and pencil. For larger products (a two-digit numeral times a three-digit numeral), estimation and calculators will be used.
4.9 The student will estimate and find the quotient of two whole numbers given a one-digit divisor.
4.10 The student will add and subtract with fractions having like and unlike denominators of 12 or less and with decimals through thousandths, using concrete materials and paper and pencil; and solve problems involving addition and subtraction with fractions having like and unlike denominators of 12 or less and decimals expressed through thousandths.	LC: 7
4.11: The student will estimate and measure weight/mass using actual measuring devices and express the results in both metric and U.S. Customary units, including ounces, pounds, grams, and kilograms; and estimate the conversion of ounces and grams and pounds and kilograms, using approximate comparisons (1 ounce is about 28 grams, or 1 gram is about the weight of a paper clip; 1 kilogram is a little more than 2 pounds). * The intent of this standard is for students to make "ballpark" comparisons and not to memorize conversion factors between U.S. and metric units.	LC: 6, 7
4.12: The student will estimate and measure length using actual measuring devices and describe the results in both metric and U.S. Customary units, including part of an inch (1/2, Ľ, and 1/8), inches, feet, yards, millimeters, centimeters, and meters; and estimate the conversion of inches and centimeters, yards and meters, and miles and kilometers, using approximate comparisons (1 inch is about 2.5 centimeters, 1 meter is a little longer than 1 yard, 1 mile is slightly farther than 1.5 kilometers, or 1 kilometer is slightly farther than half a mile). * The intent of this standard is for students to make "ballpark" comparisons and not to memorize conversion factors between U.S. and metric units.	LC: 1, 3, 6 MG: 2, 11, 13
4.13: The student will estimate and measure liquid volume using actual measuring devices and using metric and U.S. Customary units, including cups, pints, quarts, gallons, milliliters, and liters; and estimate the conversion of quarts and liters, using approximate comparisons (1 quart is a little less than 1 liter, 1 liter is a little more than 1 quart). * The intent of this standard is for students to make "ballpark" comparisons and not to memorize conversion factors between U.S. and metric units.
4.14: The student will identify and describe situations representing the use of perimeter and will use measuring devices to find perimeter in both standard and nonstandard units of measure.
4.15: The student will investigate and describe the relationships between and among points, lines, line segments, and rays.
4.16: The student will identify and draw representations of points, lines, line segments, rays, and angles, using a straightedge or ruler.
4.17: The student will identify lines which illustrate intersection, parallelism, and perpendicularity.
4.18: The student will determine the probability of a given simple event, using concrete materials.
4.19: The student will collect, organize, and display data in line and bar graphs with scale increments of one or greater than one.	LC: 6, 7 MG: 3, 11 EXP: 3
4.20: The student will identify and locate missing whole numbers on a given number line.
4.21: The student will extend a given pattern, using concrete materials and tables.
4.22: The student will solve problems involving pattern identification and completion of patterns.
Grade 5
5.1: The student will read, write, and identify the place values of decimals through ten-thousandths.
5.2: The student will compare the value of two decimals through ten-thousandths using the symbols >, <, or =.
5.3: The student will create and solve problems involving addition, subtraction, multiplication, and division of whole numbers, using paper and pencil, estimation, mental computation, and calculators.	MG: 12 EXP: 4
5.4: The student will find the product of two numbers expressed as decimals through thousandths, using an appropriate method of calculation, including paper and pencil, estimation, mental computation, and calculators.
5.5: The student, given a dividend of four digits or less and a divisor of two digits or less, will find the quotient and remainder.
5.6: The student, given a dividend expressed as a decimal through ten-thousandths and a single-digit divisor, will find the quotient.
5.7: The student will add and subtract with fractions and mixed numerals, with and without regrouping, and express answers in simplest form. Problems will include like and unlike denominators, limited to 12 or less.	LC: 7
5.8: The student will describe and determine the perimeter of a polygon and the area of a square, rectangle, and triangle, given the appropriate measures.	LC: 7
5.9: The student will identify and describe the diameter, radius, chord, and circumference of a circle.
5.10: The student will differentiate between area and perimeter and identify whether the application of the concept of perimeter or area is appropriate for a given situation.	LC: 7 MG: 11
5.11 The student will choose an appropriate measuring device and unit of measure to solve problems involving measurement of length-part of an inch (1/2, Ľ, and 1/8), inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers; weight/mass-ounces, pounds, tons, grams, and kilograms; liquid volume-cups, pints, quarts, gallons, milliliters, and liters; area-square units; and temperature-Celsius and Fahrenheit units. Problems also will include estimating the conversion of Celsius and Fahrenheit units relative to familiar situations (water freezes at 0°C and 32°F, water boils at 100°C and 212°F, normal body temperature is about 37°C and 98.6°F).	LC: 6, 7 MG: 3, 4, 11, 12, 13 EXP: 3
5.12: The student will determine an amount of elapsed time in hours and minutes within a 24-hour period.	LC: 7 MG: 2, 3
5.13: The student will classify angles and triangles as right, acute, or obtuse.
5.14: The student will measure and draw right, acute, and obtuse angles and triangles, using appropriate tools.
5.15: The student will identify the ordered pair for a point and locate the point for an ordered pair in the first quadrant of a coordinate plane.
5.16: The student will solve problems involving the probability of a single event by using tree diagrams or by constructing a sample space representing all possible results; and create a problem statement involving probability based on information from a given problem situation. Students will not be required to solve the problem created.
5.17: The student will collect, organize, and display a set of numerical data in a variety of forms, given a problem situation, using bar graphs, stem-and-leaf plots, and line graphs.	LC: 6, 7 MG: 3, 11, 13 EXP: 3
5.18: The student will find the mean and mode of a set of data.	LC: 6, 7 MG: 2, 3, 7, 13
5.19: The student will investigate, describe, and extend numerical and geometric patterns, including triangular numbers, perfect squares, patterns formed by powers of 10, and arithmetic sequences. Concrete materials and calculators will be used.
5.20 The student will investigate and describe the concept of variable; use a variable to represent a given verbal quantitative expression, involving one operation; and write an open sentence, using a variable to represent a given mathematical relationship.
5.21: The student will create a problem situation based on a given open sentence using a single variable.
Grade 6
6.1: The student will identify representations of a given percent and describe orally and in writing the equivalence relationship between fractions, decimals, and percents.	MG: 7
6.2: The student will describe and compare two sets of data using ratios and will use appropriate notations such as a/b, a to b, and a:b.
6.3: The student will explain orally and in writing the concepts of prime and composite numbers.
6.4: The student will compare and order whole numbers, fractions, and decimals, using concrete materials, drawings or pictures, and mathematical symbols.
6.5 The student will identify and represent integers on a number line.
6.6: The student will solve problems that involve addition, subtraction, and/or multiplication with fractions and mixed numbers, with and without regrouping, that include like and unlike denominators of 12 or less and express their answers in simplest form; and find the quotient, given a dividend expressed as a decimal through thousandths and a divisor expressed as a decimal to thousandths with exactly one non-zero digit. For divisors with more than one non-zero digit, estimation and calculators will be used.
6.7: The student will use estimation strategies to solve multistep practical problems involving whole numbers, decimals, and fractions.
6.8: The student will solve multistep consumer application problems involving fractions and decimals and present data and conclusions in paragraphs, tables, or graphs.
6.9: The student will compare and convert units of measures for length, weight/mass, and volume within the U.S. customary system and within the metric system and estimate conversions between units in each system: length-part of an inch (1/2, Ľ, and 1/8), inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers; weight/mass-ounces, pounds, tons, grams, and kilograms; liquid volume-cups, pints, quarts, gallons, milliliters, and liters; and area-square units. The intent of this standard is for students to make "ballpark" comparisons and not to memorize conversion factors between U.S. and metric units.	LC: 6, 7 MG: 2, 7, 11, 13
6.10 The student will estimate and then determine length, weight/mass, area, and liquid volume/capacity, using standard and nonstandard units of measure.	LC: 6, 7 MG: 11
6.11 The student will determine if a problem situation involving polygons of four sides or less represents the application of perimeter or area and apply the appropriate formula.
6.12 The student will create and solve problems by finding the circumference and/or area of a circle when given the diameter or radius. Using concrete materials or computer models, the student will derive approximations for pi from measurements for circumference and diameter.
6.13 The student will estimate angle measures using 45 degrees, 90 degrees, and 180 degrees as referents and use the appropriate tools to measure the given angles.
6.14 The student will identify, classify, and describe the characteristics of plane figures including similarities and differences.
6.15 The student will determine congruence of segments, angles, and polygons by direct comparison, given their attributes. Examples of noncongruent and congruent figures will be included.
6.16 The student will construct the perpendicular bisector of a line segment and an angle bisector, using a compass and straightedge.
6.17 The student will sketch, construct models, and classify rectangular prisms, cones, cylinders, and pyramids.
6.18 The student, given a problem situation, will collect, analyze, display, and interpret data in a variety of graphical methods, including line, bar, and circle graphs and stem-and-leaf and box-and-whisker plots. Circle graphs will be limited to halves, fourths, and eighths.	LC: 6 MG: 3, 4, 11, 12, 13 EXP: 3
6.19: The student will describe the mean, median, and mode as measures of central tendency and determine their meaning for a set of data.	LC: 6 MG: 2, 3, 11, 12, 13
6.20: The student will determine and interpret the probability of an event occurring from a given sample space.
6.21: The student will recognize, describe, and extend a variety of numerical and geometric patterns.
6.22: The student will investigate and describe concepts of exponents, perfect squares, and square roots, using calculators to develop the exponential patterns. Patterns will include zero and negative exponents, which lead to the idea of scientific notation. Investigations will include the binary number system as an application of exponents and patterns.
6.23: The student will model and solve algebraic equations, using concrete materials; and solve one-step linear equations in one variable, involving whole number coefficients and positive rational solutions.

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ă1999 Monarchs in the Classroom - University of Minnesota
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