Below are skills needed, with links to resources to help with that skill. We also encourage plenty of exercises and book work. Curriculum Home

Important: this is a guide only.
Check with your local education authority to find out their requirements.

☐ Skip count by 1,000's
☐ Use a variety of strategies to add numbers up to 10,000
☐ Use a variety of strategies to subtract numbers up to 10,000
☐ Understand various meanings of multiplication
☐ Use a variety of strategies to multiply two-digit numbers by one-digit numbers (with and without regrouping)
☐ Use a variety of strategies to multiply two-digit numbers by two-digit numbers (with and without regrouping)
☐ Develop fluency in multiplying multiples of 10 and 100 up to 1,000
☐ Understand, use, and explain the associative property of multiplication
☐ Develop fluency with multiplication facts up to 10x
☐ Use multiplication and division as inverse operations to solve problems
☐ Use a variety of strategies to divide two-digit dividends by one-digit divisors (with and without remainders)
☐ Interpret the meaning of remainders
☐ Understand various meanings of division
☐ Develop an understanding of the properties of odd/even numbers as a result of multiplication
☐ Select appropriate computational and operational methods to solve problems
☐ Read and write whole numbers to 10,000
☐ Round numbers less than 1,000 to the nearest ten, or to the nearest hundred
☐ Compare and order numbers to 10,000
☐ Understand the place value structure of the base ten number system: 10 ones = 1 ten 10 tens = 1 hundred 10 hundreds = 1 thousand 10 thousands = 1 ten thousand
☐ Recognize equivalent representations for numbers up to four digits and generate them by decomposing and composing numbers
☐ Round decimals to the nearest whole number.
☐ Develop an understanding of decimals as part of a whole
☐ Add and subtract decimals to tenths and hundredths using a hundreds chart
☐ Understand how to extend the place value structure of the base ten number system to include decimals: tenths, hundredths, thousandths ...
☐ Add and subtract proper fractions with common denominators
☐ Express decimals as an equivalent form of fractions to tenths and hundredths
☐ Develop an understanding of fractions as locations on number lines and as divisions of whole numbers
☐ Recognize and generate equivalent fractions (halves, fourths, thirds, fifths, sixths, and tenths) using manipulatives, visual models, and illustrations
☐ Use concrete materials and visual models to compare and order unit fractions or fractions with the same denominator (with and without the use of a number line)
☐ Understand the difference between proper, improper and mixed fractions
☐ Select tools and units appropriate for the length measured (metric)
☐ Use a ruler to measure to the nearest metric unit (whole centimeters or whole meters)
☐ Know and understand equivalent metric standard units of length: 10 millimeters = 1 centimeter, 100 centimeters = 1 meter, 1,000 meters = 1 kilometer
☐ Select tools and units appropriate to the mass of the object being measured (grams, kilograms and tonnes)
☐ Measure mass using grams
☐ Select tools and units appropriate to the capacity being measured (milliliters and liters)
☐ Measure capacity using milliliters and liters
☐ Select tools and units appropriate to the temperature being measured (degrees Celsius or Fahrenheit). Know the freezing and boiling points of water on the two scales.
☐ Select tools and units appropriate to an area being measured (square centimeters, meters or kilometers)
☐ Select tools and units appropriate to a volume being measured (cubic millimeters, cubic centimeters, cubic meters or cubic kilometers)
☐ Select tools and units appropriate to a speed (velocity) being measured (m/s, km/h)
☐ Know and understand equivalent metric units of mass: 1,000 g = 1 kg, 1,000 kg = 1 tonne
☐ Select tools and units appropriate for the length measured (US standard units)
☐ Use a ruler to measure to the nearest standard US unit (whole inches, whole feet, whole yards)
☐ Know and understand equivalent US standard units of length: 12 inches = 1 foot, 3 feet = 1 yard, 1,760 yards = 1 mile
☐ Select tools and units appropriate to the mass of the object being measured (ounces, pounds and tons)
☐ Measure mass using ounces
☐ Select tools and units appropriate to the capacity being measured (fluid ounces, cups, pints and gallons)
☐ Measure capacity using fluid ounces, cups, pints and gallons
☐ Select tools and units appropriate to an area being measured (square inches, feet or miles)
☐ Select tools and units appropriate to a volume being measured (cubic inches, cubic feet, cubic yards or cubic miles)
☐ Select tools and units appropriate to a speed (velocity) being measured (fps, mph)
☐ Know and understand equivalent US standard units of mass: 16 oz = 1 lb, 2,000 lb = 1 ton (short)
☐ Calculate elapsed time in days and weeks, using a calendar
☐ Calculate elapsed time in hours and half hours, not crossing A.M./P.M.
☐ Identify and name polygons, recognizing that their names are related to the number of sides and angles (triangle, quadrilateral, pentagon, hexagon, and octagon)
☐ Identify points and line segments when drawing a plane figure
☐ Find perimeter of polygons by adding sides
☐ Find the area of a rectangle by counting the number of squares needed to cover the rectangle
☐ Draw and identify intersecting, perpendicular, and parallel lines and planes.
☐ Parts of an angle (arm/ray and point/vertex) and different ways of labelling an angle
☐ Classify angles as acute, right, obtuse, straight and reflex.
☐ Define and identify vertices, faces, and edges of three-dimensional shapes
☐ Identify and number the edges, vertices and faces of three-dimensional shapes: cube, cylinder, sphere, torus, prism, pyramid and cone
☐ Evaluate and express relationships using open sentences with one operation
☐ Use the equality or inequality symbols (with and without the use of a number line) to compare whole numbers and unit fractions and decimals (up to hundredths)
☐ Find the value or values that will make an open sentence true, if it contains equality or inequality symbols
☐ Describe, extend, and make generalizations about numeric (+,-,x,/) and geometric patterns
☐ Analyze a pattern or a whole-number function and state the rule, given a table or an input/output box
☐ Collect data using observations, surveys, and experiments,and record appropriately
☐ Represent data using tables, bar graphs, and pictographs
☐ Read and interpret line graphs
☐ Develop and make predictions that are based on data
☐ Formulate conclusions and make predictions from graphs
☐ Understand accuracy and precision