# Indiana Standards for K-7

Number Sense
• IN_3NS-1-1a Students understand the relationships among numbers, quantities, and place value in whole numbers up to 1,000. They understand the relationship among whole numbers, simple fractions, and decimals.
• IN_3NS-1-1 Count, read, and write whole numbers up to 1,000.
• IN_3NS-1-2 Identify and interpret place value in whole numbers up to 1,000.
• IN_3NS-1-3 Use words, models, and expanded form to represent numbers up to 1,000.
• IN_3NS-1-4 Identify any number up to 1,000 in various combinations of hundreds, tens, and ones.
• IN_3NS-1-5 Compare whole numbers up to 1,000 and arrange them in numerical order.
• IN_3NS-1-6 Round numbers less than 1,000 to the nearest ten and the nearest hundred.
• IN_3NS-1-7 Identify odd and even numbers up to 1,000 and describe their characteristics.
• IN_3NS-1-8 Show equivalent fractions using equal parts.
• IN_3NS-1-9 Identify and use correct names for numerators and denominators.
• IN_3NS-1-10 Given a pair of fractions, decide which is larger or smaller by using objects or pictures.
• IN_3NS-1-11 Given a set of objects or a picture, name and write a decimal to represent tenths and hundredths.
• IN_3NS-1-12 Given a decimal for tenths, show it as a fraction using a place-value model.
Computation
• IN_3C-2-1a Students solve problems involving addition and subtraction of whole numbers. They model and solve simple problems involving multiplication and division.
• IN_3C-2-1 Add and subtract whole numbers up to 1,000 with or without regrouping, using relevant properties of the number system.
• IN_3C-2-2 Represent the concept of multiplication as repeated addition.
• IN_3C-2-3 Represent the concept of division as repeated subtraction, equal sharing, and forming equal groups.
• IN_3C-2-4 Know and use the inverse relationship between multiplication and division facts, such as 6 x 7 = 42, 42 ÷ 7 = 6, 7 x 6 = 42, 42 ÷ 6 = 7.
• IN_3C-2-5 Show mastery of multiplication facts for 2, 5, and 10.
• IN_3C-2-6 Add and subtract simple fractions with the same denominator.
• IN_3C-2-7 Use estimation to decide whether answers are reasonable in addition and subtraction problems.
• IN_3C-2-8 Use mental arithmetic to add or subtract with numbers less than 100.
Algebra and Functions
 IN_3AF-3-1a Students select appropriate symbols, operations, and properties to represent, describe, simplify, and solve simple number and functional relationships. IN_3AF-3-1 Represent relationships of quantities in the form of a numeric expression or equation. IN_3AF-3-2 Solve problems involving numeric equations. IN_3AF-3-3 Choose appropriate symbols for operations and relations to make a number sentence true. IN_3AF-3-4 Understand and use the commutative and associative properties of multiplication. IN_3AF-3-5 Create, describe, and extend number patterns using multiplication. IN_3AF-3-6 Solve simple problems involving a functional relationship between two quantities. IN_3AF-3-7 Plot and label whole numbers on a number line up to 10.
Geometry
 IN_3GE-4-1a Students describe and compare the attributes of plane and solid geometric shapes and use their understanding to show relationships and solve problems. IN_3GE-4-1 Identify quadrilaterals as four-sided shapes. IN_3GE-4-2 Identify right angles in shapes and objects and decide whether other angles are greater or less than a right angle. IN_3GE-4-3 Identify, describe, and classify: cube, sphere, prism, pyramid, cone, and cylinder. IN_3GE-4-4 Identify common solid objects that are the parts needed to make a more complex solid object. IN_3GE-4-5 Draw a shape that is congruent* to another shape. IN_3GE-4-6 Use the terms point, line, and line segment in describing two-dimensional shapes. IN_3GE-4-7 Draw line segments and lines. IN_3GE-4-8 Identify and draw lines of symmetry in geometric shapes (by hand or using technology). IN_3GE-4-9 Sketch the mirror image reflections of shapes. IN_3GE-4-10 Recognize geometric shapes and their properties in the environment and specify their locations.
Measurement
 IN_3ME-5-1a Students choose and use appropriate units and measurement tools for length, capacity, weight, temperature, time, and money. IN_3ME-5-1 Measure line segments to the nearest half-inch. IN_3ME-5-2 Add units of length that may require regrouping of inches to feet or centimeters to meters. IN_3ME-5-3 Find the perimeter of a polygon. IN_3ME-5-4 Estimate or find the area of shapes by covering them with squares. IN_3ME-5-5 Estimate or find the volumes of objects by counting the number of cubes that would fill them. IN_3ME-5-6 Estimate and measure capacity using quarts, gallons, and liters. IN_3ME-5-7 Estimate and measure weight using pounds and kilograms. IN_3ME-5-8 Compare temperatures in Celsius and Fahrenheit. IN_3ME-5-9 Tell time to the nearest minute and find how much time has elapsed. IN_3ME-5-10 Find the value of any collection of coins and bills. Write amounts less than a dollar using the ¢ symbol and write larger amounts in decimal notation using the \$ symbol. IN_3ME-5-11 Use play or real money to decide whether there is enough money to make a purchase. IN_3ME-5-12 Carry out simple unit conversions within a measurement system (e.g., centimeters to meters, hours to minutes).
Data Analysis and Probability
 IN_3SP-6-1a Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings. They show outcomes for simple probability situations. IN_3NS-1-13 Interpret data displayed in a circle graph and answer questions about the situation. IN_3NS-1-14 Identify whether everyday events are certain, likely, unlikely, or impossible. IN_3NS-1-15 Record the possible outcomes for a simple probability experiment
Problem Solving (same for grades 3,4,5,6 & 7)
 IN_3MR-7-1a Students make decisions about how to approach problems and communicate their ideas. IN_3MR-7-1 Analyze problems by identifying relationships, telling relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. IN_3MR-7-2 Decide when and how to break a problem into simpler parts. IN_3MR-7-3a Students use strategies, skills, and concepts in finding and communicating solutions to problems. IN_3MR-7-3 Apply strategies and results from simpler problems to solve more complex problems. IN_3MR-7-4 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, tools, and models to solve problems, justify arguments, and make conjectures. IN_3MR-7-5 Express solutions clearly and logically by using the appropriate mathematical terms and notation. Support solutions with evidence in both verbal and symbolic work. IN_3MR-7-6 Recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. IN_3MR-7-7 Know and use appropriate methods for estimating results of whole-number computations. IN_3MR-7-8 Make precise calculations and check the validity of the results in the context of the problem. IN_3MR-7-9a Students determine when a solution is complete and reasonable and move beyond a particular problem by generalizing to other situations. IN_3MR-7-9 Decide whether a solution is reasonable in the context of the original situation. IN_3MR-7-10 Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems.
Number Sense
• IN_4NS-1-1a Students understand the place value of whole numbers* and decimals to two decimal places and how whole numbers and decimals relate to simple fractions.
• IN_4NS-1-1 Read and write whole numbers up to 1,000,000.
• IN_4NS-1-2 Identify and write whole numbers up to 1,000,000, given a place-value model.
• IN_4NS-1-3 Round whole numbers up to 10,000 to the nearest ten, hundred, and thousand.
• IN_4NS-1-4 Order and compare whole numbers using symbols for “less than” (<), “equal to” (=), and “greater than” (>).
• IN_4NS-1-5 Rename and rewrite whole numbers as fractions.
• IN_4NS-1-6 Name and write mixed numbers, using objects or pictures.
• IN_4NS-1-7 Name and write mixed numbers as improper fractions, using objects or pictures.
• IN_4NS-1-8 Write tenths and hundredths in decimal and fraction notations. Know the fraction and decimal equivalents for halves and fourths (e.g., \frac{1}{2}=0.5=0.50 , \frac{7}{4}=1\frac{3}{4}= 1.75 .
• IN_4NS-1-9 Round two-place decimals to tenths or to the nearest whole number.
Computation
• IN_4C-2-1a Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among these operations. They extend their use and understanding of whole numbers to the addition and subtraction of simple fractions and decimals.
• IN_4C-2-1 Understand and use standard algorithms* for addition and subtraction.
• IN_4C-2-2 Represent as multiplication any situation involving repeated addition.
• IN_4C-2-3 Represent as division any situation involving the sharing of objects or the number of groups of shared objects.
• IN_4C-2-4 Demonstrate mastery of the multiplication tables for numbers between 1 and 10 and of the corresponding division facts.
• IN_4C-2-5 Use a standard algorithm to multiply numbers up to 100 by numbers up to 10, using relevant properties of the number system.
• IN_4C-2-6 Use a standard algorithm to divide numbers up to 100 by numbers up to 10 without remainders, using relevant properties of the number system.
• IN_4C-2-7 Understand the special properties of 0 and 1 in multiplication and division.
• IN_4C-2-8 Add and subtract simple fractions with different denominators, using objects or pictures.
• IN_4C-2-9 Add and subtract decimals (to hundredths), using objects or pictures.
• IN_4C-2-10 Use a standard algorithm to add and subtract decimals (to hundredths).
• IN_4C-2-11 Know and use strategies for estimating results of any whole-number computations.
• IN_4C-2-12 Use mental arithmetic to add or subtract numbers rounded to hundreds or thousands.
Algebra and Functions
 IN_4AF-3-1a Students use and interpret variables, mathematical symbols, and properties to write and simplify numerical expressions and sentences. They understand relationships among the operations of addition, subtraction, multiplication, and division. IN_4AF-3-1 Use letters, boxes, or other symbols to represent any number in simple expressions, equations, or inequalities (i.e., demonstrate an understanding of and the use of the concept of a variable). IN_4AF-3-2 Use and interpret formulas to answer questions about quantities and their relationships. IN_4AF-3-3 Understand that multiplication and division are performed before addition and subtraction in expressions without parentheses. IN_4AF-3-4 Understand that an equation such as y = 3x + 5 is a rule for finding a second number when a first number is given. IN_4AF-3-5 Continue number patterns using multiplication and division. IN_4AF-3-6 Recognize and apply the relationships between addition and multiplication, between subtraction and division, and the inverse relationship between multiplication and division to solve problems. IN_4AF-3-7 Relate problem situations to number sentences involving multiplication and division. IN_4AF-3-8 Plot and label whole numbers on a number line up to 100. Estimate positions on the number line.
Geometry
 IN_4GE-4-1a Students show an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems. IN_4GE-4-1 Identify, describe, and draw rays, right angles, acute angles, obtuse angles, and straight angles using appropriate mathematical tools and technology. IN_4GE-4-2 Identify, describe, and draw parallel, perpendicular, and oblique lines using appropriate mathematical tools and technology. IN_4GE-4-3 Identify, describe, and draw parallelograms*, rhombuses*, and trapezoids*, using appropriate mathematical tools and technology. IN_4GE-4-4 Identify congruent* quadrilaterals* and give reasons for congruence using sides, angles, parallels, and perpendiculars. IN_4GE-4-5 Identify and draw lines of symmetry in polygons. IN_4GE-4-6 Construct cubes and prisms* and describe their attributes.
Measurement
 IN_4ME-5-1a Students understand perimeter and area, as well as measuring volume, capacity, time, and money. IN_4ME-5-1 Measure length to the nearest quarter-inch, eighth-inch, and millimeter. IN_4ME-5-2 Subtract units of length that may require renaming of feet to inches or meters to centimeters. IN_4ME-5-3 Know and use formulas for finding the perimeters of rectangles and squares. IN_4ME-5-4 Know and use formulas for finding the areas of rectangles and squares. IN_4ME-5-5 Estimate and calculate the area of rectangular shapes using appropriate units, such as square centimeter (( cm^2 ), square meter ( m^2 ), square inch ( in^2 ), or square yard ( yd^2 ). IN_4ME-5-6 Understand that rectangles with the same area can have different perimeters and that rectangles with the same perimeter can have different areas. IN_4ME-5-7 Find areas of shapes by dividing them into basic shapes such as rectangles. IN_4ME-5-8 Use volume and capacity as different ways of measuring the space inside a shape. IN_4ME-5-9 Add time intervals involving hours and minutes. IN_4ME-5-10 Determine the amount of change from a purchase.
Data Analysis and Probability
 IN_4SP-6-1a Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings. They show outcomes for simple probability situations. IN_4SP-6-1 Represent data on a number line and in tables, including frequency tables. IN_4SP-6-2 Interpret data graphs to answer questions about a situation. IN_4SP-6-3 Summarize and display the results of probability experiments in a clear and organized way.
Problem Solving (same for grades 3,4,5,6 & 7)
 IN_3MR-7-1a Students make decisions about how to approach problems and communicate their ideas. IN_3MR-7-1 Analyze problems by identifying relationships, telling relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. IN_3MR-7-2 Decide when and how to break a problem into simpler parts. IN_3MR-7-3a Students use strategies, skills, and concepts in finding and communicating solutions to problems. IN_3MR-7-3 Apply strategies and results from simpler problems to solve more complex problems. IN_3MR-7-4 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, tools, and models to solve problems, justify arguments, and make conjectures. IN_3MR-7-5 Express solutions clearly and logically by using the appropriate mathematical terms and notation. Support solutions with evidence in both verbal and symbolic work. IN_3MR-7-6 Recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. IN_3MR-7-7 Know and use appropriate methods for estimating results of whole-number computations. IN_3MR-7-8 Make precise calculations and check the validity of the results in the context of the problem. IN_3MR-7-9a Students determine when a solution is complete and reasonable and move beyond a particular problem by generalizing to other situations. IN_3MR-7-9 Decide whether a solution is reasonable in the context of the original situation. IN_3MR-7-10 Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems.