Bridges Competencies & Experiences
Bridges is designed to enable students to achieve competency in specific areas by year-end while at the same time providing experiences that expose them to areas that will be mastered in subsequent years. The Competencies and Experiences outlined below capture this integrated plan across grades K-5. For details select View from the table below or download documents by Grades K-2 or Grades 3-5.
See also Scope and Sequence documents K-5 summary / NCTM strands and K-5 by month.
| Subject Area | Grades K-2 | Grades 3-5 |
| Number Sense and Numeration | View | View |
| Computation | View | View |
| Algebraic Thinking | View | View |
| Data Analysis and Probability | View | View |
| Measurement | View | View |
| Geometry | View | View |
| Grades 3-5 Number Sense & Numeration | ||
| Third Grade | Fourth Grade | Fifth Grade |
| COMPETENCIES | ||
| Read, write, order, model, compare, and identify place value of digits in whole numbers whole numbers to 10,000. Use < and > symbols with whole numbers. Read and write tenths and hundredths as they relate to money. | Read, write, order, model, compare, and identify place value of digits in whole numbers to 1,000,000. Model, recognize, order, and compare common fractions (halves, thirds, fourths, fifths, sixths, eighths, tenths, twelfths, sixteenths) and decimals (tenths and hundredths). | Order, model, locate on a number line, and compare fractions, decimals (tenths, hundredths, thousandths), and commonly used percentages (10%, 25%, 50% and 75%). |
| Round whole numbers to the nearest 10 or 100. Know when an exact solution is required and when it’s more appropriate to estimate. | Round 1-, 2-, or 3-digit whole numbers to the nearest 10, 100, and 1,000 for addition and subtraction problems and recognize which place (e.g., 1’s, 10’s, 100’s, or 1,000’s) will be the most helpful in estimating an answer | Round (with ranges from the nearest hundredth to the nearest ten-thousand) to estimate answers to calculations. |
| Compose and decompose (e.g., put together and take apart) numbers to 10,000 by place value. Use expanded notation to represent numbers. (e.g., 3,206 = 3,000 + 200 + 6) |
Create, model, and recognize equivalent forms of common fractions and decimals to hundredths (.75 = 3/4) | Understand fractions as quotients of whole numbers. |
| Understand, model, read, write, order, and compare common fractions (e.g., 1/2, 1/4, 1/3, 1/6, and 1/8) using concrete models and visual representations. | Locate common fractions and decimals to hundredths on a number line. | Create, model, and recognize equivalent forms of common fractions, decimals, and percents. (.20 = 1/5; .20 = 20%; 20% = 1/5) |
| Characterize numbers as odd or even in several ways. (e.g., divisible by 2, a double, a double and 1 more, etc.) Explain, demonstrate, and apply the fact that odd plus odd is even, and odd plus even is odd. | Explain prime and composite numbers, factors, and multiples. | |
| Use concepts of negative numbers. (e.g., on a number line, in counting, in temperature, in “owing”) | ||
| EXPERIENCES | ||
| Explore different meanings for fractions (e.g., parts of a unit whole, parts of a set, locations on a number line, length, area, money, time). | Explore equivalent fractions and use equivalence to compare fractions. (e.g., 3/6 = 1/2, so 2/6 is less than 1/2) | Explore visual representations of equivalent ratios and compare part-to-part relationships |
| Explore fractions and decimals as two representations of the same quantities in the context of money (e.g., 50¢ is 1/2 of a dollar, 75¢ is 3/4 of a dollar). | Explore concepts of prime and composite numbers, factors, multiples, and negative numbers | |
| Explore fractions as quotients of whole numbers. | ||
| Cras enim neque, viverra et, porttitor non, mollis eu, justo. | ||