__Event Details__

- The next meet for SY 2013-2014 is the K-5 event, scheduled for February 1. The venue is tentatively set for Koblerville Elementary School.
- The meet will cover divisions K-1, 2-3, and 4-5.
- The pre-event proctor meeting will begin at 8:30 AM. The competition will begin at 9:00 AM.
- Coaches must register all their students by 11:59 PM on the listed registration deadline.
- After the registration deadline, no students may be added; however, coaches may withdraw students until 11:59 PM the day before the event.
- For more information on relevant deadlines for the upcoming meet, please view the SY 2013-2014 MathCourt Calendar on the SY 2013-2014 page.
- Each school must provide 1 proctor for every 10 competitors. Names of proctors must be submitted with the registration of competitors.
- Please review our "Proctor Policy" for full details on providing proctors for the upcoming event.
- The benchmarks that will be tested during this upcoming competition are listed below. Full sets of the benchmarks for each grade level can be found in the "Resources and Links" Section.

__K-5 School Division Topics__

Kindergarten |

Count to 100 by ones and by tens. |

Count forward beginning from a given number within the known sequence (instead of having to begin at 1). |

Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). |

Understand the relationship between numbers and quantities; connect counting to cardinality. |

Count to answer “how Many?” questions about as many as 20 things arrange in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given any number from 1-20, count out that many objects. |

Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. |

Compare two numbers between 1 and 10 presented as written numerals. |

Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, (e.g., claps), acting out situations, verbal explanations, expressions, or equations. |

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. |

Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). |

For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. |

Fluently add and subtract within 5. |

1st Grade |

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. |

Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. |

Apply properties of operations as strategies to add and subtract. |

Understand subtraction as an unknown-addend problem. |

Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). |

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). |

Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. |

Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. |

Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects within a written numeral. |

Understand that the two digits of a two-digit number represent amounts of tens and ones. |

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. |

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. |

Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. |

Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. |

2nd Grade |

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings, and equations with a symbol for the unknown number to represent the problem. |

Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers. |

Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. |

Use addition to find the total number of objects arranged in rectangular arrays with up to rows and up to 5 columns; write an equation to express the total as a sum of equal addends. |

Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equal 7 hundreds, 0, tens, and 6 ones. |

Count within 1000; skip-counting by 5s, 10s, and 100s. |

Read and write numbers to 1000 using base ten numerals, numbers, and expanded form. |

Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. |

Fluently add and subtract within 100 using strategies based on place value, properties of operation, and/or relationship between addition and subtraction. |

Add up to four two-digit numbers using strategies based on place value and properties of operation. |

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three – digit, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. |

Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. |

Explain why addition strategies work, using place value and the properties of operation (explanations may be supported by drawings or objects). |

3rd Grade |

Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. |

Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. |

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. |

Determine the unknown whole number in multiplication or division equation relating three whole numbers. |

Apply properties of operations strategies to multiply and divide. |

Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. |

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., Knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of grade 3, know from memory all products of two one-digit numbers. |

Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. |

Identify arithmetic patterns (including patterns in addition table or multiplication table), and explain them using properties of operations. |

Use place value understanding to round whole numbers to the nearest 10 or 100. |

Fluently add and subtract 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. |

Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations. |

Understand a fraction 1/b as the quantity formed by “1” part when a whole is partitioned into “b” equal parts; understand a fraction a/b as the quantity formed by “a” parts of 1/b. |

Understand a fraction as a number on the number line; represent fractions on a number line diagram. |

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. |

4th Grade |

Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. |

Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. |

Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. |

Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1– 100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. |

Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. |

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. |

Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. |

Use place value understanding to round multi-digit whole numbers to any place. |

Fluently add and subtract multi-digit whole numbers using the standard algorithm. |

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |

Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |

Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. |

Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. |

Understand a fraction a/b with a > 1 as a sum of fractions 1/b. |

Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. |

Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. |

Use decimal notation for fractions with denominators 10 or 100. |

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. |

5th Grade |

Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. |

Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. |

Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. |

Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. |

Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. |

Read, write, and compare decimals to thousandths. |

Use place value understanding to round decimals to any place. |

Fluently multiply multi-digit whole numbers using the standard algorithm. |

Find whole-number quotients of whole numbers with up to four-digit dividends and two- digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |

Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. |

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. |

Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. |

Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. |

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. |

Interpret multiplication as scaling (resizing). |

Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. |

Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. |

For a full list of benchmarks for each division, please see the Resources and Links section.