common core state standards - cobb county school district...common core state standards for...

Common Core State StandardS for

mathematics

Common Core State StandardS for matHematICS

table of ContentsIntroduction 3

Standards for mathematical Practice 6

Standards for mathematical Content

Kindergarten 9Grade1 13Grade2 17Grade3 21Grade4 27Grade5 33Grade6 39Grade7 46Grade8 52HighSchool—Introduction

HighSchool—NumberandQuantity 58HighSchool—Algebra 62HighSchool—Functions 67HighSchool—Modeling 72HighSchool—Geometry 74HighSchool—StatisticsandProbability 79

Glossary 85Sample of Works Consulted 91

Common Core State StandardS for matHematICSIn

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IntroductionToward greater focus and coherence

Mathematics experiences in early childhood settings should concentrate on (1) number (which includes whole number, operations, and relations) and (2) geometry, spatial relations, and measurement, with more mathematics learning time devoted to number than to other topics. Mathematical process goals should be integrated in these content areas.

—MathematicsLearninginEarlyChildhood,NationalResearchCouncil,2009

The composite standards [of Hong Kong, Korea and Singapore] have a number of features that can inform an international benchmarking process for the development of K–6 mathematics standards in the U.S. First, the composite standards concentrate the early learning of mathematics on the number, measurement, and geometry strands with less emphasis on data analysis and little exposure to algebra. The Hong Kong standards for grades 1–3 devote approximately half the targeted time to numbers and almost all the time remaining to geometry and measurement.

—Ginsburg,LeinwandandDecker,2009

Because the mathematics concepts in [U.S.] textbooks are often weak, the presentation becomes more mechanical than is ideal. We looked at both traditional and non-traditional textbooks used in the US and found this conceptual weakness in both.

—Ginsburgetal.,2005

There are many ways to organize curricula. The challenge, now rarely met, is to avoid those that distort mathematics and turn off students.

—Steen,2007

Foroveradecade,researchstudiesofmathematicseducationinhigh-performing

countrieshavepointedtotheconclusionthatthemathematicscurriculuminthe

UnitedStatesmustbecomesubstantiallymorefocusedandcoherentinorderto

improvemathematicsachievementinthiscountry.Todeliveronthepromiseof

commonstandards,thestandardsmustaddresstheproblemofacurriculumthat

is“amilewideandaninchdeep.”TheseStandardsareasubstantialanswertothat

challenge.

Itisimportanttorecognizethat“fewerstandards”arenosubstituteforfocused

standards.Achieving“fewerstandards”wouldbeeasytodobyresortingtobroad,

generalstatements.Instead,theseStandardsaimforclarityandspecificity.

Assessingthecoherenceofasetofstandardsismoredifficultthanassessing

theirfocus.WilliamSchmidtandRichardHouang(2002)havesaidthatcontent

standardsandcurriculaarecoherentiftheyare:

articulated over time as a sequence of topics and performances that are logical and reflect, where appropriate, the sequential or hierarchical nature of the disciplinary content from which the subject matter derives. That is, what and how students are taught should reflect not only the topics that fall within a certain academic discipline, but also the key ideas that determine how knowledge is organized and generated within that discipline. This implies


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that to be coherent, a set of content standards must evolve from particulars (e.g., the meaning and operations of whole numbers, including simple math facts and routine computational procedures associated with whole numbers and fractions) to deeper structures inherent in the discipline. These deeper structures then serve as a means for connecting the particulars (such as an understanding of the rational number system and its properties). (emphasis

added)

TheseStandardsendeavortofollowsuchadesign,notonlybystressingconceptual

understandingofkeyideas,butalsobycontinuallyreturningtoorganizing

principlessuchasplacevalueorthepropertiesofoperationstostructurethose

ideas.

Inaddition,the“sequenceoftopicsandperformances”thatisoutlinedinabodyof

mathematicsstandardsmustalsorespectwhatisknownabouthowstudentslearn.

AsConfrey(2007)pointsout,developing“sequencedobstaclesandchallenges

forstudents…absenttheinsightsaboutmeaningthatderivefromcarefulstudyof

learning,wouldbeunfortunateandunwise.”Inrecognitionofthis,thedevelopment

oftheseStandardsbeganwithresearch-basedlearningprogressionsdetailing

whatisknowntodayabouthowstudents’mathematicalknowledge,skill,and

understandingdevelopovertime.

Understanding mathematics

TheseStandardsdefinewhatstudentsshouldunderstandandbeabletodoin

theirstudyofmathematics.Askingastudenttounderstandsomethingmeans

askingateachertoassesswhetherthestudenthasunderstoodit.Butwhatdoes

mathematicalunderstandinglooklike?Onehallmarkofmathematicalunderstanding

istheabilitytojustify,inawayappropriatetothestudent’smathematicalmaturity,

whyaparticularmathematicalstatementistrueorwhereamathematicalrule

comesfrom.Thereisaworldofdifferencebetweenastudentwhocansummona

mnemonicdevicetoexpandaproductsuchas(a+ b)(x+y)andastudentwho

canexplainwherethemnemoniccomesfrom.Thestudentwhocanexplaintherule

understandsthemathematics,andmayhaveabetterchancetosucceedataless

familiartasksuchasexpanding(a+ b+c)(x+y).Mathematicalunderstandingand

proceduralskillareequallyimportant,andbothareassessableusingmathematical

tasksofsufficientrichness.

TheStandardssetgrade-specificstandardsbutdonotdefinetheintervention

methodsormaterialsnecessarytosupportstudentswhoarewellbeloworwell

abovegrade-levelexpectations.ItisalsobeyondthescopeoftheStandardsto

definethefullrangeofsupportsappropriateforEnglishlanguagelearnersand

forstudentswithspecialneeds.Atthesametime,allstudentsmusthavethe

opportunitytolearnandmeetthesamehighstandardsiftheyaretoaccessthe

knowledgeandskillsnecessaryintheirpost-schoollives.TheStandardsshould

bereadasallowingforthewidestpossiblerangeofstudentstoparticipatefully

fromtheoutset,alongwithappropriateaccommodationstoensuremaximum

participatonofstudentswithspecialeducationneeds.Forexample,forstudents

withdisabilitiesreadingshouldallowforuseofBraille,screenreadertechnology,or

otherassistivedevices,whilewritingshouldincludetheuseofascribe,computer,

orspeech-to-texttechnology.Inasimilarvein,speakingandlisteningshouldbe

interpretedbroadlytoincludesignlanguage.Nosetofgrade-specificstandards

canfullyreflectthegreatvarietyinabilities,needs,learningrates,andachievement

levelsofstudentsinanygivenclassroom.However,theStandardsdoprovideclear

signpostsalongthewaytothegoalofcollegeandcareerreadinessforallstudents.

TheStandardsbeginonpage6witheightStandardsforMathematicalPractice.


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How to read the grade level standards

Standards definewhatstudentsshouldunderstandandbeabletodo.

Clusters aregroupsofrelatedstandards.Notethatstandardsfromdifferentclusters

maysometimesbecloselyrelated,becausemathematics

isaconnectedsubject.

domainsarelargergroupsofrelatedstandards.Standardsfromdifferentdomains

maysometimesbecloselyrelated.

number and operations in Base ten 3.nBtUse place value understanding and properties of operations to perform multi-digit arithmetic.

1. Useplacevalueunderstandingtoroundwholenumberstothenearest10or100.

2. Fluentlyaddandsubtractwithin1000usingstrategiesandalgorithmsbasedonplacevalue,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtraction.

3. Multiplyone-digitwholenumbersbymultiplesof10intherange10-90(e.g.,9×80,5×60)usingstrategiesbasedonplacevalueandpropertiesofoperations.

TheseStandardsdonotdictatecurriculumorteachingmethods.Forexample,just

becausetopicAappearsbeforetopicBinthestandardsforagivengrade,itdoes

notnecessarilymeanthattopicAmustbetaughtbeforetopicB.Ateachermight

prefertoteachtopicBbeforetopicA,ormightchoosetohighlightconnectionsby

teachingtopicAandtopicBatthesametime.Or,ateachermightprefertoteacha

topicofhisorherownchoosingthatleads,asabyproduct,tostudentsreachingthe

standardsfortopicsAandB.

Whatstudentscanlearnatanyparticulargradeleveldependsuponwhatthey

havelearnedbefore.Ideallythen,eachstandardinthisdocumentmighthavebeen

phrasedintheform,“Studentswhoalreadyknow...shouldnextcometolearn....”

Butatpresentthisapproachisunrealistic—notleastbecauseexistingeducation

researchcannotspecifyallsuchlearningpathways.Ofnecessitytherefore,

gradeplacementsforspecifictopicshavebeenmadeonthebasisofstateand

internationalcomparisonsandthecollectiveexperienceandcollectiveprofessional

judgmentofeducators,researchersandmathematicians.Onepromiseofcommon

statestandardsisthatovertimetheywillallowresearchonlearningprogressions

toinformandimprovethedesignofstandardstoamuchgreaterextentthanis

possibletoday.Learningopportunitieswillcontinuetovaryacrossschoolsand

schoolsystems,andeducatorsshouldmakeeveryefforttomeettheneedsof

individualstudentsbasedontheircurrentunderstanding.

TheseStandardsarenotintendedtobenewnamesforoldwaysofdoingbusiness.

Theyareacalltotakethenextstep.Itistimeforstatestoworktogethertobuild

onlessonslearnedfromtwodecadesofstandardsbasedreforms.Itistimeto

recognizethatstandardsarenotjustpromisestoourchildren,butpromiseswe

intendtokeep.

domain

ClusterStandard

Common Core State StandardS for matHematICSS

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mathematics | Standards for mathematical PracticeTheStandardsforMathematicalPracticedescribevarietiesofexpertisethat

mathematicseducatorsatalllevelsshouldseektodevelopintheirstudents.

Thesepracticesrestonimportant“processesandproficiencies”withlongstanding

importanceinmathematicseducation.ThefirstofthesearetheNCTMprocess

standardsofproblemsolving,reasoningandproof,communication,representation,

andconnections.Thesecondarethestrandsofmathematicalproficiencyspecified

intheNationalResearchCouncil’sreportAdding It Up:adaptivereasoning,strategic

competence,conceptualunderstanding(comprehensionofmathematicalconcepts,

operationsandrelations),proceduralfluency(skillincarryingoutprocedures

flexibly,accurately,efficientlyandappropriately),andproductivedisposition

(habitualinclinationtoseemathematicsassensible,useful,andworthwhile,coupled

withabeliefindiligenceandone’sownefficacy).

1 Make sense of problems and persevere in solving them.Mathematicallyproficientstudentsstartbyexplainingtothemselvesthemeaning

ofaproblemandlookingforentrypointstoitssolution.Theyanalyzegivens,

constraints,relationships,andgoals.Theymakeconjecturesabouttheformand

meaningofthesolutionandplanasolutionpathwayratherthansimplyjumpinginto

asolutionattempt.Theyconsideranalogousproblems,andtryspecialcasesand

simplerformsoftheoriginalprobleminordertogaininsightintoitssolution.They

monitorandevaluatetheirprogressandchangecourseifnecessary.Olderstudents

might,dependingonthecontextoftheproblem,transformalgebraicexpressionsor

changetheviewingwindowontheirgraphingcalculatortogettheinformationthey

need.Mathematicallyproficientstudentscanexplaincorrespondencesbetween

equations,verbaldescriptions,tables,andgraphsordrawdiagramsofimportant

featuresandrelationships,graphdata,andsearchforregularityortrends.Younger

studentsmightrelyonusingconcreteobjectsorpicturestohelpconceptualize

andsolveaproblem.Mathematicallyproficientstudentschecktheiranswersto

problemsusingadifferentmethod,andtheycontinuallyaskthemselves,“Doesthis

makesense?”Theycanunderstandtheapproachesofotherstosolvingcomplex

problemsandidentifycorrespondencesbetweendifferentapproaches.

2 Reason abstractly and quantitatively.Mathematicallyproficientstudentsmakesenseofquantitiesandtheirrelationships

inproblemsituations.Theybringtwocomplementaryabilitiestobearonproblems

involvingquantitativerelationships:theabilitytodecontextualize—toabstract

agivensituationandrepresentitsymbolicallyandmanipulatetherepresenting

symbolsasiftheyhavealifeoftheirown,withoutnecessarilyattendingto

theirreferents—andtheabilitytocontextualize,topauseasneededduringthe

manipulationprocessinordertoprobeintothereferentsforthesymbolsinvolved.

Quantitativereasoningentailshabitsofcreatingacoherentrepresentationof

theproblemathand;consideringtheunitsinvolved;attendingtothemeaningof

quantities,notjusthowtocomputethem;andknowingandflexiblyusingdifferent

propertiesofoperationsandobjects.

3 Construct viable arguments and critique the reasoning of others.Mathematicallyproficientstudentsunderstandandusestatedassumptions,

definitions,andpreviouslyestablishedresultsinconstructingarguments.They

makeconjecturesandbuildalogicalprogressionofstatementstoexplorethe

truthoftheirconjectures.Theyareabletoanalyzesituationsbybreakingtheminto

cases,andcanrecognizeandusecounterexamples.Theyjustifytheirconclusions,


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communicatethemtoothers,andrespondtotheargumentsofothers.Theyreason

inductivelyaboutdata,makingplausibleargumentsthattakeintoaccountthe

contextfromwhichthedataarose.Mathematicallyproficientstudentsarealsoable

tocomparetheeffectivenessoftwoplausiblearguments,distinguishcorrectlogicor

reasoningfromthatwhichisflawed,and—ifthereisaflawinanargument—explain

whatitis.Elementarystudentscanconstructargumentsusingconcretereferents

suchasobjects,drawings,diagrams,andactions.Suchargumentscanmakesense

andbecorrect,eventhoughtheyarenotgeneralizedormadeformaluntillater

grades.Later,studentslearntodeterminedomainstowhichanargumentapplies.

Studentsatallgradescanlistenorreadtheargumentsofothers,decidewhether

theymakesense,andaskusefulquestionstoclarifyorimprovethearguments.

4 Model with mathematics.Mathematicallyproficientstudentscanapplythemathematicstheyknowtosolve

problemsarisingineverydaylife,society,andtheworkplace.Inearlygrades,thismight

beassimpleaswritinganadditionequationtodescribeasituation.Inmiddlegrades,

astudentmightapplyproportionalreasoningtoplanaschooleventoranalyzea

probleminthecommunity.Byhighschool,astudentmightusegeometrytosolvea

designproblemoruseafunctiontodescribehowonequantityofinterestdepends

onanother.Mathematicallyproficientstudentswhocanapplywhattheyknoware

comfortablemakingassumptionsandapproximationstosimplifyacomplicated

situation,realizingthatthesemayneedrevisionlater.Theyareabletoidentify

importantquantitiesinapracticalsituationandmaptheirrelationshipsusingsuch

toolsasdiagrams,two-waytables,graphs,flowchartsandformulas.Theycananalyze

thoserelationshipsmathematicallytodrawconclusions.Theyroutinelyinterprettheir

mathematicalresultsinthecontextofthesituationandreflectonwhethertheresults

makesense,possiblyimprovingthemodelifithasnotserveditspurpose.

5 Use appropriate tools strategically.Mathematicallyproficientstudentsconsidertheavailabletoolswhensolvinga

mathematicalproblem.Thesetoolsmightincludepencilandpaper,concrete

models,aruler,aprotractor,acalculator,aspreadsheet,acomputeralgebrasystem,

astatisticalpackage,ordynamicgeometrysoftware.Proficientstudentsare

sufficientlyfamiliarwithtoolsappropriatefortheirgradeorcoursetomakesound

decisionsaboutwheneachofthesetoolsmightbehelpful,recognizingboththe

insighttobegainedandtheirlimitations.Forexample,mathematicallyproficient

highschoolstudentsanalyzegraphsoffunctionsandsolutionsgeneratedusinga

graphingcalculator.Theydetectpossibleerrorsbystrategicallyusingestimation

andothermathematicalknowledge.Whenmakingmathematicalmodels,theyknow

thattechnologycanenablethemtovisualizetheresultsofvaryingassumptions,

exploreconsequences,andcomparepredictionswithdata.Mathematically

proficientstudentsatvariousgradelevelsareabletoidentifyrelevantexternal

mathematicalresources,suchasdigitalcontentlocatedonawebsite,andusethem

toposeorsolveproblems.Theyareabletousetechnologicaltoolstoexploreand

deepentheirunderstandingofconcepts.

6 Attend to precision.Mathematicallyproficientstudentstrytocommunicatepreciselytoothers.They

trytousecleardefinitionsindiscussionwithothersandintheirownreasoning.

Theystatethemeaningofthesymbolstheychoose,includingusingtheequalsign

consistentlyandappropriately.Theyarecarefulaboutspecifyingunitsofmeasure,

andlabelingaxestoclarifythecorrespondencewithquantitiesinaproblem.They

calculateaccuratelyandefficiently,expressnumericalanswerswithadegreeof

precisionappropriatefortheproblemcontext.Intheelementarygrades,students

givecarefullyformulatedexplanationstoeachother.Bythetimetheyreachhigh

schooltheyhavelearnedtoexamineclaimsandmakeexplicituseofdefinitions.


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7 Look for and make use of structure.Mathematicallyproficientstudentslookcloselytodiscernapatternorstructure.

Youngstudents,forexample,mightnoticethatthreeandsevenmoreisthesame

amountassevenandthreemore,ortheymaysortacollectionofshapesaccording

tohowmanysidestheshapeshave.Later,studentswillsee7×8equalsthe

wellremembered7×5+7×3,inpreparationforlearningaboutthedistributive

property.Intheexpressionx2+9x+14,olderstudentscanseethe14as2×7and

the9as2+7.Theyrecognizethesignificanceofanexistinglineinageometric

figureandcanusethestrategyofdrawinganauxiliarylineforsolvingproblems.

Theyalsocanstepbackforanoverviewandshiftperspective.Theycansee

complicatedthings,suchassomealgebraicexpressions,assingleobjectsoras

beingcomposedofseveralobjects.Forexample,theycansee5–3(x–y)2as5

minusapositivenumbertimesasquareandusethattorealizethatitsvaluecannot

bemorethan5foranyrealnumbersxandy.

8 Look for and express regularity in repeated reasoning.Mathematicallyproficientstudentsnoticeifcalculationsarerepeated,andlook

bothforgeneralmethodsandforshortcuts.Upperelementarystudentsmight

noticewhendividing25by11thattheyarerepeatingthesamecalculationsover

andoveragain,andconcludetheyhavearepeatingdecimal.Bypayingattention

tothecalculationofslopeastheyrepeatedlycheckwhetherpointsareontheline

through(1,2)withslope3,middleschoolstudentsmightabstracttheequation

(y–2)/(x–1)=3.Noticingtheregularityinthewaytermscancelwhenexpanding

(x–1)(x+1),(x–1)(x2+x+1),and(x–1)(x3+x2+x+1)mightleadthemtothe

generalformulaforthesumofageometricseries.Astheyworktosolveaproblem,

mathematicallyproficientstudentsmaintainoversightoftheprocess,while

attendingtothedetails.Theycontinuallyevaluatethereasonablenessoftheir

intermediateresults.

Connecting the Standards for Mathematical Practice to the Standards for Mathematical ContentTheStandardsforMathematicalPracticedescribewaysinwhichdevelopingstudent

practitionersofthedisciplineofmathematicsincreasinglyoughttoengagewith

thesubjectmatterastheygrowinmathematicalmaturityandexpertisethroughout

theelementary,middleandhighschoolyears.Designersofcurricula,assessments,

andprofessionaldevelopmentshouldallattendtotheneedtoconnectthe

mathematicalpracticestomathematicalcontentinmathematicsinstruction.

TheStandardsforMathematicalContentareabalancedcombinationofprocedure

andunderstanding.Expectationsthatbeginwiththeword“understand”areoften

especiallygoodopportunitiestoconnectthepracticestothecontent.Students

wholackunderstandingofatopicmayrelyonprocedurestooheavily.Without

aflexiblebasefromwhichtowork,theymaybelesslikelytoconsideranalogous

problems,representproblemscoherently,justifyconclusions,applythemathematics

topracticalsituations,usetechnologymindfullytoworkwiththemathematics,

explainthemathematicsaccuratelytootherstudents,stepbackforanoverview,or

deviatefromaknownproceduretofindashortcut.Inshort,alackofunderstanding

effectivelypreventsastudentfromengaginginthemathematicalpractices.

Inthisrespect,thosecontentstandardswhichsetanexpectationofunderstanding

arepotential“pointsofintersection”betweentheStandardsforMathematical

ContentandtheStandardsforMathematicalPractice.Thesepointsofintersection

areintendedtobeweightedtowardcentralandgenerativeconceptsinthe

schoolmathematicscurriculumthatmostmeritthetime,resources,innovative

energies,andfocusnecessarytoqualitativelyimprovethecurriculum,instruction,

assessment,professionaldevelopment,andstudentachievementinmathematics.

Common Core State StandardS for matHematICSK

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mathematics | KindergartenInKindergarten,instructionaltimeshouldfocusontwocriticalareas:(1)

representing,relating,andoperatingonwholenumbers,initiallywith

setsofobjects;(2)describingshapesandspace.Morelearningtimein

Kindergartenshouldbedevotedtonumberthantoothertopics.

(1)Studentsusenumbers,includingwrittennumerals,torepresent

quantitiesandtosolvequantitativeproblems,suchascountingobjectsin

aset;countingoutagivennumberofobjects;comparingsetsornumerals;

andmodelingsimplejoiningandseparatingsituationswithsetsofobjects,

oreventuallywithequationssuchas5+2=7and7–2=5.(Kindergarten

studentsshouldseeadditionandsubtractionequations,andstudent

writingofequationsinkindergartenisencouraged,butitisnotrequired.)

Studentschoose,combine,andapplyeffectivestrategiesforanswering

quantitativequestions,includingquicklyrecognizingthecardinalitiesof

smallsetsofobjects,countingandproducingsetsofgivensizes,counting

thenumberofobjectsincombinedsets,orcountingthenumberofobjects

thatremaininasetaftersomearetakenaway.

(2)Studentsdescribetheirphysicalworldusinggeometricideas(e.g.,

shape,orientation,spatialrelations)andvocabulary.Theyidentify,name,

anddescribebasictwo-dimensionalshapes,suchassquares,triangles,

circles,rectangles,andhexagons,presentedinavarietyofways(e.g.,with

differentsizesandorientations),aswellasthree-dimensionalshapessuch

ascubes,cones,cylinders,andspheres.Theyusebasicshapesandspatial

reasoningtomodelobjectsintheirenvironmentandtoconstructmore

complexshapes.


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Counting and Cardinality

• Know number names and the count sequence.

• Count to tell the number of objects.

• Compare numbers.

operations and algebraic thinking

• Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

number and operations in Base ten

• Work with numbers 11–19 to gain foundations for place value.

measurement and data

• describe and compare measurable attributes.

• Classify objects and count the number of objects in categories.

Geometry

• Identify and describe shapes.

• analyze, compare, create, and compose shapes.

mathematical Practices

1. Makesenseofproblemsandperseverein

solvingthem.

2. Reasonabstractlyandquantitatively.

3. Constructviableargumentsandcritique

thereasoningofothers.

4. Modelwithmathematics.

5. Useappropriatetoolsstrategically.

6. Attendtoprecision.

7. Lookforandmakeuseofstructure.

8. Lookforandexpressregularityinrepeated

reasoning.

Grade K overview


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Counting and Cardinality K.CC

Know number names and the count sequence.

1. Countto100byonesandbytens.

2. Countforwardbeginningfromagivennumberwithintheknownsequence(insteadofhavingtobeginat1).

3. Writenumbersfrom0to20.Representanumberofobjectswithawrittennumeral0-20(with0representingacountofnoobjects).

Count to tell the number of objects.

4. Understandtherelationshipbetweennumbersandquantities;connectcountingtocardinality.

a. Whencountingobjects,saythenumbernamesinthestandardorder,pairingeachobjectwithoneandonlyonenumbernameandeachnumbernamewithoneandonlyoneobject.

b. Understandthatthelastnumbernamesaidtellsthenumberofobjectscounted.Thenumberofobjectsisthesameregardlessoftheirarrangementortheorderinwhichtheywerecounted.

c. Understandthateachsuccessivenumbernamereferstoaquantitythatisonelarger.

5. Counttoanswer“howmany?”questionsaboutasmanyas20thingsarrangedinaline,arectangulararray,oracircle,orasmanyas10thingsinascatteredconfiguration;givenanumberfrom1–20,countoutthatmanyobjects.

Compare numbers.

6. Identifywhetherthenumberofobjectsinonegroupisgreaterthan,lessthan,orequaltothenumberofobjectsinanothergroup,e.g.,byusingmatchingandcountingstrategies.1

7. Comparetwonumbersbetween1and10presentedaswrittennumerals.

operations and algebraic thinking K.oa

Understand addition as putting together and adding to, and under-stand subtraction as taking apart and taking from.

1. Representadditionandsubtractionwithobjects,fingers,mentalimages,drawings2,sounds(e.g.,claps),actingoutsituations,verbalexplanations,expressions,orequations.

2. Solveadditionandsubtractionwordproblems,andaddandsubtractwithin10,e.g.,byusingobjectsordrawingstorepresenttheproblem.

3. Decomposenumberslessthanorequalto10intopairsinmorethanoneway,e.g.,byusingobjectsordrawings,andrecordeachdecompositionbyadrawingorequation(e.g.,5=2+3and5=4+1).

4. Foranynumberfrom1to9,findthenumberthatmakes10whenaddedtothegivennumber,e.g.,byusingobjectsordrawings,andrecordtheanswerwithadrawingorequation.

5. Fluentlyaddandsubtractwithin5.

1Includegroupswithuptotenobjects.2Drawingsneednotshowdetails,butshouldshowthemathematicsintheproblem.(ThisapplieswhereverdrawingsarementionedintheStandards.)


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number and operations in Base ten K.nBt

Work with numbers 11–19 to gain foundations for place value.

1. Composeanddecomposenumbersfrom11to19intotenonesandsomefurtherones,e.g.,byusingobjectsordrawings,andrecordeachcompositionordecompositionbyadrawingorequation(e.g.,18=10+8);understandthatthesenumbersarecomposedoftenonesandone,two,three,four,five,six,seven,eight,ornineones.

measurement and data K.md

Describe and compare measurable attributes.

1. Describemeasurableattributesofobjects,suchaslengthorweight.Describeseveralmeasurableattributesofasingleobject.

2. Directlycomparetwoobjectswithameasurableattributeincommon,toseewhichobjecthas“moreof”/“lessof”theattribute,anddescribethedifference.For example, directly compare the heights of two children and describe one child as taller/shorter.

Classify objects and count the number of objects in each category.

3. Classifyobjectsintogivencategories;countthenumbersofobjectsineachcategoryandsortthecategoriesbycount.3

Geometry K.G

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

1. Describeobjectsintheenvironmentusingnamesofshapes,anddescribetherelativepositionsoftheseobjectsusingtermssuchasabove,below,beside,in front of,behind,andnext to.

2. Correctlynameshapesregardlessoftheirorientationsoroverallsize.

3. Identifyshapesastwo-dimensional(lyinginaplane,“flat”)orthree-dimensional(“solid”).

Analyze, compare, create, and compose shapes.

4. Analyzeandcomparetwo-andthree-dimensionalshapes,indifferentsizesandorientations,usinginformallanguagetodescribetheirsimilarities,differences,parts(e.g.,numberofsidesandvertices/“corners”)andotherattributes(e.g.,havingsidesofequallength).

5. Modelshapesintheworldbybuildingshapesfromcomponents(e.g.,sticksandclayballs)anddrawingshapes.

6. Composesimpleshapestoformlargershapes.For example, “Can you join these two triangles with full sides touching to make a rectangle?”

3Limitcategorycountstobelessthanorequalto10.

Common Core State StandardS for matHematICSG

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mathematics | Grade 1InGrade1,instructionaltimeshouldfocusonfourcriticalareas:(1)

developingunderstandingofaddition,subtraction,andstrategiesfor

additionandsubtractionwithin20;(2)developingunderstandingofwhole

numberrelationshipsandplacevalue,includinggroupingintensand

ones;(3)developingunderstandingoflinearmeasurementandmeasuring

lengthsasiteratinglengthunits;and(4)reasoningaboutattributesof,and

composinganddecomposinggeometricshapes.

(1)Studentsdevelopstrategiesforaddingandsubtractingwholenumbers

basedontheirpriorworkwithsmallnumbers.Theyuseavarietyofmodels,

includingdiscreteobjectsandlength-basedmodels(e.g.,cubesconnected

toformlengths),tomodeladd-to,take-from,put-together,take-apart,and

comparesituationstodevelopmeaningfortheoperationsofadditionand

subtraction,andtodevelopstrategiestosolvearithmeticproblemswith

theseoperations.Studentsunderstandconnectionsbetweencounting

andadditionandsubtraction(e.g.,addingtwoisthesameascountingon

two).Theyusepropertiesofadditiontoaddwholenumbersandtocreate

anduseincreasinglysophisticatedstrategiesbasedontheseproperties

(e.g.,“makingtens”)tosolveadditionandsubtractionproblemswithin

20.Bycomparingavarietyofsolutionstrategies,childrenbuildtheir

understandingoftherelationshipbetweenadditionandsubtraction.

(2)Studentsdevelop,discuss,anduseefficient,accurate,andgeneralizable

methodstoaddwithin100andsubtractmultiplesof10.Theycompare

wholenumbers(atleastto100)todevelopunderstandingofandsolve

problemsinvolvingtheirrelativesizes.Theythinkofwholenumbers

between10and100intermsoftensandones(especiallyrecognizingthe

numbers11to19ascomposedofatenandsomeones).Throughactivities

thatbuildnumbersense,theyunderstandtheorderofthecounting

numbersandtheirrelativemagnitudes.

(3)Studentsdevelopanunderstandingofthemeaningandprocessesof

measurement,includingunderlyingconceptssuchasiterating(themental

activityofbuildingupthelengthofanobjectwithequal-sizedunits)and

thetransitivityprincipleforindirectmeasurement.1

(4)Studentscomposeanddecomposeplaneorsolidfigures(e.g.,put

twotrianglestogethertomakeaquadrilateral)andbuildunderstanding

ofpart-wholerelationshipsaswellasthepropertiesoftheoriginaland

compositeshapes.Astheycombineshapes,theyrecognizethemfrom

differentperspectivesandorientations,describetheirgeometricattributes,

anddeterminehowtheyarealikeanddifferent,todevelopthebackground

formeasurementandforinitialunderstandingsofpropertiessuchas

congruenceandsymmetry.

1Studentsshouldapplytheprincipleoftransitivityofmeasurementtomakeindirectcomparisons,buttheyneednotusethistechnicalterm.


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Grade 1 overviewoperations and algebraic thinking

• represent and solve problems involving addition and subtraction.

• Understand and apply properties of operations and the relationship between addition and subtraction.

• add and subtract within 20.

• Work with addition and subtraction equations.


• extend the counting sequence.

• Understand place value.

• Use place value understanding and properties of operations to add and subtract.


• measure lengths indirectly and by iterating length units.

• tell and write time.

• represent and interpret data.

Geometry

• reason with shapes and their attributes.


1. Makesenseofproblemsandpersevereinsolvingthem.









reasoning.


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operations and algebraic thinking 1.oa

Represent and solve problems involving addition and subtraction.

1. Useadditionandsubtractionwithin20tosolvewordproblemsinvolvingsituationsofaddingto,takingfrom,puttingtogether,takingapart,andcomparing,withunknownsinallpositions,e.g.,byusingobjects,drawings,andequationswithasymbolfortheunknownnumbertorepresenttheproblem.2

2. Solvewordproblemsthatcallforadditionofthreewholenumberswhosesumislessthanorequalto20,e.g.,byusingobjects,drawings,andequationswithasymbolfortheunknownnumbertorepresenttheproblem.

Understand and apply properties of operations and the relationship between addition and subtraction.

3. Applypropertiesofoperationsasstrategiestoaddandsubtract.3Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

4. Understandsubtractionasanunknown-addendproblem.For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

Add and subtract within 20.

5. Relatecountingtoadditionandsubtraction(e.g.,bycountingon2to

add2).

6. Addandsubtractwithin20,demonstratingfluencyforadditionandsubtractionwithin10.Usestrategiessuchascountingon;makingten(e.g.,8+6=8+2+4=10+4=14);decomposinganumberleadingtoaten(e.g.,13–4=13–3–1=10–1=9);usingtherelationshipbetweenadditionandsubtraction(e.g.,knowingthat8+4=12,oneknows12–8=4);andcreatingequivalentbuteasierorknownsums(e.g.,adding6+7bycreatingtheknownequivalent6+6+1=12+1=13).

Work with addition and subtraction equations.

7. Understandthemeaningoftheequalsign,anddetermineifequationsinvolvingadditionandsubtractionaretrueorfalse.For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

8. Determinetheunknownwholenumberinanadditionorsubtractionequationrelatingthreewholenumbers.For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = � – 3, 6 + 6 = �.

number and operations in Base ten 1.nBt

Extend the counting sequence.

1. Countto120,startingatanynumberlessthan120.Inthisrange,readandwritenumeralsandrepresentanumberofobjectswithawrittennumeral.

Understand place value.

2. Understandthatthetwodigitsofatwo-digitnumberrepresentamountsoftensandones.Understandthefollowingasspecialcases:

a. 10canbethoughtofasabundleoftenones—calleda“ten.”

b. Thenumbersfrom11to19arecomposedofatenandone,two,three,four,five,six,seven,eight,ornineones.

c. Thenumbers10,20,30,40,50,60,70,80,90refertoone,two,three,four,five,six,seven,eight,orninetens(and0ones).

2SeeGlossary,Table1.3Studentsneednotuseformaltermsfortheseproperties.


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3. Comparetwotwo-digitnumbersbasedonmeaningsofthetensandonesdigits,recordingtheresultsofcomparisonswiththesymbols>,=,and<.

Use place value understanding and properties of operations to add and subtract.

4. Addwithin100,includingaddingatwo-digitnumberandaone-digitnumber,andaddingatwo-digitnumberandamultipleof10,usingconcretemodelsordrawingsandstrategiesbasedonplacevalue,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtraction;relatethestrategytoawrittenmethodandexplainthereasoningused.Understandthatinaddingtwo-digitnumbers,oneaddstensandtens,onesandones;andsometimesitisnecessarytocomposeaten.

5. Givenatwo-digitnumber,mentallyfind10moreor10lessthanthenumber,withouthavingtocount;explainthereasoningused.

6. Subtractmultiplesof10intherange10-90frommultiplesof10intherange10-90(positiveorzerodifferences),usingconcretemodelsordrawingsandstrategiesbasedonplacevalue,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtraction;relatethe

strategytoawrittenmethodandexplainthereasoningused.

measurement and data 1.md

Measure lengths indirectly and by iterating length units.

1. Orderthreeobjectsbylength;comparethelengthsoftwoobjectsindirectlybyusingathirdobject.

2. Expressthelengthofanobjectasawholenumberoflengthunits,bylayingmultiplecopiesofashorterobject(thelengthunit)endtoend;understandthatthelengthmeasurementofanobjectisthenumberofsame-sizelengthunitsthatspanitwithnogapsoroverlaps.Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Tell and write time.

3. Tellandwritetimeinhoursandhalf-hoursusinganaloganddigitalclocks.

Represent and interpret data.

4. Organize,represent,andinterpretdatawithuptothreecategories;askandanswerquestionsaboutthetotalnumberofdatapoints,howmanyineachcategory,andhowmanymoreorlessareinonecategorythaninanother.

Geometry 1.G

Reason with shapes and their attributes.

1. Distinguishbetweendefiningattributes(e.g.,trianglesareclosedandthree-sided)versusnon-definingattributes(e.g.,color,orientation,overallsize);buildanddrawshapestopossessdefiningattributes.

2. Composetwo-dimensionalshapes(rectangles,squares,trapezoids,triangles,half-circles,andquarter-circles)orthree-dimensionalshapes(cubes,rightrectangularprisms,rightcircularcones,andrightcircularcylinders)tocreateacompositeshape,andcomposenewshapesfromthecompositeshape.4

3. Partitioncirclesandrectanglesintotwoandfourequalshares,describethesharesusingthewordshalves,fourths,andquarters,andusethephraseshalf of,fourth of,andquarter of.Describethewholeastwoof,orfouroftheshares.Understandfortheseexamplesthatdecomposingintomoreequalsharescreatessmallershares.

4Studentsdonotneedtolearnformalnamessuchas“rightrectangularprism.”


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mathematics | Grade 2InGrade2,instructionaltimeshouldfocusonfourcriticalareas:(1)

extendingunderstandingofbase-tennotation;(2)buildingfluencywith

additionandsubtraction;(3)usingstandardunitsofmeasure;and(4)

describingandanalyzingshapes.

(1)Studentsextendtheirunderstandingofthebase-tensystem.This

includesideasofcountinginfives,tens,andmultiplesofhundreds,tens,

andones,aswellasnumberrelationshipsinvolvingtheseunits,including

comparing.Studentsunderstandmulti-digitnumbers(upto1000)written

inbase-tennotation,recognizingthatthedigitsineachplacerepresent

amountsofthousands,hundreds,tens,orones(e.g.,853is8hundreds+5

tens+3ones).

(2)Studentsusetheirunderstandingofadditiontodevelopfluencywith

additionandsubtractionwithin100.Theysolveproblemswithin1000

byapplyingtheirunderstandingofmodelsforadditionandsubtraction,

andtheydevelop,discuss,anduseefficient,accurate,andgeneralizable

methodstocomputesumsanddifferencesofwholenumbersinbase-ten

notation,usingtheirunderstandingofplacevalueandthepropertiesof

operations.Theyselectandaccuratelyapplymethodsthatareappropriate

forthecontextandthenumbersinvolvedtomentallycalculatesumsand

differencesfornumberswithonlytensoronlyhundreds.

(3)Studentsrecognizetheneedforstandardunitsofmeasure(centimeter

andinch)andtheyuserulersandothermeasurementtoolswiththe

understandingthatlinearmeasureinvolvesaniterationofunits.They

recognizethatthesmallertheunit,themoreiterationstheyneedtocovera

givenlength.

(4)Studentsdescribeandanalyzeshapesbyexaminingtheirsidesand

angles.Studentsinvestigate,describe,andreasonaboutdecomposing

andcombiningshapestomakeothershapes.Throughbuilding,drawing,

andanalyzingtwo-andthree-dimensionalshapes,studentsdevelopa

foundationforunderstandingarea,volume,congruence,similarity,and

symmetryinlatergrades.


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• represent and solve problems involving addition and subtraction.

• add and subtract within 20.

• Work with equal groups of objects to gain foundations for multiplication.


• Understand place value.

• Use place value understanding and properties of operations to add and subtract.


• measure and estimate lengths in standard units.

• relate addition and subtraction to length.

• Work with time and money.


Geometry




solvingthem.









reasoning.

Grade 2 overview


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Represent and solve problems involving addition and subtraction.

1. Useadditionandsubtractionwithin100tosolveone-andtwo-stepwordproblemsinvolvingsituationsofaddingto,takingfrom,puttingtogether,takingapart,andcomparing,withunknownsinallpositions, e.g.,byusingdrawingsandequationswithasymbolfortheunknownnumbertorepresenttheproblem.1

Add and subtract within 20.

2. Fluentlyaddandsubtractwithin20usingmentalstrategies.2ByendofGrade2,knowfrommemoryallsumsoftwoone-digitnumbers.

Work with equal groups of objects to gain foundations for multiplication.

3. Determinewhetheragroupofobjects(upto20)hasanoddorevennumberofmembers,e.g.,bypairingobjectsorcountingthemby2s;writeanequationtoexpressanevennumberasasumoftwoequaladdends.

4. Useadditiontofindthetotalnumberofobjectsarrangedinrectangulararrayswithupto5rowsandupto5columns;writeanequationtoexpressthetotalasasumofequaladdends.


Understand place value.

1. Understandthatthethreedigitsofathree-digitnumberrepresentamountsofhundreds,tens,andones;e.g.,706equals7hundreds,0tens,and6ones.Understandthefollowingasspecialcases:

a. 100canbethoughtofasabundleoftentens—calleda“hundred.”

b. Thenumbers100,200,300,400,500,600,700,800,900refertoone,two,three,four,five,six,seven,eight,orninehundreds(and0tensand0ones).

2. Countwithin1000;skip-countby5s,10s,and100s.

3. Readandwritenumbersto1000usingbase-tennumerals,numbernames,andexpandedform.

4. Comparetwothree-digitnumbersbasedonmeaningsofthehundreds,tens,andonesdigits,using>,=,and<symbolstorecordtheresultsofcomparisons.

Use place value understanding and properties of operations to add and subtract.

5. Fluentlyaddandsubtractwithin100usingstrategiesbasedonplacevalue,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtraction.

6. Adduptofourtwo-digitnumbersusingstrategiesbasedonplacevalueandpropertiesofoperations.

7. Addandsubtractwithin1000,usingconcretemodelsordrawingsandstrategiesbasedonplacevalue,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtraction;relatethestrategytoawrittenmethod.Understandthatinaddingorsubtractingthree-digitnumbers,oneaddsorsubtractshundredsandhundreds,tensandtens,onesandones;andsometimesitisnecessarytocomposeordecomposetensorhundreds.

8. Mentallyadd10or100toagivennumber100–900,andmentallysubtract10or100fromagivennumber100–900.

9. Explainwhyadditionandsubtractionstrategieswork,usingplacevalueandthepropertiesofoperations.3

1SeeGlossary,Table1.2Seestandard1.OA.6foralistofmentalstrategies.3Explanationsmaybesupportedbydrawingsorobjects.


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Measure and estimate lengths in standard units.

1. Measurethelengthofanobjectbyselectingandusingappropriatetoolssuchasrulers,yardsticks,metersticks,andmeasuringtapes.

2. Measurethelengthofanobjecttwice,usinglengthunitsofdifferentlengthsforthetwomeasurements;describehowthetwomeasurementsrelatetothesizeoftheunitchosen.

3. Estimatelengthsusingunitsofinches,feet,centimeters,andmeters.

4. Measuretodeterminehowmuchlongeroneobjectisthananother,expressingthelengthdifferenceintermsofastandardlengthunit.

Relate addition and subtraction to length.

5. Useadditionandsubtractionwithin100tosolvewordproblemsinvolvinglengthsthataregiveninthesameunits,e.g.,byusingdrawings(suchasdrawingsofrulers)andequationswithasymbolfortheunknownnumbertorepresenttheproblem.

6. Representwholenumbersaslengthsfrom0onanumberlinediagramwithequallyspacedpointscorrespondingtothenumbers0,1,2,...,andrepresentwhole-numbersumsanddifferenceswithin100onanumberlinediagram.

Work with time and money.

7. Tellandwritetimefromanaloganddigitalclockstothenearestfiveminutes,usinga.m.andp.m.

8. Solvewordproblemsinvolvingdollarbills,quarters,dimes,nickels,andpennies,using$and¢symbolsappropriately.Example: If you have 2 dimes and 3 pennies, how many cents do you have?


9. Generatemeasurementdatabymeasuringlengthsofseveralobjectstothenearestwholeunit,orbymakingrepeatedmeasurementsofthesameobject.Showthemeasurementsbymakingalineplot,wherethehorizontalscaleismarkedoffinwhole-numberunits.

10. Drawapicturegraphandabargraph(withsingle-unitscale)torepresentadatasetwithuptofourcategories.Solvesimpleput-together,take-apart,andcompareproblems4usinginformationpresentedinabargraph.

Geometry 2.G


1. Recognizeanddrawshapeshavingspecifiedattributes,suchasagivennumberofanglesoragivennumberofequalfaces.5Identifytriangles,quadrilaterals,pentagons,hexagons,andcubes.

2. Partitionarectangleintorowsandcolumnsofsame-sizesquaresandcounttofindthetotalnumberofthem.

3. Partitioncirclesandrectanglesintotwo,three,orfourequalshares,describethesharesusingthewordshalves,thirds,half of,a third of,etc.,anddescribethewholeastwohalves,threethirds,fourfourths.Recognizethatequalsharesofidenticalwholesneednothavethesameshape.

4SeeGlossary,Table1.5Sizesarecompareddirectlyorvisually,notcomparedbymeasuring.


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1

Mathematics|Grade3

InGrade3,instructionaltimeshouldfocusonfourcriticalareas:(1)

developingunderstandingofmultiplicationanddivisionandstrategies

formultiplicationanddivisionwithin100;(2)developingunderstanding

offractions,especiallyunitfractions(fractionswithnumerator1);(3)

developingunderstandingofthestructureofrectangulararraysandof

area;and(4)describingandanalyzingtwo-dimensionalshapes.

(1)Studentsdevelopanunderstandingofthemeaningsofmultiplication

anddivisionofwholenumbersthroughactivitiesandproblemsinvolving

equal-sizedgroups,arrays,andareamodels;multiplicationisfinding

anunknownproduct,anddivisionisfindinganunknownfactorinthese

situations.Forequal-sizedgroupsituations,divisioncanrequirefinding

theunknownnumberofgroupsortheunknowngroupsize.Studentsuse

propertiesofoperationstocalculateproductsofwholenumbers,using

increasinglysophisticatedstrategiesbasedonthesepropertiestosolve

multiplicationanddivisionproblemsinvolvingsingle-digitfactors.By

comparingavarietyofsolutionstrategies,studentslearntherelationship

betweenmultiplicationanddivision.

(2)Studentsdevelopanunderstandingoffractions,beginningwith

unitfractions.Studentsviewfractionsingeneralasbeingbuiltoutof

unitfractions,andtheyusefractionsalongwithvisualfractionmodels

torepresentpartsofawhole.Studentsunderstandthatthesizeofa

fractionalpartisrelativetothesizeofthewhole.Forexample,1/2ofthe

paintinasmallbucketcouldbelesspaintthan1/3ofthepaintinalarger

bucket,but1/3ofaribbonislongerthan1/5ofthesameribbonbecause

whentheribbonisdividedinto3equalparts,thepartsarelongerthan

whentheribbonisdividedinto5equalparts.Studentsareabletouse

fractionstorepresentnumbersequalto,lessthan,andgreaterthanone.

Theysolveproblemsthatinvolvecomparingfractionsbyusingvisual

fractionmodelsandstrategiesbasedonnoticingequalnumeratorsor

denominators.

(3)Studentsrecognizeareaasanattributeoftwo-dimensionalregions.

Theymeasuretheareaofashapebyfindingthetotalnumberofsame-

sizeunitsofarearequiredtocovertheshapewithoutgapsoroverlaps,

asquarewithsidesofunitlengthbeingthestandardunitformeasuring

area.Studentsunderstandthatrectangulararrayscanbedecomposedinto

identicalrowsorintoidenticalcolumns.Bydecomposingrectanglesinto

rectangulararraysofsquares,studentsconnectareatomultiplication,and

justifyusingmultiplicationtodeterminetheareaofarectangle.

(4)Studentsdescribe,analyze,andcomparepropertiesoftwo-

dimensionalshapes.Theycompareandclassifyshapesbytheirsidesand

angles,andconnectthesewithdefinitionsofshapes.Studentsalsorelate

theirfractionworktogeometrybyexpressingtheareaofpartofashape

asaunitfractionofthewhole.


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2


• represent and solve problems involving multiplication and division.

• Understand properties of multiplication and the relationship between multiplication and division.

• multiply and divide within 100.

• Solve problems involving the four operations, and identify and explain patterns in arithmetic.


• Use place value understanding and properties of operations to perform multi-digit arithmetic.

number and operations—fractions

• develop understanding of fractions as numbers.


• Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.


• Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

• Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Geometry





3. Constructviableargumentsandcritiquethereasoningofothers.





8. Lookforandexpressregularityinrepeatedreasoning.

Grade 3 overviewmathematical Practices


solvingthem.









reasoning.


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3


Represent and solve problems involving multiplication and division.

1. Interpretproductsofwholenumbers,e.g.,interpret5×7asthetotalnumberofobjectsin5groupsof7objectseach.For example, describe a context in which a total number of objects can be expressed as 5 × 7.

2. Interpretwhole-numberquotientsofwholenumbers,e.g.,interpret56÷8asthenumberofobjectsineachsharewhen56objectsarepartitionedequallyinto8shares,orasanumberofshareswhen56objectsarepartitionedintoequalsharesof8objectseach.For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

3. Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities,e.g.,byusingdrawingsandequationswithasymbolfortheunknownnumbertorepresenttheproblem.1

4. Determinetheunknownwholenumberinamultiplicationordivisionequationrelatingthreewholenumbers.For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = � ÷ 3, 6 × 6 = ?.

Understand properties of multiplication and the relationship between multiplication and division.

5. Applypropertiesofoperationsasstrategiestomultiplyanddivide.2Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

6. Understanddivisionasanunknown-factorproblem.For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

Multiply and divide within 100.

7. Fluentlymultiplyanddividewithin100,usingstrategiessuchastherelationshipbetweenmultiplicationanddivision(e.g.,knowingthat8×5=40,oneknows40÷5=8)orpropertiesofoperations.BytheendofGrade3,knowfrommemoryallproductsoftwoone-digitnumbers.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

8. Solvetwo-stepwordproblemsusingthefouroperations.Representtheseproblemsusingequationswithaletterstandingfortheunknownquantity.Assessthereasonablenessofanswersusingmentalcomputationandestimationstrategiesincludingrounding.3

9. Identifyarithmeticpatterns(includingpatternsintheadditiontableormultiplicationtable),andexplainthemusingpropertiesofoperations.For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

1SeeGlossary,Table2.2Studentsneednotuseformaltermsfortheseproperties.3Thisstandardislimitedtoproblemsposedwithwholenumbersandhavingwhole-numberanswers;studentsshouldknowhowtoperformoperationsintheconven-tionalorderwhentherearenoparenthesestospecifyaparticularorder(OrderofOperations).


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4


Use place value understanding and properties of operations to perform multi-digit arithmetic.4

1. Useplacevalueunderstandingtoroundwholenumberstothenearest10or100.

2. Fluentlyaddandsubtractwithin1000usingstrategiesandalgorithmsbasedonplacevalue,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtraction.

3. Multiplyone-digitwholenumbersbymultiplesof10intherange10–90(e.g.,9×80,5×60)usingstrategiesbasedonplacevalueandpropertiesofoperations.

number and operations—fractions5 3.nf

Develop understanding of fractions as numbers.

1. Understandafraction1/basthequantityformedby1partwhenawholeispartitionedintob equalparts;understandafractiona/basthequantityformedbyapartsofsize1/b.

2. Understandafractionasanumberonthenumberline;representfractionsonanumberlinediagram.

a. Representafraction1/bonanumberlinediagrambydefiningtheintervalfrom0to1asthewholeandpartitioningitintobequalparts.Recognizethateachparthassize1/bandthattheendpointofthepartbasedat0locatesthenumber1/bonthenumberline.

b. Representafractiona/bonanumberlinediagrambymarkingoffalengths1/bfrom0.Recognizethattheresultingintervalhassizea/bandthatitsendpointlocatesthenumbera/bonthenumberline.

3. Explainequivalenceoffractionsinspecialcases,andcomparefractionsbyreasoningabouttheirsize.

a. Understandtwofractionsasequivalent(equal)iftheyarethesamesize,orthesamepointonanumberline.

b. Recognizeandgeneratesimpleequivalentfractions,e.g.,1/2=2/4,4/6=2/3).Explainwhythefractionsareequivalent,e.g.,byusingavisualfractionmodel.

c. Expresswholenumbersasfractions,andrecognizefractionsthatareequivalenttowholenumbers.Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

d. Comparetwofractionswiththesamenumeratororthesamedenominatorbyreasoningabouttheirsize.Recognizethatcomparisonsarevalidonlywhenthetwofractionsrefertothesamewhole.Recordtheresultsofcomparisonswiththesymbols>,=,or<,andjustifytheconclusions,e.g.,byusingavisualfractionmodel.


Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

1. Tellandwritetimetothenearestminuteandmeasuretimeintervalsinminutes.Solvewordproblemsinvolvingadditionandsubtractionoftimeintervalsinminutes,e.g.,byrepresentingtheproblemonanumberlinediagram.

4Arangeofalgorithmsmaybeused.5Grade3expectationsinthisdomainarelimitedtofractionswithdenominators2,3,4,6,and8.


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5

2. Measureandestimateliquidvolumesandmassesofobjectsusingstandardunitsofgrams(g),kilograms(kg),andliters(l).6Add,subtract,multiply,ordividetosolveone-stepwordproblemsinvolvingmassesorvolumesthataregiveninthesameunits,e.g.,byusingdrawings(suchasabeakerwithameasurementscale)torepresenttheproblem.7


3. Drawascaledpicturegraphandascaledbargraphtorepresentadatasetwithseveralcategories.Solveone-andtwo-step“howmanymore”and“howmanyless”problemsusinginformationpresentedinscaledbargraphs.For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

4. Generatemeasurementdatabymeasuringlengthsusingrulersmarkedwithhalvesandfourthsofaninch.Showthedatabymakingalineplot,wherethehorizontalscaleismarkedoffinappropriateunits—wholenumbers,halves,orquarters.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

5. Recognizeareaasanattributeofplanefiguresandunderstandconceptsofareameasurement.

a. Asquarewithsidelength1unit,called“aunitsquare,”issaidtohave“onesquareunit”ofarea,andcanbeusedtomeasurearea.

b. Aplanefigurewhichcanbecoveredwithoutgapsoroverlapsbynunitsquaresissaidtohaveanareaofnsquareunits.

6. Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits).

7. Relateareatotheoperationsofmultiplicationandaddition.

a. Findtheareaofarectanglewithwhole-numbersidelengthsbytilingit,andshowthattheareaisthesameaswouldbefoundbymultiplyingthesidelengths.

b. Multiplysidelengthstofindareasofrectangleswithwhole-numbersidelengthsinthecontextofsolvingrealworldandmathematicalproblems,andrepresentwhole-numberproductsasrectangularareasinmathematicalreasoning.

c. Usetilingtoshowinaconcretecasethattheareaofarectanglewithwhole-numbersidelengthsaandb+cisthesumofa×banda×c.Useareamodelstorepresentthedistributivepropertyinmathematicalreasoning.

d. Recognizeareaasadditive.Findareasofrectilinearfiguresbydecomposingthemintonon-overlappingrectanglesandaddingtheareasofthenon-overlappingparts,applyingthistechniquetosolverealworldproblems.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

8. Solverealworldandmathematicalproblemsinvolvingperimetersofpolygons,includingfindingtheperimetergiventhesidelengths,findinganunknownsidelength,andexhibitingrectangleswiththesameperimeteranddifferentareasorwiththesameareaanddifferentperimeters.

6Excludescompoundunitssuchascm3andfindingthegeometricvolumeofacontainer.7Excludesmultiplicativecomparisonproblems(problemsinvolvingnotionsof“timesasmuch”;seeGlossary,Table2).


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Geometry 3.G


1. Understandthatshapesindifferentcategories(e.g.,rhombuses,rectangles,andothers)mayshareattributes(e.g.,havingfoursides),andthatthesharedattributescandefinealargercategory(e.g.,quadrilaterals).Recognizerhombuses,rectangles,andsquaresasexamplesofquadrilaterals,anddrawexamplesofquadrilateralsthatdonotbelongtoanyofthesesubcategories.

2. Partitionshapesintopartswithequalareas.Expresstheareaofeachpartasaunitfractionofthewhole.For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.


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mathematics | Grade 4InGrade4,instructionaltimeshouldfocusonthreecriticalareas:(1)

developingunderstandingandfluencywithmulti-digitmultiplication,

anddevelopingunderstandingofdividingtofindquotientsinvolving

multi-digitdividends;(2)developinganunderstandingoffraction

equivalence,additionandsubtractionoffractionswithlikedenominators,

andmultiplicationoffractionsbywholenumbers;(3)understanding

thatgeometricfigurescanbeanalyzedandclassifiedbasedontheir

properties,suchashavingparallelsides,perpendicularsides,particular

anglemeasures,andsymmetry.

(1)Studentsgeneralizetheirunderstandingofplacevalueto1,000,000,

understandingtherelativesizesofnumbersineachplace.Theyapplytheir

understandingofmodelsformultiplication(equal-sizedgroups,arrays,

areamodels),placevalue,andpropertiesofoperations,inparticularthe

distributiveproperty,astheydevelop,discuss,anduseefficient,accurate,

andgeneralizablemethodstocomputeproductsofmulti-digitwhole

numbers.Dependingonthenumbersandthecontext,theyselectand

accuratelyapplyappropriatemethodstoestimateormentallycalculate

products.Theydevelopfluencywithefficientproceduresformultiplying

wholenumbers;understandandexplainwhytheproceduresworkbasedon

placevalueandpropertiesofoperations;andusethemtosolveproblems.

Studentsapplytheirunderstandingofmodelsfordivision,placevalue,

propertiesofoperations,andtherelationshipofdivisiontomultiplication

astheydevelop,discuss,anduseefficient,accurate,andgeneralizable

procedurestofindquotientsinvolvingmulti-digitdividends.Theyselect

andaccuratelyapplyappropriatemethodstoestimateandmentally

calculatequotients,andinterpretremaindersbaseduponthecontext.

(2)Studentsdevelopunderstandingoffractionequivalenceand

operationswithfractions.Theyrecognizethattwodifferentfractionscan

beequal(e.g.,15/9=5/3),andtheydevelopmethodsforgeneratingand

recognizingequivalentfractions.Studentsextendpreviousunderstandings

abouthowfractionsarebuiltfromunitfractions,composingfractions

fromunitfractions,decomposingfractionsintounitfractions,andusing

themeaningoffractionsandthemeaningofmultiplicationtomultiplya

fractionbyawholenumber.

(3)Studentsdescribe,analyze,compare,andclassifytwo-dimensional

shapes.Throughbuilding,drawing,andanalyzingtwo-dimensionalshapes,

studentsdeepentheirunderstandingofpropertiesoftwo-dimensional

objectsandtheuseofthemtosolveproblemsinvolvingsymmetry.


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Grade 4 overviewoperations and algebraic thinking

• Use the four operations with whole numbers to solve problems.

• Gain familiarity with factors and multiples.

• Generate and analyze patterns.


• Generalize place value understanding for multi-digit whole numbers.

• Use place value understanding and properties of operations to perform multi-digit arithmetic.


• extend understanding of fraction equivalence and ordering.

• Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

• Understand decimal notation for fractions, and compare decimal fractions.


• Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.


• Geometric measurement: understand concepts of angle and measure angles.

Geometry

• draw and identify lines and angles, and classify shapes by properties of their lines and angles.











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9


Use the four operations with whole numbers to solve problems.

1. Interpretamultiplicationequationasacomparison,e.g.,interpret35=5×7asastatementthat35is5timesasmanyas7and7timesasmanyas5.Representverbalstatementsofmultiplicativecomparisonsasmultiplicationequations.

2. Multiplyordividetosolvewordproblemsinvolvingmultiplicativecomparison,e.g.,byusingdrawingsandequationswithasymbolfortheunknownnumbertorepresenttheproblem,distinguishingmultiplicativecomparisonfromadditivecomparison.1

3. Solvemultistepwordproblemsposedwithwholenumbersandhavingwhole-numberanswersusingthefouroperations,includingproblemsinwhichremaindersmustbeinterpreted.Representtheseproblemsusingequationswithaletterstandingfortheunknownquantity.Assessthereasonablenessofanswersusingmentalcomputationandestimationstrategiesincludingrounding.

Gain familiarity with factors and multiples.

4. Findallfactorpairsforawholenumberintherange1–100.Recognizethatawholenumberisamultipleofeachofitsfactors.Determinewhetheragivenwholenumberintherange1–100isamultipleofagivenone-digitnumber.Determinewhetheragivenwholenumberintherange1–100isprimeorcomposite.

Generate and analyze patterns.

5. Generateanumberorshapepatternthatfollowsagivenrule.Identifyapparentfeaturesofthepatternthatwerenotexplicitintheruleitself.For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

number and operations in Base ten2 4.nBt

Generalize place value understanding for multi-digit whole numbers.

1. Recognizethatinamulti-digitwholenumber,adigitinoneplacerepresentstentimeswhatitrepresentsintheplacetoitsright.For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

2. Readandwritemulti-digitwholenumbersusingbase-tennumerals,numbernames,andexpandedform.Comparetwomulti-digitnumbersbasedonmeaningsofthedigitsineachplace,using>,=,and<symbolstorecordtheresultsofcomparisons.

3. Useplacevalueunderstandingtoroundmulti-digitwholenumberstoanyplace.

Use place value understanding and properties of operations to perform multi-digit arithmetic.

4. Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm.

5. Multiplyawholenumberofuptofourdigitsbyaone-digitwholenumber,andmultiplytwotwo-digitnumbers,usingstrategiesbasedonplacevalueandthepropertiesofoperations.Illustrateandexplainthecalculationbyusingequations,rectangulararrays,and/orareamodels.

1SeeGlossary,Table2.2Grade4expectationsinthisdomainarelimitedtowholenumberslessthanorequalto1,000,000.


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0

6. Findwhole-numberquotientsandremainderswithuptofour-digitdividendsandone-digitdivisors,usingstrategiesbasedonplacevalue,thepropertiesofoperations,and/ortherelationshipbetweenmultiplicationanddivision.Illustrateandexplainthecalculationbyusingequations,rectangulararrays,and/orareamodels.

number and operations—fractions3 4.nf

Extend understanding of fraction equivalence and ordering.

1. Explainwhyafractiona/bisequivalenttoafraction(n×a)/(n×b)byusingvisualfractionmodels,withattentiontohowthenumberandsizeofthepartsdiffereventhoughthetwofractionsthemselvesarethesamesize.Usethisprincipletorecognizeandgenerateequivalentfractions.

2. Comparetwofractionswithdifferentnumeratorsanddifferentdenominators,e.g.,bycreatingcommondenominatorsornumerators,orbycomparingtoabenchmarkfractionsuchas1/2.Recognizethatcomparisonsarevalidonlywhenthetwofractionsrefertothesamewhole.Recordtheresultsofcomparisonswithsymbols>,=,or<,andjustifytheconclusions,e.g.,byusingavisualfractionmodel.

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

3. Understandafractiona/bwitha>1asasumoffractions1/b.

a. Understandadditionandsubtractionoffractionsasjoiningandseparatingpartsreferringtothesamewhole.

b. Decomposeafractionintoasumoffractionswiththesamedenominatorinmorethanoneway,recordingeachdecompositionbyanequation.Justifydecompositions,e.g.,byusingavisualfractionmodel.Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

c. Addandsubtractmixednumberswithlikedenominators,e.g.,byreplacingeachmixednumberwithanequivalentfraction,and/orbyusingpropertiesofoperationsandtherelationshipbetweenadditionandsubtraction.

d. Solvewordproblemsinvolvingadditionandsubtractionoffractionsreferringtothesamewholeandhavinglikedenominators,e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem.

4. Applyandextendpreviousunderstandingsofmultiplicationtomultiplyafractionbyawholenumber.

a. Understandafractiona/basamultipleof1/b.For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

b. Understandamultipleofa/basamultipleof1/b,andusethisunderstandingtomultiplyafractionbyawholenumber.For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

c. Solvewordproblemsinvolvingmultiplicationofafractionbyawholenumber,e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem.For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

3Grade4expectationsinthisdomainarelimitedtofractionswithdenominators2,3,4,5,6,8,10,12,and100.


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Understand decimal notation for fractions, and compare decimal fractions.

5. Expressafractionwithdenominator10asanequivalentfractionwithdenominator100,andusethistechniquetoaddtwofractionswithrespectivedenominators10and100.4For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

6. Usedecimalnotationforfractionswithdenominators10or100.For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

7. Comparetwodecimalstohundredthsbyreasoningabouttheirsize.Recognizethatcomparisonsarevalidonlywhenthetwodecimalsrefertothesamewhole.Recordtheresultsofcomparisonswiththesymbols>,=,or<,andjustifytheconclusions,e.g.,byusingavisualmodel.


Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

1. Knowrelativesizesofmeasurementunitswithinonesystemofunitsincludingkm,m,cm;kg,g;lb,oz.;l,ml;hr,min,sec.Withinasinglesystemofmeasurement,expressmeasurementsinalargerunitintermsofasmallerunit.Recordmeasurementequivalentsinatwo-columntable.For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...

2. Usethefouroperationstosolvewordproblemsinvolvingdistances,intervalsoftime,liquidvolumes,massesofobjects,andmoney,includingproblemsinvolvingsimplefractionsordecimals,andproblemsthatrequireexpressingmeasurementsgiveninalargerunitintermsofasmallerunit.Representmeasurementquantitiesusingdiagramssuchasnumberlinediagramsthatfeatureameasurementscale.

3. Applytheareaandperimeterformulasforrectanglesinrealworldandmathematicalproblems.For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.


4. Makealineplottodisplayadatasetofmeasurementsinfractionsofaunit(1/2,1/4,1/8).Solveproblemsinvolvingadditionandsubtractionoffractionsbyusinginformationpresentedinlineplots.For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

Geometric measurement: understand concepts of angle and measure angles.

5. Recognizeanglesasgeometricshapesthatareformedwherevertworaysshareacommonendpoint,andunderstandconceptsofanglemeasurement:

a. Anangleismeasuredwithreferencetoacirclewithitscenteratthecommonendpointoftherays,byconsideringthefractionofthecirculararcbetweenthepointswherethetworaysintersectthecircle.Ananglethatturnsthrough1/360ofacircleiscalleda“one-degreeangle,”andcanbeusedtomeasureangles.

b. Ananglethatturnsthroughnone-degreeanglesissaidtohaveananglemeasureofndegrees.

4Studentswhocangenerateequivalentfractionscandevelopstrategiesforaddingfractionswithunlikedenominatorsingeneral.Butadditionandsubtractionwithun-likedenominatorsingeneralisnotarequirementatthisgrade.


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6. Measureanglesinwhole-numberdegreesusingaprotractor.Sketchanglesofspecifiedmeasure.

7. Recognizeanglemeasureasadditive.Whenanangleisdecomposedintonon-overlappingparts,theanglemeasureofthewholeisthesumoftheanglemeasuresoftheparts.Solveadditionandsubtractionproblemstofindunknownanglesonadiagraminrealworldandmathematicalproblems,e.g.,byusinganequationwithasymbolfortheunknownanglemeasure.

Geometry 4.G

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

1. Drawpoints,lines,linesegments,rays,angles(right,acute,obtuse),andperpendicularandparallellines.Identifytheseintwo-dimensionalfigures.

2. Classifytwo-dimensionalfiguresbasedonthepresenceorabsenceofparallelorperpendicularlines,orthepresenceorabsenceofanglesofaspecifiedsize.Recognizerighttrianglesasacategory,andidentifyrighttriangles.

3. Recognizealineofsymmetryforatwo-dimensionalfigureasalineacrossthefiguresuchthatthefigurecanbefoldedalongthelineintomatchingparts.Identifyline-symmetricfiguresanddrawlinesofsymmetry.


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mathematics | Grade 5InGrade5,instructionaltimeshouldfocusonthreecriticalareas:(1)

developingfluencywithadditionandsubtractionoffractions,and

developingunderstandingofthemultiplicationoffractionsandofdivision

offractionsinlimitedcases(unitfractionsdividedbywholenumbersand

wholenumbersdividedbyunitfractions);(2)extendingdivisionto2-digit

divisors,integratingdecimalfractionsintotheplacevaluesystemand

developingunderstandingofoperationswithdecimalstohundredths,and

developingfluencywithwholenumberanddecimaloperations;and(3)

developingunderstandingofvolume.

(1)Studentsapplytheirunderstandingoffractionsandfractionmodelsto

representtheadditionandsubtractionoffractionswithunlikedenominators

asequivalentcalculationswithlikedenominators.Theydevelopfluency

incalculatingsumsanddifferencesoffractions,andmakereasonable

estimatesofthem.Studentsalsousethemeaningoffractions,of

multiplicationanddivision,andtherelationshipbetweenmultiplicationand

divisiontounderstandandexplainwhytheproceduresformultiplyingand

dividingfractionsmakesense.(Note:thisislimitedtothecaseofdividing

unitfractionsbywholenumbersandwholenumbersbyunitfractions.)

(2)Studentsdevelopunderstandingofwhydivisionprocedureswork

basedonthemeaningofbase-tennumeralsandpropertiesofoperations.

Theyfinalizefluencywithmulti-digitaddition,subtraction,multiplication,

anddivision.Theyapplytheirunderstandingsofmodelsfordecimals,

decimalnotation,andpropertiesofoperationstoaddandsubtract

decimalstohundredths.Theydevelopfluencyinthesecomputations,and

makereasonableestimatesoftheirresults.Studentsusetherelationship

betweendecimalsandfractions,aswellastherelationshipbetween

finitedecimalsandwholenumbers(i.e.,afinitedecimalmultipliedbyan

appropriatepowerof10isawholenumber),tounderstandandexplain

whytheproceduresformultiplyinganddividingfinitedecimalsmake

sense.Theycomputeproductsandquotientsofdecimalstohundredths

efficientlyandaccurately.

(3)Studentsrecognizevolumeasanattributeofthree-dimensional

space.Theyunderstandthatvolumecanbemeasuredbyfindingthetotal

numberofsame-sizeunitsofvolumerequiredtofillthespacewithout

gapsoroverlaps.Theyunderstandthata1-unitby1-unitby1-unitcube

isthestandardunitformeasuringvolume.Theyselectappropriateunits,

strategies,andtoolsforsolvingproblemsthatinvolveestimatingand

measuringvolume.Theydecomposethree-dimensionalshapesandfind

volumesofrightrectangularprismsbyviewingthemasdecomposedinto

layersofarraysofcubes.Theymeasurenecessaryattributesofshapesin

ordertodeterminevolumestosolverealworldandmathematicalproblems.


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• Write and interpret numerical expressions.

• analyze patterns and relationships.


• Understand the place value system.

• Perform operations with multi-digit whole numbers and with decimals to hundredths.


• Use equivalent fractions as a strategy to add and subtract fractions.

• apply and extend previous understandings of multiplication and division to multiply and divide fractions.


• Convert like measurement units within a given measurement system.


• Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Geometry

• Graph points on the coordinate plane to solve real-world and mathematical problems.

• Classify two-dimensional figures into categories based on their properties.










Grade 5 overview


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Write and interpret numerical expressions.

1. Useparentheses,brackets,orbracesinnumericalexpressions,andevaluateexpressionswiththesesymbols.

2. Writesimpleexpressionsthatrecordcalculationswithnumbers,andinterpretnumericalexpressionswithoutevaluatingthem.For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

Analyze patterns and relationships.

3. Generatetwonumericalpatternsusingtwogivenrules.Identifyapparentrelationshipsbetweencorrespondingterms.Formorderedpairsconsistingofcorrespondingtermsfromthetwopatterns,andgraphtheorderedpairsonacoordinateplane.For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.


Understand the place value system.

1. Recognizethatinamulti-digitnumber,adigitinoneplacerepresents10timesasmuchasitrepresentsintheplacetoitsrightand1/10ofwhatitrepresentsintheplacetoitsleft.

2. Explainpatternsinthenumberofzerosoftheproductwhenmultiplyinganumberbypowersof10,andexplainpatternsintheplacementofthedecimalpointwhenadecimalismultipliedordividedbyapowerof10.Usewhole-numberexponentstodenotepowersof10.

3. Read,write,andcomparedecimalstothousandths.

a. Readandwritedecimalstothousandthsusingbase-tennumerals,numbernames,andexpandedform,e.g.,347.392=3×100+4×10+7×1+3×(1/10)+9×(1/100)+2×(1/1000).

b. Comparetwodecimalstothousandthsbasedonmeaningsofthedigitsineachplace,using>,=,and<symbolstorecordtheresultsofcomparisons.

4. Useplacevalueunderstandingtorounddecimalstoanyplace.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

5. Fluentlymultiplymulti-digitwholenumbersusingthestandardalgorithm.

6. Findwhole-numberquotientsofwholenumberswithuptofour-digitdividendsandtwo-digitdivisors,usingstrategiesbasedonplacevalue,thepropertiesofoperations,and/ortherelationshipbetweenmultiplicationanddivision.Illustrateandexplainthecalculationbyusingequations,rectangulararrays,and/orareamodels.

7. Add,subtract,multiply,anddividedecimalstohundredths,usingconcretemodelsordrawingsandstrategiesbasedonplacevalue,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtraction;relatethestrategytoawrittenmethodandexplainthereasoningused.


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number and operations—fractions 5.nf

Use equivalent fractions as a strategy to add and subtract fractions.

1. Addandsubtractfractionswithunlikedenominators(includingmixednumbers)byreplacinggivenfractionswithequivalentfractionsinsuchawayastoproduceanequivalentsumordifferenceoffractionswithlikedenominators.For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

2. Solvewordproblemsinvolvingadditionandsubtractionoffractionsreferringtothesamewhole,includingcasesofunlikedenominators,e.g.,byusingvisualfractionmodelsorequationstorepresenttheproblem.Usebenchmarkfractionsandnumbersenseoffractionstoestimatementallyandassessthereasonablenessofanswers.For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

3. Interpretafractionasdivisionofthenumeratorbythedenominator(a/b=a÷b).Solvewordproblemsinvolvingdivisionofwholenumbersleadingtoanswersintheformoffractionsormixednumbers,e.g.,byusingvisualfractionmodelsorequationstorepresenttheproblem.For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

4. Applyandextendpreviousunderstandingsofmultiplicationtomultiplyafractionorwholenumberbyafraction.

a. Interprettheproduct(a/b)×qasapartsofapartitionofqintobequalparts;equivalently,astheresultofasequenceofoperationsa×q÷b.For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)

b. Findtheareaofarectanglewithfractionalsidelengthsbytilingitwithunitsquaresoftheappropriateunitfractionsidelengths,andshowthattheareaisthesameaswouldbefoundbymultiplyingthesidelengths.Multiplyfractionalsidelengthstofindareasofrectangles,andrepresentfractionproductsasrectangularareas.

5. Interpretmultiplicationasscaling(resizing),by:

a. Comparingthesizeofaproducttothesizeofonefactoronthebasisofthesizeoftheotherfactor,withoutperformingtheindicatedmultiplication.

b. Explainingwhymultiplyingagivennumberbyafractiongreaterthan1resultsinaproductgreaterthanthegivennumber(recognizingmultiplicationbywholenumbersgreaterthan1asafamiliarcase);explainingwhymultiplyingagivennumberbyafractionlessthan1resultsinaproductsmallerthanthegivennumber;andrelatingtheprincipleoffractionequivalencea/b=(n×a)/(n×b)totheeffectofmultiplyinga/bby1.

6. Solverealworldproblemsinvolvingmultiplicationoffractionsandmixednumbers,e.g.,byusingvisualfractionmodelsorequationstorepresenttheproblem.

7. Applyandextendpreviousunderstandingsofdivisiontodivideunitfractionsbywholenumbersandwholenumbersbyunitfractions.1

a. Interpretdivisionofaunitfractionbyanon-zerowholenumber,

1Studentsabletomultiplyfractionsingeneralcandevelopstrategiestodividefrac-tionsingeneral,byreasoningabouttherelationshipbetweenmultiplicationanddivision.Butdivisionofafractionbyafractionisnotarequirementatthisgrade.


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andcomputesuchquotients.For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.

b. Interpretdivisionofawholenumberbyaunitfraction,andcomputesuchquotients.For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.

c. Solverealworldproblemsinvolvingdivisionofunitfractionsbynon-zerowholenumbersanddivisionofwholenumbersbyunitfractions,e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem.For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?


Convert like measurement units within a given measurement system.

1. Convertamongdifferent-sizedstandardmeasurementunitswithinagivenmeasurementsystem(e.g.,convert5cmto0.05m),andusetheseconversionsinsolvingmulti-step,realworldproblems.


2. Makealineplottodisplayadatasetofmeasurementsinfractionsofaunit(1/2,1/4,1/8).Useoperationsonfractionsforthisgradetosolveproblemsinvolvinginformationpresentedinlineplots.For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

3. Recognizevolumeasanattributeofsolidfiguresandunderstandconceptsofvolumemeasurement.

a. Acubewithsidelength1unit,calleda“unitcube,”issaidtohave“onecubicunit”ofvolume,andcanbeusedtomeasurevolume.

b. Asolidfigurewhichcanbepackedwithoutgapsoroverlapsusingnunitcubesissaidtohaveavolumeofncubicunits.

4. Measurevolumesbycountingunitcubes,usingcubiccm,cubicin,cubicft,andimprovisedunits.

5. Relatevolumetotheoperationsofmultiplicationandadditionandsolverealworldandmathematicalproblemsinvolvingvolume.

a. Findthevolumeofarightrectangularprismwithwhole-numbersidelengthsbypackingitwithunitcubes,andshowthatthevolumeisthesameaswouldbefoundbymultiplyingtheedgelengths,equivalentlybymultiplyingtheheightbytheareaofthebase.Representthreefoldwhole-numberproductsasvolumes,e.g.,torepresenttheassociativepropertyofmultiplication.

b. ApplytheformulasV=l×w×handV=b×hforrectangularprismstofindvolumesofrightrectangularprismswithwhole-numberedgelengthsinthecontextofsolvingrealworldandmathematicalproblems.

c. Recognizevolumeasadditive.Findvolumesofsolidfigurescomposedoftwonon-overlappingrightrectangularprismsbyaddingthevolumesofthenon-overlappingparts,applyingthistechniquetosolverealworldproblems.


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Geometry 5.G

Graph points on the coordinate plane to solve real-world and mathematical problems.

1. Useapairofperpendicularnumberlines,calledaxes,todefineacoordinatesystem,withtheintersectionofthelines(theorigin)arrangedtocoincidewiththe0oneachlineandagivenpointintheplanelocatedbyusinganorderedpairofnumbers,calleditscoordinates.Understandthatthefirstnumberindicateshowfartotravelfromtheorigininthedirectionofoneaxis,andthesecondnumberindicateshowfartotravelinthedirectionofthesecondaxis,withtheconventionthatthenamesofthetwoaxesandthecoordinatescorrespond(e.g.,x-axisandx-coordinate,y-axisandy-coordinate).

2. Representrealworldandmathematicalproblemsbygraphingpointsinthefirstquadrantofthecoordinateplane,andinterpretcoordinatevaluesofpointsinthecontextofthesituation.

Classify two-dimensional figures into categories based on their properties.

3. Understandthatattributesbelongingtoacategoryoftwo-dimensionalfiguresalsobelongtoallsubcategoriesofthatcategory.For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

4. Classifytwo-dimensionalfiguresinahierarchybasedonproperties.

common core state standards - cobb county school district...common core state standards for...

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