common core state standards vertical alignment mathematics k‐8 · horizontal or vertical number...
TRANSCRIPT
![Page 1: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/1.jpg)
CommonCoreStateStandards
VerticalAlignmentMathematicsK‐8
Summer2011
CreatedbyStarkCountyTeachersandTheStarkCountyEducationalServiceCenter
![Page 2: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/2.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
TABLE OF CONTENTS
Addition and Subtraction Facts ..............................................................................................................................................................................................1
Coordinate Systems .................................................................................................................................................................................................................2
Plane and Solid Figures ...........................................................................................................................................................................................................3
Equivalent Names for Fractions, Decimals and Percents........................................................................................................................................................4
Meanings and Uses of Fractions .............................................................................................................................................................................................5
Procedures for Addition and Subtraction of Fractions ...........................................................................................................................................................6
Procedures for Multiplication and Division of Fractions .......................................................................................................................................................7
Length and Weight .................................................................................................................................................................................................................9
Equations and Inequalities ......................................................................................................................................................................................................10
Patterns and Functions ............................................................................................................................................................................................................11
Angles .....................................................................................................................................................................................................................................12
Algebraic Notation and Solving Equations ............................................................................................................................................................................13
Time ........................................................................................................................................................................................................................................14
Money .....................................................................................................................................................................................................................................15
Comparing and Ordering Numbers .........................................................................................................................................................................................16
Rote Counting .........................................................................................................................................................................................................................17
Rational Counting ...................................................................................................................................................................................................................18
Place Value and Notation .......................................................................................................................................................................................................19
Radicals and Exponents ..........................................................................................................................................................................................................20
Number Theory ......................................................................................................................................................................................................................21
Ratio and Proportions .............................................................................................................................................................................................................22
Functions ................................................................................................................................................................................................................................23
Pythagorean ............................................................................................................................................................................................................................24
Area, Perimeter, Volume, Surface Area, and Capacity ..........................................................................................................................................................25
Multiplication and Division Facts ..........................................................................................................................................................................................26
Transformations, Congruence, Similarity, and Symmetry .....................................................................................................................................................27
Probability ..............................................................................................................................................................................................................................28
Order of Operations.................................................................................................................................................................................................................29
Units and Systems of Measurement .......................................................................................................................................................................................30
Operations with Decimals ......................................................................................................................................................................................................31
Data Collection........................................................................................................................................................................................................................33
Data Analysis ..........................................................................................................................................................................................................................34
Procedures for Addition and Subtraction ................................................................................................................................................................................35
Procedures for Multiplication and Division ............................................................................................................................................................................36
![Page 3: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/3.jpg)
CommonCore/VerticalAlignment
AdditionandSubtractionFactsK 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards
1. Representadditionandsubtractionwithobjects,fingers,mentalimages,drawings2,sounds(e.g.,claps),actingoutsituations,verbalexplanations,expressions,orequations.
2. Solveadditionandsubtractionwordproblems,andaddandsubtractwithin10,e.g.,byusingobjectsordrawingstorepresenttheproblem.
3. Decomposenumberslessthanorequalto10intopairsinmorethanoneway,e.g.,byusingobjectordrawings,andrecordeachdecompositionbyadrawingorequation(e.g,5=2+3and5=4+1).
4. Foranynumberfrom1to9,findthenumberthatmakes10whenaddedtothegivennumber,e.g.,byusingobjectsordrawings,andrecordtheanswerwithadrawingorequation.
5. Fluentlyaddandsubtractwithin5.
3. Applypropertiesofoperationsasstrategiestoaddandsubtract3.Examples:If8+3=11isknown,then3+8=11isalsoknown.(Commutativepropertyofaddition.)Toadd2+6+4,thesecondtwonumberscanbeaddedtomakeaten,so2+6=4=2+1012.(Associativepropertyofaddition.)
4. Understandsubtractionasanunknown‐addendproblem.Forexample,subtract108byfindingthenumberthatmakes10whenaddedto8.
AddandSubtractwithin20.5. Relatecountingtoadditionand
subtraction(e.g.,bycountingon2toadd2).
6. Addandsubtractwithin10,demonstratingfluencyforadditionandsubtractionwithin20.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).
Workwithadditionandsubtractionequations.7. Understandthemeaningofthe
equalsign,anddetermineifequationsinvolvingadditionandsubtractionaretrueorfalse.Forexample,whichofthefollowingequationsaretrueandwhicharefalse?6=6,7=81,5+2=2+5,4+15+2.
8. Determinetheunknownwholenumberinanadditionorsubtractionequationrelatingthreewholenumbers.Forexample,determinetheunknownnumberthatmakestheequationtrueineachoftheequations8+?=11,5=3,6+6[].
2. Fluentlyaddandsubtractwithin20usingmentalstrategies2.ByendofGrade2,knowfrommemoryallsumsoftwoone‐digitnumbers.
Norelatedstandards
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer20111
![Page 4: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/4.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
CoordinateSystemsK 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Graphpointsonthecoordinateplanetosolverealworldandmathematicalproblems.1. Useapairof
perpendicularnumberlines,calledaxes,todefineacoordinatesystem,withtheintersectionofthelines(theorigin)arrangedtocoincidewiththe0oneachlineandagivenpointintheplanelocatedbyusinganorderedpairofnumbers,calleditscoordinates.Understandthatthefirstnumberindicateshowfartotravelfromtheorigininthedirectionofoneaxis,andthesecondnumberindicateshowfartotravelinthedirectionofthesecondaxis,withtheconventionthatthenamesofthetwoaxesandthecoordinatescorrespond(e.g.,x‐axisandx‐coordinate,y‐axisandy‐coordinate).
2. Representrealworldandmathematicalproblemsbygraphingpointsinthefirstquadrantofthecoordinateplane,andinterpretcoordinatevaluesofpointsinthecontextofthesituation.
6. Understandarationalnumberasapointonthenumberline.Extendnumberlinediagramsandcoordinateaxesfamiliarfrompreviousgradestorepresentpointsonthelineandintheplanewithnegativenumbercoordinates.
a. Recognizeoppositesignsofnumbersasindicatinglocationsonoppositesidesof0onthenumberline;recognizethattheoppositeoftheoppositeoftheoppositeofanumberisthenumberitself,e.g.,‐(‐3)=3,andthat0isitsownopposite.
b. Understandsignsofnumbersinorderedpairsasindicatinglocationsinquadrantsofthecoordinateplane;recognizethatwhentwoorderedpairsdifferonlybysigns,thelocationsofthepointsarerelatedbyreflectionsacrossoneorbothaxes.
c. Findandpositionintegersandotherrationalnumbersonahorizontalorverticalnumberlinediagram;findandpositionpairsofintegersandotherrationalnumbersonacoordinateplane.
8. Solvereal‐worldandmathematicalproblemsbygraphingpointsinallfourquadrantsofthecoordinateplane.Includeuseofcoordinatesandabsolutevaluetofinddistancesbetweenpointswiththesamefirstcoordinateorthesamesecondcoordinate.
Norelatedstandards Norelatedstandards
2
![Page 5: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/5.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
PlaneandSolidFigures
K 1 2 3 4 5 6 7 8PlaneandSolid
Identifyanddescribeshapes(squares,circles,triangles,rectangles,hexagons,cubes,cones,cylinders,andspheres).1. Describeobjectsinthe
environmentusingnamesofshapes,anddescribetherelativepositionsoftheseobjectsusingtermssuchasabove,below,beside,infrontof,behind,andnextto.
2. Correctlynameshapesregardlessoftheirorientationsoroverallsize.
3. Identifyshapesastwo‐dimensional(lyinginaplane,“flat”)orthree‐dimensional(“solid”).
Analyze,compare,create,andcomposeshapes.4. Analyzeandcompare
two‐andthree‐dimensionalshapes,indifferentsizesandorientations,usinginformallanguagetodescribetheirsimilarities,differences,parts(e.g.,numberofsidesandvertices/”corners”)andotherattributes(e.g.,havingsidesofequallength).
5. Modelshapesintheworldbybuildingshapesfromcomponents(e.g.,sticksandclayballs)anddrawingshapes.
6. Composesimpleshapestoformlargershapes.Forexample,“Canyoujointhesetwotriangleswithfullsidestouchingtomakearectangle?”
PlanandSolidReasonwithshapesandtheirattributes.1. Distinguishbetween
definingattributes(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
PlaneandOnlyCubesReasonwithshapesandtheirattributes.1. Recognizeanddraw
shapeshavingspecifiedattributes,suchasagivennumberofanglesoragivennumberofequalfaces.5Identifytriangles,quadrilaterals,pentagons,hexagons,andcubes.
PlaneOnlyReasonwithshapesandtheirattributes.1. Understandthat
shapesindifferentcategories(e.g.,rhombuses,rectangles,andothers)mayshareattributes(e.g.,havingfoursides),andthatthesharedattributescandefinealargercategory(e.g.,quadrilaterals).Recognizerhombuses,rectangles,andsquaresasexamplesofquadrilaterals,anddrawexamplesofquadrilateralsthatdonotbelongtoanyofthesesubcategories.
PlaneOnlyDrawandidentifylinesandangles,andclassifyshapesbypropertiesoftheirlinesandangles.1. Drawpoints,lines,
linesegments,rays,angles(right,acute,obtuse),andperpendicularandparallellines.Identifytheseintwo‐dimensionalfigures.
2. Classifytwo‐dimensionalfiguresbasedonthepresenceorabsenceofparallelorperpendicularlines,orthepresenceorabsenceofanglesofaspecifiedsize.Recognizerighttrianglesasacategory,andidentifyrighttriangles.
3. Recognizealineofsymmetryforatwo‐dimensionalfigureasalineacrossthefiguresuchthatthefigurecanbefoldedalongthelineintomatchingparts.Identifyline‐symmetricfiguresanddrawlinesofsymmetry.
PlaneOnlyClassifytwodimensionalfiguresintocategoriesbasedontheirproperties.3. Understandthat
attributesbelongingtoacategoryoftwo‐dimensionalfiguresalsobelongtoallsubcategoriesofthatcategory.Forexample,allrectangleshavefourrightanglesandsquaresarerectangles,soallsquareshavefourrightangles.
4. Classifytwo‐dimensionalfiguresinahierarchybasedonproperties.
PlaneandSolid3. Drawpolygonsinthe
coordinateplanegivencoordinatesforthevertices;usecoordinatestofindthelengthofasidejoiningpointswiththesamefirstcoordinateorthesamesecondcoordinate.Applythesetechniquesinthecontextofsolvingreal‐worldandmathematicalproblems.
4. Representthree‐dimensionalfiguresusingnetsmadeupofrectanglesandtriangles,andusethenetstofindthesurfaceareaofthesefigures.Applythesetechniquesinthecontextofsolvingreal‐worldandmathematicalproblems.
PlaneandSolidfigures
Draw,construct,anddescribegeometricalfiguresanddescribetherelationshipsbetweenthem.1. Solveproblems
involvingscaledrawingsofgeometricfigures,includingcomputingactuallengthsandareasfromascaledrawingandreproducingascaledrawingatadifferentscale.
2. Draw(freehand,withrulerandprotractor,andwithtechnology)geometricshapeswithgivenconditions.Focusonconstructingtrianglesfromthreemeasuresofanglesorsides,noticingwhentheconditionsdetermineauniquetriangle,morethanonetriangle,ornotriangle.
3. Describethetwo‐dimensionalfiguresthatresultfromslicingthree‐dimensionalfigures,asinplanesectionsofrightrectangularprismsandrightrectangularpyramids.
Norelatedstandards
3
![Page 6: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/6.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
EquivalentNamesforFractions,DecimalsandPercentsK 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards Norelatedstandards 3. Explainequivalenceoffractionsinspecialcases,andcomparefractionsbyreasoningabouttheirsize.
a. Understandtwofractionsasequivalent(equal)iftheyarethesamesize,orthesamepointonanumberline.
b. Recognizeandgeneratesimpleequivalentfractions,e.g.,½=2/4,4/6=2/3).Explainwhythefractionsareequivalent,e.g.,byusingavisualfractionmodel.
c. Expresswholenumbersasfractions,andrecognizefractionsthatareequivalenttowholenumbers.Examples:Express3intheform3=3/1;recognizethat6/1=6;locate4/4and1atthesamepointonanumberlinediagram.
d. Comparetwofractionswiththesamenumeratororthesamedenominatorbyreasoningabouttheirsize.Recognizethatcomparisonsarevalidonlywhenthetwofractionsrefertothesamewhole.Recordtheresultsofcomparisonswiththesymbols.>=,or<,andjustifytheconclusions,e.g.,byusingavisualfractionmodel.
1. Explainwhyafractiona/bisequivalenttoafraction(nxa)/(nxb)byusingvisualfractionmodels,withattentiontohowthenumberandsizeofthepartsdiffereventhoughthetwofractionsthemselvesarethesamesize.Usethisprincipletorecognizeandgenerateequivalentfractions.
Understanddecimalnotationforfractions,andcomparedecimalfractions.5. Expressafraction
withdenominator10asanequivalentfractionwithdenominator100,andusethistechniquetoaddtwofractionswithrespectivedenominators10and100.4Forexample,express3/10as30/100,andadd3/10+4/10034/100.
6. Usedecimalnotationforfractionswithdenominators10or100.Forexample,rewrite0.62as62/100;describealengthas0.62meters;locate0.62onanumberlinediagram.
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards
4
![Page 7: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/7.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Meanings and Uses of Fractions
K 1 2 3 4 5 6 7 8Norelatedstandards
3. Partitioncirclesandrectanglesintotwoandfourequalshares,describethesharesusingthewordshalves,fourths,andquarters,andusethephraseshalfof,fourthof,andquarterof.Describethewholeastwoof,orfouroftheshares.Understandfortheseexamplesthatdecomposingintomoreequalsharescreatessmallershares.
3. Partitioncirclesandrectanglesintotwo,three,orfourequalshares,describethesharesusingthewordshalves,thirds,halfof,athirdof,etc.,anddescribethewholeastwohalves,threethirds,fourfourths.Recognizethatequalsharesofidenticalwholesneednothavethesameshape.
2. Partitionshapesintopartswithequalareas.Expresstheareaofeachpartasaunitfractionofthewhole.Forexample,partitionashapeinto4partswithequalarea,anddescribetheareaofeachpartas¼oftheareaoftheshape.
Developunderstandingoffractionsasnumbers.1. Understandafraction1/b
asthequantityformedby1partwhenawholeispartitionedintobequalparts;understandafractiona/basthequantityformedbyapartsofsize1/b.
2. Understandafractionasanumberonthenumberline;representfractionsonanumberlinediagram.
a. Representafraction1/bonanumberlinediagrambydefiningtheintervalfrom0to1asthewholeandpartitioningitintobequalparts.Recognizethateachparthassize1/bandthattheendpointofthepartbasedat0locatesthenumber1/bonthenumberline.
b. Representafractiona/bonanumberlinediagrambymarkingoffalengths1/bfrom0.Recognizethattheresultingintervalhassizea/bandthatitsendpointlocatesthenumbera/bonthenumberline.
2. Comparetwofractionswithdifferentnumeratorsanddifferentdenominators,e.g.,bycreatingcommondenominatorsornumerators,orbycomparingtoabenchmarkfractionsuchas½.Recognizethatcomparisonsarevalidonlywhenthetwofractionsrefertothesamewhole.Recordtheresultsofcomparisonswithsymbols>,=,<,andjustifytheconclusions,e.g.,byusingavisualfractionmodel.
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;21/8=1+1+1/8=8/8+8/8+1/8.
c. Addandsubtractmixednumberswiththelikedenominators,e.g.,byreplacingeachmixednumberwithanequivalentfraction,and/orbyusingpropertiesofoperationsandtherelationshipbetweenadditionandsubtraction.
d. Solvewordproblemsinvolvingadditionandsubtractionoffractionsreferringtothesamewholeandhavinglikedenominators,e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem.
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards
5
![Page 8: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/8.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Procedures for Addition and Subtraction of Fractions K 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards 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;21/8=1+1+1/8=8/8+8/8+1/8.
c. Addandsubtractmixednumberswithlikedenominators,e.g.,byreplacingeachmixednumberwithanequivalentfraction,and/orbyusingpropertiesofoperationsandtherelationshipbetweenadditionandsubtraction.
d. Solvewordproblemsinvolvingadditionandsubtractionoffractionsreferringtothesamewholeandhavinglikedenominators,e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem.
Useequivalentfractionsasastrategytoaddandsubtractfractions.1. Addandsubtract
fractionswithunlikedenominators(includingmixednumbers)byreplacinggivenfractionswithequivalentfractionsinsuchawayastoproduceanequivalentsumordifferenceoffractionswithlikedenominators.Forexample,2/3+5/48/12+15/12=23/12.(Ingeneral,a/b+c/d=(ad+bc)/bd.)
2. Solvewordproblemsinvolvingadditionandsubtractionoffractionsreferringtothesamewhole,includingcasesofunlikedenominators,e.g.,byusingvisualfractionsmodelsorequationstorepresenttheproblem.Usebenchmarkfractionsandnumbersenseoffractionstoestimatementallyandassessthereasonablenessofanswers.Forexample,recognizeanincorrectresult2/5+1/2=3/7,byobservingthat3/7<1/2.
Norelatedstandards Norelatedstandards Norelatedstandards
6
![Page 9: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/9.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Procedures for Multiplication and Division of Fractions K 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards 4. Applyandextendpreviousunderstandingsofmultiplicationtomultiplyafractionbyawholenumber.
a. Understandafractiona/basamultipleof1/b.Forexample,useavisualfractionmodeltorepresent5/4astheproductof5x(1/4),recordingtheconclusionbytheequation5/4=5x(1/4).
b. Understandamultipleofa/basamultipleof1/b,andusethisunderstandingtomultiplyafractionbyawholenumber.Forexample,useavisualfractionmodeltoexpress3x2(2/5)as6x(1/4),recognizingthisproductas6/5.(Ingeneral,nx(a/b=(nxa/b.)
c. Solvewordproblemsinvolvingmultiplicationofafractionbyawholenumber,e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem.Forexample,ifeachpersonatapartywilleat3/8ofapoundofroastbeef,andtherewillbe5peopleattheparty,howmanypoundsofroastbeefwillbeneeded?Betweenwhattwowholenumbersdoesyouranswerlie?
3. Interpretafractionasdivisionofthenumeratorbythedenominator(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. For example, interpret ¾ as the result of dividing 3 by 4, noting that ¾ multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size ¾. 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. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
a. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q÷b. For example, use a visual fraction model to show (2/3) x 4=8/3, and create a story context for this equation. Do the same with (2/3) x (4/5)=8/15. (In general, (a/b) x (c/d)=ac/bd.)
b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find area of rectangles, and represent fraction products as rectangular areas.
Applyandextendpreviousunderstandingsofmultiplicationanddivisiontodividefractionsbyfractions.1. Interpretandcompute
quotientsoffractions,andsolveworkproblemsinvolvingdivisionoffractionsbyfractions,e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem.Forexample,createastorycontextfor(2/3) ÷(3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3)÷(3/4)=8/9 because ¾ of 8/9 is 2/3. (In general, (a/b) ÷(c/d)=ad/bc.) How much chocolate will each person get if 3 people share ½ lb of chocolate equally? How many ¾-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length ¾ mi and area ½ square mi?
Norelatedstandards Norelatedstandards
7
![Page 10: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/10.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Procedures for Multiplication and Division of Fractions
1 2 3 4 5 6 7 8Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards 5. Interpretmultiplicationasscaling
(resizing),by:a. Comparingthesizeofaproducttothesize
ofonefactoronthebasisofthesizeoftheotherfactor,withoutperformingtheindicatedmultiplication.
b. Explainingwhymultiplyingagivennumberbyafractiongreaterthan1resultsinaproductgreaterthanthegivennumber(recognizingmultiplicationbywholenumbersgreaterthan1asafamiliarcase);explainingwhymultiplyingagivennumberbyafractionlessthan1resultsinaproductsmallerthanthegivennumber;andrelatingtheprincipaloffractionequivalencea/b=(nxa)/(nxb)totheeffectofmultiplyinga/bby1.
6. Solverealworldproblemsinvolvingmultiplicationoffractionsandmixednumbers,e.g.,byusingvisualfractionmodelsorequationstorepresenttheproblem.
7. Applyandextendpreviousunderstandingsofdivisiontodivideunitfractionsbywholenumbersandwholenumbersbyunitfractions.1
a. Interpretdivisionofaunitfractionbyanon‐zerowholenumber,andcomputesuchquotients.Forexample,createastorycontextfor(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 ) x 4 = 1/3.
b. Interpret division of a whole number by a unit fraction, and compute such quotients. 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 x (1/5)=4.
c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share ½ lb of chocolate equally? How many 1/3 cup servings are in 2 cups of raisins?
Applyandextendpreviousunderstandingsofmultiplicationanddivisiontodividefractionsbyfractions.1. Interpretandcomputequotientsof
fractions,andsolvewordproblemsinvolvingdivisionoffractionsbyfractions,e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem.Forexample,createastorycontextfor2/3÷(3/4)anduseavisualfractionmodeltoshowthequotient;usetherelationshipbetweenmultiplicationanddivisiontoexplainthat(2/3)+(3/4)=8/9because¾of8/9is2/3.(Ingeneral,(a/b)÷(c/d)–ad/bc.)Howmuchchocolatewilleachpersongetif3peopleshare½lbofchocolateequally?Howmay¾cupservingsarein2/3ofacupofyogurt?Howwideisarectangularstripoflandwithlength¾miandarea½squaremi?
Norelatedstandards Norelatedstandards
8
![Page 11: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/11.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Length and Weight K 1 2 3 4 5 6 7 8
Describeandcomparemeasurableattributes.1. Describemeasureable
attributesofobjects,suchaslengthorweight.Describeseveralmeasurableattributesofasingleobject.
2. Directlycomparetwoobjectswithameasurableattributeincommon,toseewhichobjecthas“moreof”/”lessof”theattribute,anddescribethedifference.Forexample,directlycomparetheheightsoftwochildrenanddescribeonechildastaller/shorter.
Measurelengthsindirectlyandbyiteratinglengthunits.1. Orderthreeobjectsby
length;comparethelengthsoftwoobjectsindirectlybyusingathirdobject.
2. Expressthelengthofanobjectasawholenumberoflengthunits,bylayingmultiplecopiesofashorterobject(thelengthunit)endtoend;understandthatthelengthmeasurementofanobjectisthenumberofsame‐sizelengthunitsthatspanitwithnogapsoroverlaps.Limittocontextswheretheobjectbeingmeasuredisspannedbyawholenumberoflengthunitswithnogapsoroverlaps..
Measureandestimatelengthsinstandardunits.1. Measurethelengthof
anobjectbyselectingandusingappropriatetoolssuchasrulers,yardsticks,metersticks,andmeasuringtapes.
2. Measurethelengthofanobjecttwice,usinglengthunitsofdifferentlengthsforthetwomeasurements;describehowthetwomeasurementsrelatetothesizeoftheunitchosen.
3. Estimatelengthsusingunitsofinches,feet,centimeters,andmeters.
4. Measuretodeterminehowmuchlongeroneobjectisthananother,expressingthelengthdifferenceintermsofsstandardlengthunit.
5. Useadditionandsubtractionwithin100tosolvewordproblemsinvolvinglengthsthataregiveninthesameunits,e.g.,byusingdrawings(suchasdrawingsofrulers)andequationswithasymbolfortheunknownnumbertorepresenttheproblem.
4. Generatemeasurementdatabymeasuringlengthsusingrulersmarkedwithhalvesandfourthsofaninch.Showthedatabymakingalineplot,wherethehorizontalscaleismarkedoffinappropriateunits‐wholenumbers,halves,orquarters.
Representandinterpretdata.4. Makealinepotto
displayadatasetofmeasurementsinfractionsofaunit(1/2,¼,1/8).Solveproblemsinvolvingadditionandsubtractionoffractionsbyusinginformationpresentedinlineplots.Forexample,fromalineplotfindandinterpretthedifferenceinlengthbetweenthelongestandshortestspecimensinaninsectcollection.
Representandinterpretdata.2. Makealineplotto
displayadatasetofmeasurementsinfractionsofaunit(1/2,¼,1/8).Useoperationsonfractionsforthisgradetosolveproblemsinvolvinginformationpresentedinlineplots.Forexample,givendifferentmeasurementsofliquidinidenticalbeakers,findtheamountofliquideachbeakerwouldcontainifthetotalamountinallthebeakerswereredistributedequally.
Norelatedstandards Norelatedstandards Norelatedstandards
9
![Page 12: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/12.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Equations and Inequalities K 1 2 3 4 5 6 7 8
Norelatedstandards
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards 5. Understandsolvinganequationorinequalityasaprocessofansweringaquestion:whichvaluesfromaspecifiedset,ifany,maketheequationorinequalitytrue?Usesubstitutiontodeterminewhetheragivennumberinaspecifiedsetmakesanequationorinequalitytrue.
6. Usevariablestorepresentnumbersandwriteexpressionswhensolvingareal‐worldormathematicalproblem;understandthatavariablecanrepresentanunknownnumber,or,dependingonthepurposeathand,anynumberisaspecifiedset.
7. Solvereal‐worldandmathematicalproblemsbywritingandsolvingequationsoftheformx+p=qandpx=qforcasesinwhichp,qandxareallnonnegativerationalnumbers.
8. Writeaninequalityoftheformx>corx>ctorepresentaconstraintorconditioninareal‐worldormathematicalproblem,Recognizethatinequalitiesoftheformx>corx>chaveinfinitelymanysolutions;representsolutionsofsuchinequalitiesonnumberlinediagrams.
1. Applypropertiesofoperationsasstrategiestoadd,subtract,factorandexpandlinearexpressionswithrationalcoefficients.
b. Solvewordproblemsleadingtoinequalitiesoftheformpx+q>rorpx+q<r,wherep,q,andrarespecificrationalnumbers.Graphthesolutionsetoftheinequalityandinterpretitinthecontextoftheproblem.Forexample:Asasalesperson,youarepaid$50perweekplus$3persale.Thisweekyouwantyourpaytobeatleast$100.Writeaninequalityforthenumberofsalesyouneedtomake,anddescribethesolutions.
7. Solvelinearequationsinonevariable.a. Giveexamplesoflinearequationsin
onevariablewithonesolution,infinitelymanysolutions,ornosolutions.Showwhichofthesepossibilitiesisthecasebysuccessivelytransformingthegivenequationintosimplerforms,untilanequivalentequationoftheformx=a,a=a,ora=bresults(whereaandbaredifferentnumbers).
b. Solvelinearequationswithrationalnumbercoefficients,includingequationswhosesolutionsrequireexpandingexpressionsusingthedistributivepropertyandcollectingliketerms.
8. Analyzeandsolvepairsofsimultaneouslinearequations.
a. Understandthatsolutionstoasystemoftwolinearequationsintwovariablescorrespondtopointsofintersectionoftheirgraphs,becausepointsofintersectionsatisfybothequationssimultaneously.
b. Solvesystemsoftwolinearequationsintwovariablesalgebraically,andestimatesolutionsbygraphingtheequations.Solvesimplecasesbyinspection,Forexample,3x+2y=5and3x+2y=6havenosolutionbecause3x+2ycannotsimultaneouslybe5and6.
c. Solvereal‐worldandmathematicalproblemsleadingtotwolinearequationsintwovariables.Forexample,givencoordinatesfortwopairsofpoints,determinewhetherthelinethroughthefirstpairofpointsintersectsthelinethroughthesecondpair.
10
![Page 13: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/13.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Patterns and Functions K 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards Norelatedstandards 9. Identifyarithmeticpatterns(includingpatternsintheadditiontableormultiplicationtable),andexplainthemusingpropertiesofoperations.Forexample,observethat4timesanumberisalwayseven,andexplainwhy4timesanumbercanbedecomposedintotwoequaladdends.
5. Generateanumberorshapepatternthatfollowsagivenrule.Identifyapparentfeaturesofthepatternthatwerenotexplicitintheruleitself.Forexample,giventherule“Add3”andthestartingnumber1,generatetermsintheresultingsequenceandobservethatthetermsappeartoalternatebetweenoddandevennumbers.Explaininformallywhythenumberswillcontinuetoalternateinthisway.
3. Generatetwonumericalpatternsusingtwogivenrules.Identifyapparentrelationshipsbetweencorrespondingterms.Formorderedpairsconsistingofcorrespondingtermsfromthetwopatterns,andgraphtheorderedpairsonacoordinateplane.Forexample,giventherule“Add3”andthestartingnumber0,andgiventherule“Add6”andthestartingnumber0,generatetermsintheresultingsequences,andobservethatthetermsinonesequencearetwicethecorrespondingtermsintheothersequence.Explaininformallywhythisisso.
Norelatedstandards 2. Understandthatrewritinganexpressionindifferentformsinaproblemcontextcanshedlightontheproblemandhowthequantitiesinitarerelated.Forexample,a+0.05a=1.05ameansthat“increaseby5%isthesameas“multiplyby1.05.”
Solvereallifeandmathematicalproblemsusingnumericalandalgebraicexpressionsandequations.3. Solvemulti‐stepreal‐liveand
mathematicalproblemsposedwithpositiveandnegativerationalnumbersinanyform(wholenumbers,fractions,anddecimals),usingtoolsstrategically.Applypropertiesofoperationstocalculatewithnumbersinanyform;convertbetweenformsasappropriate;andassessthereasonablenessofanswersusingmentalcomputationandestimationstrategies.Forexample:Ifawomanmaking$25anhourgetsa10%raise,shewillmakeanadditional1/10ofhersalaryanhour,or$2.50,foranewsalaryof$27.50.Ifyouwanttoplaceatowelbar9¾incheslonginthecenterofadoorthatis27½incheswide,youwillneedtoplacethebarabout9inchesfromeachedge;thisestimatecanbeusedasacheckontheexactcomputation.
4. Usevariablestorepresentquantitiesinareal‐worldormathematicalproblem,andconstructsimpleequationsandinequalitiestosolveproblemsbyreasoningaboutthequantities.
a. Solvewordproblemsleadingtoequationsoftheformpx+q=rand–(x+q)=r,wherep,q,andrarespecificrationalnumbers.Solveequationsoftheseformsfluently.Compareanalgebraicsolutiontoanarithmeticsolution,identifyingthesequenceoftheoperationsusedineachapproach.Forexample,theperimeterofarectangleis54cm.itslengthis6cm.whatisitswidth?
Norelatedstandards
11
![Page 14: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/14.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Angles K 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Geometricmeasurement:understandconceptsofangleandmeasureangles.5. Recognizeanglesas
geometricshapesthatareformedwherevertworaysshareacommonendpoint,andunderstandconceptsofanglemeasurement:
a. Anangleismeasuredwithreferencetoacirclewithitscenteratthecommonendpointoftherays,byconsideringthefractionofthecirculararcbetweenthepointswherethetworaysintersectthecircle.Ananglethatturnsthrough1/360ofacircleiscalleda“one‐degreeangle,”andcanbeusedtomeasureangles.
b. Ananglethatturnsthroughnone‐degreeanglesissaidtohaveananglemeasureofndegrees.
6. Measureanglesinwhole‐numberdegreesusingaprotractor.Sketchanglesofspecifiedmeasure.
7. Recognizeanglemeasureasadditive.Whenanangleisdecomposedintonon‐overlappingparts,theanglemeasureofthewholeisthesumoftheanglemeasuresofthepats.Solveadditionandsubtractionproblemstofindunknownanglesonadiagraminrealworldandmathematicalproblems,e.g.,byusinganequationwithasymbolfortheunknownanglemeasure.
Norelatedstandards Norelatedstandards 5. Usefactsaboutsupplementary,complementary,vertical,andadjacentanglesinamulti‐stepproblemtowriteandsolvesimpleequationsforanunknownangleinafigure.
5. Useinformalargumentstoestablishfactsabouttheanglesumandexteriorangleoftriangles,abouttheanglescreatedwhenparallellinesarecutbyatransversal,andtheangle‐anglecriterionforsimilarityoftriangles.Forexample,arrangethreecopiesofthesametrianglesothatthesumofthethreeangelsappearstoformaline,andgiveanargumentintermsoftransversalswhythisisso.
12
![Page 15: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/15.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Algebraic Notation and Solving Equations K 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards Norelatedstandards 8. Solvetwo‐stepwordproblemsusingthefouroperations.Representtheseproblemsusingequationswithaletterstandingfortheunknownquantity.Assessthereasonablenessofanswersusingmentalcomputationandestimationstrategiesincludingrounding.3
2. Multiplyordividetosolvewordproblemsinvolvingmultiplicativecomparison,e.g.,byusingdrawingsandequationswithasymbolfortheunknownnumbertorepresenttheproblem,distinguishingmultiplicativecomparisonfromadditivecomparison.1
3. Solvemultistepwordproblemsposedwithwholenumbersandhavingwhole‐numberanswersusingthefouroperations,includingproblemsinwhichremaindersmustbeinterpreted.Representtheseproblemsusingequationswithaletterstandingfortheunknownquantity.Assessthereasonablenessofanswersusingmentalcomputationandestimationstrategiesincludingrounding.
2. Writesimpleexpressionsthatrecordcalculationswithnumbers,andinterpretnumericalexpressionswithoutevaluatingthem.Forexample,expressthecalculation“add8and7,thenmultiplyby2”as2X(8+7).Recognizethat3x(18932+921)isthreetimesaslargeas18932+921,withouthavingtocalculatetheindicatedsumorproduct.
2. Write,read,andevaluateexpressionsinwhichlettersstandfornumbers.
3. Writeexpressionsthatrecordoperationswithnumbersandwithlettersstandingfornumbers.Forexample,expressthecalculation“subtractyfrom5”as5y.
4. Applythepropertiesofoperationstogenerateequivalentexpressions.Forexample,applythedistributivepropertytotheexpression3(2+x)toproducetheequivalentexpression6+3x;applythedistributivepropertytotheexpression24x+18ytoproducetheequivalentexpression6(4x+3y);applypropertiesofoperationstoy+y+ytoproducetheequivalentexpression3y.
5. Identifywhentwoexpressionsareequivalent(i.e.,whenthetwoexpressionsnamethesamenumberregardlessofwhichvalueissubstitutedintothem).Forexample,theexpressionsy+y+yand3yareequivalentbecausetheynamethesamenumberregardlessofwhichnumberystandsfor.
Norelatedstandards Norelatedstandards
13
![Page 16: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/16.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Time K 1 2 3 4 5 6 7 8
Norelatedstandards
Tellandwritetime.3. Tellandwritetimein
hoursandhalf‐hoursusinganaloganddigitalclocks.
7. Tellandwritetimefromanaloganddigitalclockstothenearestfiveminutes,usinga.m.andp.m.
1. Tellandwritetimetothenearestminuteandmeasuretimeintervalsinminutes.Solvewordproblemsinvolvingadditionandsubtractionoftimeintervalsinminutes,e.g.,byrepresentingtheproblemonanumberlinediagram.
2. Usethefouroperationstosolvewordproblemsinvolvingdistances,intervalsoftime,liquidvolumes,massesofobjects,andmoney,includingproblemsinvolvingsimplefractionsordecimals,andproblemsthatrequireexpressingmeasurementsgiveninalargerunitintermsofasmallerunit.Representmeasurementquantitiesusingdiagramssuchasnumberlinediagramsthatfeatureameasurementscale.
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards
14
![Page 17: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/17.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Money K 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards 8. Solvewordproblemsinvolvingdollarbills,quarters,dimes,nickels,andpennies,using$and¢symbolsappropriately.Example:Ifyouhave2dimesand3pennies,howmanycentsdoyouhave?
Norelatedstandards 2. Usethefouroperationstosolvewordproblemsinvolvingdistances,intervalsoftime,liquidvolumes,massesofobjects,andmoney,includingproblemsinvolvingsimplefractionsordecimals,andproblemsthatrequireexpressingmeasurementsgiveninalargerunitintermsofasmallerunit.Representmeasurementquantitiesusingdiagramssuchasnumberlinediagramsthatfeatureameasurementscale.
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards
15
![Page 18: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/18.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Comparing and Ordering Numbers K 1 2 3 4 5 6 7 8
6. Identifywhetherthenumberofobjectsinonegroupisgraterthan,lessthan,orequaltothenumberofobjectsinanothergroup,e.g.,byusingmatchingandcountingstrategies.1
7. Comparetwonumbersbetween1and10presentedaswrittennumerals.
3. Comparetwotwo‐digitnumbersbasedonmeaningsofthetensandonesdigit,recordingtheresultsofcomparisonswiththesymbols>,+,and<.
4. Comparetwothree‐digitnumbersbasedonmeaningsofthehundreds,tensandonesdigits,using>,+,and<symbolstorecordtheresultsofcomparisons
3.NF3dComparetwofractionswiththesamenumeratororthesamedenominatorbyreasoningabouttheirsize.Recognizethatcomparisonsarevalidonlywhenthetwofractionsrefertothesamewhole.Recordtheresultsofcomparisonswiththesymbols>,=,or<,andjustifytheconclusions,e.g.,byusingavisualfractionmodel.
4.NBTReadandwritemulti‐digitwholenumbersusingbase‐tennumerals,numbernames,andexpandedform.Comparetwomulti‐digitnumbersbasedonmeaningsofthedigitsineachplace,using>,=,and<symbolstorecordtheresultsofcomparisons.
4.NF2.Comparetwofractionswithdifferentnumeratorsanddifferentdenominators,e.g.,bycreatingcommondenominatorsornumerators,orbycomparingtoabenchmarkfractionsuchas½.Recognizethatcomparisonsarevalidonlywhenthetwofractionsrefertothesamewhole.Recordtheresultsofcomparisonswithsymbols>,=,or<,andjustifytheconclusions,e.g.,byusingavisualfractionmodel.
7. Comparetwodecimalstohundredthsbyreasoningabouttheirsize.Recognizethatcomparisonsarevalidonlywhenthetwodecimalsrefertothesamewhole.Recordtheresultsofcomparisonswiththesymbols>,=,or<,andjustifytheconclusions,e.g.,byusingavisualmodel.
3. Read,write,andcomparedecimalstothethousandths.
a. Readandwritedecimalstothousandthsusingbase‐tennumerals,numbernames,andexpandedform,e.g.,347.392=3x100+4x10+7x1+3x(1/10)+9x(1/100)+2x(1/1000).
b. Comparetwodecimalstothousandthsbasedonmeaningsofthedigitsineachplace,using>,=,<symbolstorecordtheresultsofcomparisons
7. Understandorderingandabsolutevalueofrationalnumbers.
a. Interpretstatementsofinequalityasstatementsabouttherelativepositionoftwonumbersonanumberlinediagram.Forexample,interpret‐3>‐7asastatementthat3islocatedtotherightof7onanumberlineorientedfromlefttoright.
b. Write,interpret,andexplainstatementsoforderforrationalnumbersinreal‐worldcontexts.Forexample,write30Ciswarmerthat70C.
c. Understandtheabsolutevalueofarationalnumberasitsdistancefrom0onthenumberline;interpretabsolutevalueasmagnitudeforapositiveornegativequantityinareal‐worldsituation.Forexample,foranaccountbalanceof30dollars,write|30|=30todescribethesizeofthedebtindollars.
d. Distinguishcomparisonsofabsolutevaluefromstatementsaboutorder.Forexample,recognizethatanaccountbalancelessthan30dollarsrepresentsadebtgreaterthan30dollars.
Norelatedstandards 2. Userationalapproximationsofirrationalnumberstocomparethesizeofirrationalnumbers,locatethemapproximatelyonanumberlinediagram,andestimatethevalueofexpressions(e.g.,π2)Forexample,bytruncatingthedecimalexpansionof2,showthat2isbetween1and2,thenbetween1.4and1.5,andexplainhowtocontinueontogetbetterapproximations.
16
![Page 19: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/19.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Rote Counting K 1 2 3 4 5 6 7 8
Knownumbernamesandthecountsequence.1. Countto100byones
andbytens.2. Countforward
beginningfromagivennumberwithintheknownsequence(insteadofhavingtobeginat1).
3. Writenumbersfrom0to20.Representanumberofobjectswithawrittennumeral0‐20(with0representingacountofnoobjects).
Extendthecountingsequence.1. Countto120,starting
atanynumberlessthan120.Inthisrange,readandwritenumeralsandrepresentanumberofobjectswithawrittennumeral.
2. Countwithin1000;skip‐countby5s,10s,and100s.
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards
17
![Page 20: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/20.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Rational Counting K 1 2 3 4 5 6 7 8
Counttotellthenumberofobjects.4. Understandthe
relationshipbetweennumbersandquantities;connectcountingtocardinality.
a. Whencountingobjects,saythenumbernamesinthestandardorder,pairingeachobjectwithoneandonlyonenumbernameandeachnumbernamewithoneandonlyoneobject.
b. Understandthatthelastnumbernamesaidtellsthenumberofobjectscounted.Thenumberofobjectsisthesameregardlessoftheirarrangementortheorderinwhichtheywerecounted.
c. Understandthateachsuccessivenumbernamereferstoaquantitythatisonelarger.
5 Counttoanswer“howmany?”questionsaboutasmanyas20thingsarrangedinaline,arectangulararray,oracircle,orasmanyas10thingsinascatteredconfiguration;givenanumberfrom1‐20,countoutthatmanyobjects.
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards
18
![Page 21: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/21.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Place Value and Notation K 1 2 3 4 5 6 7 8
Workwithnumbers1119togainfoundationsforplacevalue.1. Composeand
decomposenumbersfrom11to19intotenonesandsomefurtherones,e.g.,byusingobjectsordrawings,andrecordeachcompositionordecompositionbyadrawingorequation(e.g.,18=10+8);understandthatthesenumbersarecomposedoftenonesandone,two,three,four,five,six,seven,eight,ornineones.
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).
1. Understandthatthetreedigitsofathree‐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).
3. Readandwritenumberst1000usingbase‐tennumerals,numbernames,andexpandedform.
1. Useplacevalueunderstandingtoroundwholenumberstothenearest10or100.
1. Recognizethatinamulti‐digitwholenumber,adigitinoneplacerepresentstentimeswhatitrepresentsintheplacetoitsright.Forexample,recognizethat700÷70=10byapplyingconceptsofplacevaleanddivision.
2. Readandwritemulti‐digitwholenumbersusingbase‐tennumerals,numbernames,andexpandedform.Comparetwomulti‐digitnumbersbasedonmeaningsofthedigitsineachplace,using>,=,and<symbolstorecordtheresultsofcomparisons.
3. Useplacevalueunderstandingtoroundmulti‐digitwholenumberstoanyplace.
1. Recognizethatinmulti‐digitnumber,adigitinoneplacerepresents10timesassuchasitrepresentsintheplacetoitsrightand1/10ofwhatitrepresentsinthelacetoitsleft.
2. Explainpatternsinthenumberofzerosoftheproductwhenmultiplyinganumberbypowersof10,andexplainpatternsintheplacementofthedecimalpointwhenadecimalismultipliedordividedbyapowerof10.Usewhole‐numberexponentstodenotepowersof10.
3. Read,write,andcomparedecimalstothousandths.
a. Readandwritedecimalstothousandthsusingbase‐tennumerals,numbernames,andexpandedform,e.g.,347,392=3x100+4x10+7x1+3x(1/10)+9x(1/100)+2x(1/1000).
b. Comparetwodecimalstothousandthsbasedonmeaningsofthedigitsineachplace,using>,=,and<symbolstorecordtheresultsofcomparisons.
4. Useplacevalueunderstandingtorounddecimalstoanyplace.
Norelatedstandards Norelatedstandards Norelatedstandards
19
![Page 22: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/22.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Radicals and Exponents K 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards 6.EE1Writeandevaluatenumericalexpressionsinvolvingwhole‐numberexponents.
Norelatedstandards Workwithradicalsandintegerexponents.8.EE1Knowandapplythepropertiesof
integerexponentstogenerateequivalentnumericalexpressions.Forexample,32x35=33=1/33=1/27.
8.EE2Usesquarerootandcuberootsymbolstorepresentsolutionstoequationsoftheformx2=pandx3=p,wherepisapositiverationalnumber.Evaluatesquarerootsofsmallperfectsquaresandcuberootsofsmallperfectcubes.Knowthat✓2is irrational.
8.EE3Usenumbersexpressintheformofasingledigittimesanintegerpowerof10toestimateverylargeorverysmallquantities,andtoexpresshowmanytimesasmuchoneisthantheother.Forexample,estimatethepopulationoftheUnitedStatesas3x109andthepopulationoftheworldas7x108,anddeterminethattheworldpopulationismorethan20timeslarger.
8.EE4Performoperationswithnumbersexpressedinscientificnotation,includingproblemswherebothdecimalandscientificnotationareused.Usescientificnotationandchooseunitsofappropriatesizeformeasurementsofverylargeorverysmallquantities(e.g.,usemillimetersperyearforseafloorspreading).Interpretscientificnotationthathasbeengeneratedbytechnology.
8.NS1Knowthatnumbersthatarenotrationalarecalledirrational.Understandinformallythateverynumberhasadecimalexpansion;forrationalnumbersshowthatthedecimalexpansionrepeatseventually,andconvertadecimalexpansionwhichrepeatseventuallyintoarationalnumber.
8.NS2Userationalapproximationsofirrationalnumberstocomparethesizeofirrationalnumbers,locatethemapproximatelyonanumberlinediagram,andestimatethevalueofexpressions(e.g.,π2).Forexample,bytruncatingthedecimalexpansionof✓2,showthat✓2isbetween1and2,thenbetween1.4and1.5,andexplainhowtocontinueontogetbetterapproximations.
20
![Page 23: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/23.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Number Theory K 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards 4. Findallfactorpairsforwholenumberintherange1‐100.Recognizethatawholenumberisamultipleofeachofitsfactors.Determinewhetheragivenwholenumberintherange1‐100ismultipleofagivenone‐digitnumber.Determinewhetheragivenwholenumberintherange1‐100isprimeorcomposite.
Norelatedstandards 5. Understandthatpositiveandnegativenumbersareusedtogethertodescribequantitieshavingoppositedirectionsorvalues(e.g.,temperatureabove/belowzero,elevationabove/belowsealevel,credits/debits,positive/negativeelectriccharge);usepositiveandnegativenumberstorepresentquantitiesinreal‐worldcontexts,explainingthemeaningof0ineachsituation.
7. Understandingorderingandabsolutevalueofrationalnumbers.
a. Interpretstatementsofinequalityasstatementsabouttherelativepositionoftwonumbersonanumberlinediagram.Forexample,interpret3>7asastatementthat3islocatedtotherightof7onanumberlineorientedfromlefttoright.
b. Write,interpret,andexplainstatementsoforderforrationalnumbersinreal‐worldcontexts.Forexample,write30C>70Ctoexpressthefactthat30Ciswarmerthan70C.
c. Understandtheabsolutevalueofarationalnumberasitsdistancefrom0onthenumberline;interpretabsolutevalueasmagnitudeforapositiveornegativequantityinareal‐worldsituation.Forexample,foranaccountbalanceof30dollars,write|30|=30todescribethesizeofthedebtindollars.
d. Distinguishcomparisonsofabsolutevaluefromstatementsaboutorder.Forexample,recognizethatanaccountbalancelessthan30dollarsrepresentsadebtgreaterthan30dollars.
1. Applyandextendpreviousunderstandingsofadditionandsubtractiontoaddandsubtractrationalnumbers;representadditionandsubtractiononahorizontalorverticalnumberlinediagram.
a. Describesituationsinwhichoppositequantitiescombinetomake0.Forexample,ahydrogenatomhas0chargebecauseitstowconstituentsareoppositelycharged.
b. Understandp+qasthenumberlocatedadistance|q|fromp,inthepositiveornegativedirectiondependingonwhetherqispositiveornegative.Showthatanumberanditsoppositehaveasumof0(areadditiveinverses).Interpretsumsofrationalnumbersbydescribingreal‐worldcontexts.
c. Understandsubtractionofrationalnumbersasaddingtheadditiveinverse,pq=p+(q).Showthatthedistancebetweentworationalnumbersonthenumberlineistheabsolutevalueoftheirdifference,andapplythisprincipalinrealworldcontexts.
d. Applypropertiesofoperationsasstrategiestoaddandsubtractrationalnumbers.
Norelatedstandards
21
![Page 24: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/24.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Ratio and Proportions K 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards
1. Understandtheconceptofaratioanduseratiolanguagetodescribearatiorelationshipbetweentwoquantities.Forexample,“Theratioofwingstobeaksinthebirdhouseatthezoowas2:1,becauseforevery2wingstherewas1beak.”“ForeveryvotecandidateAreceived,candidateCreceivednearlythreevotes.”
2. Understandtheconceptofaunitratea/bassociatedwitharatioa:bwithb≠0,anduseratelanguageinthecontextofaratiorelationship.Forexample,“Thisrecipehasaratioof3cupsofflourto4cupsofsugar,sothereis¾cupofflourforeachcupofsugar.”Wepaid$75for15hamburgers,whichisarateof$5perhamburger.”
3. Useratioandratereasoningtosolvereal‐worldandmathematicalproblems,e.g.,byreasoningabouttablesofequivalentratios,tapediagrams,doublenumberlinediagrams,orequations.
a. Maketablesofequivalentratiosrelatingquantitieswithwhole‐numbermeasurements,findmissingvaluesinthetables,andplotthepairsofvaluesonthecoordinateplane.Usetablestocompareratios.
b. Solveunitrateproblemsincludingthoseinvolvingunitpricingandconstantspeed.Forexample,ifittook7hourstomow4lawns,thenatthatrate,howmanylawnscouldbemowedin35hours?Atwhatratewerelawnsbeingmowed?
c. Findapercentofaquantityasarateper100(e.g.,30%ofaquantitymeans30/100timesthequantity);solveproblemsinvolvingfindingthewhole,givenapartandthepercent.
d. Useratioreasoningtoconvertmeasurementunits;manipulateandtransformunitsappropriatelywhenmultiplyingordividingquantities.
1. Computeunitratesassociatedwithratiosoffractions,includingratiosoflengths,areasandotherquantitiesmeasuredinlikeordifferentunits.Forexample,ifapersonwalks½mileineach¼hour,computetheunitrateasthecomplexfraction½/¼milesperhour,equivalently2milesperhour.
2. Recognizeandrepresentproportionalrelationshipsbetweenquantities.
a. Decidewhethertwoquantitiesareinaproportionalrelationship,e.g.,bytestingforequivalentratiosinatableorgraphingonacoordinateplaneandobservingwhetherthegraphisastraightlinethroughtheorigin.
b. Identifytheconstantofproportionality(unitrate)intables,graphs,equations,diagrams,andverbaldescriptionsofproportionalrelationships.
c. Representproportionalrelationshipsbyequations.Forexample,iftotalcostisproportionaltothenumbernofitemspurchasedataconstantpricep,therelationshipbetweenthetotalcostandthenumberitemscanbeexpressedast=pn.
d. Explainwhatapoint(x,y)onthegraphofaproportionalrelationshipmeansintermsofthesituation,withspecialattentiontothepoints(0,0)and(1,r)whereristheunitrate.
3. Useproportionalrelationshipstosolvemultistepratioandpercentproblems.Examples:simpleinterest,tax,markupsandmarkdowns,gratuitiesandcommissions,fees,percentincreaseanddecrease,percenterror.
5. Graphproportionalrelationships,interpretingtheunitrateastheslopeofthegraph.Comparetwodifferentproportionalrelationshipsrepresentedindifferentways.Forexample,compareadistancetimegraphtoadistancetimeequationtodeterminewhichoftwomovingobjectshasgreaterspeed.
6. Usesimilartrianglestoexplainwhytheslopemisthesamebetweenanytwodistinctpointsonanon‐verticallineinthecoordinateplane;derivetheequationy=mxforalinethroughtheoriginandtheequationy=mx+bforalineinterceptingtheverticalaxisatb.
22
![Page 25: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/25.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Functions K 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards 9. Usevariablestorepresenttwoquantitiesinareal‐worldproblemthatchangeinrelationshiptooneanother;writeanequationtoexpressonequantity,thoughtofasthedependentvariable,intermsoftheotherquantity,thoughtofastheindependentvariable.Analyzetherelationshipbetweenthedependentandindependentvariablesusinggraphsandtables,andrelatethesetotheequation.Forexample,inaprobleminvolvingmotionatconstantspeed,listandgraphorderedpairsofdistancesandtimes,andwritetheequationd=65ttorepresenttherelationshipbetweendistanceandtime.
Norelatedstandards Define,evaluate,andcomparefunctions.1. Understandthatafunctionisarulethatassigns
toeachinputexactlyoneoutput.Thegraphofafunctionisthesetoforderedpairsconsistingofaninputandthecorrespondingoutput.1
2. Comparepropertiesoftwofunctionseachrepresentedinadifferentway(algebraically,graphically,numericallyintables,orbyverbaldescriptions).Forexample,givenalinearfunctionrepresentedbyatableofvaluesandalinearfunctionrepresentedbyanalgebraicexpression,determinewhichfunctionhasthegreaterrateofchange.
3. Interprettheequationy=mx+basdefiningalinearfunction,whosegraphisastraightline;giveexamplesoffunctionsthatarenotlinear.Forexample,thefunctionA=S2givingtheareaofasquareasafunctionofitssidelengthisnotlinearbecauseitsgraphcontainsthepoints(1,1),(2,4)and(3,9),whicharenotonastraightline.
Usefunctionstomodelrelationshipsbetweenquantities.4. Constructafunctiontomodelalinear
relationshipbetweentwoquantities.Determinetherateofchangeandinitialvalueofthefunctionfromadescriptionofarelationshiporfromtwo(x,y)values,includingreadingthesefromatableorfromagraph,Interprettherateofchangeandinitialvalueofalinearfunctionintermsofthesituationitmodels,andintermsofitsgraphoratableofvalues.
5. Describequalitativelythefunctionalrelationshipbetweentwoquantitiesbyanalyzingagraph(e.g.,wherethefunctionisincreasingordecreasing,linearornonlinear).Sketchagraphthatexhibitsthequalitativefeaturesofafunctionthathasbeendescribedverbally.
23
![Page 26: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/26.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Pythagorean K 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards UnderstandandapplythePythagoreanTheorem.6. Explainaproofofthe
PythagoreanTheoremanditsconverse.
7. ApplythePythagoreanTheoremtodetermineunknownsidelengthsinrighttrianglesinreal‐worldandmathematicalproblemsintwoandthreedimensions.
8. ApplythePythagoreanTheoremtofindthedistancebetweentwopointsinacoordinatesystem.
24
![Page 27: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/27.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Area, Perimeter, Volume, Surface Area, and Capacity K 1 2 3 4 5 6 7 8
Norelatedstandards
Norelatedstandards
2. Partitionarectangleintorowsandcolumnsofsame‐sizesquaresandcounttofindthetotalnumberofthem.
2. Measureandestimateliquidvolumesandmassesofobjectsusingstandardsunitsofgrams(g),kilograms(kg),andliters(1),6Add,subtract,multiply,ordividetosolveone‐stepwordproblemsinvolvingmassesorvolumesthataregiveninthesameunits,e.g.,byusingdrawings(suchasabeakerwithameasurementscale)torepresenttheproblem.7
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+cisthesumofaxbandaxc.Useareamodelstorepresentthedistributivepropertyinmathematicalreasoning.
d. Recognizeareaasadditive.Findareasofrectilinearfiguresbydecomposingthemintonon‐overlappingrectanglesandaddingtheareasofthenon‐overlappingparts,applyingthistechniquetosolverealworldproblems.
8 Solverealworldandmathematicalproblemsinvolvingperimetersofpolygons,includingfindingtheperimetergiventhesidelengths,findinganunknownsidelength,andexhibitingrectangleswiththesameperimeteranddifferentareasorwiththesameareaanddifferentperimeters.
3. Applytheareaandperimeterformulasforrectanglesinrealworldandmathematicalproblems.Forexample,findthewidthofarectangularroomgiventheareaoftheflooringandthelength,byviewingtheareaformulaasamultiplicationequationwithanunknownfactor.
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‐numberproductsavolumes,e.g.,torepresenttheassociativepropertyofmultiplication.
b. ApplytheformulasV=lxwxhandv=bxhforrectangularprismstofindvolumesofrightrectangularprismswithwhole‐numberedgelengthsinthecontextofsolvingrealworldandmathematicalproblems.
c. Recognizevolumeasadditive.Findvolumesofsolidfigurescomposedoftwonon‐overlappingrightrectangularprismsbyaddingthevolumesofthenon‐overlappingparts,applyingthistechniquetosolverealworldproblems.
1. Findtheareaofrighttriangles,othertriangles,specialquadrilaterals,andpolygonsbycomposingintorectanglesordecomposingintotrianglesandothershapes;applythesetechniquesinthecontextofsolvingreal‐worldandmathematicalproblems.
2. Findthevolumeofarightrectangularprismwithfractionaledgelengthsbypackingitwithunitcubesoftheappropriateunitfractionedgelengths,andshowthatthevolumeisthesameaswouldbefoundbymultiplyingtheedgelengthsoftheprism.ApplytheformulasV=lwhandV=bhtofindvolumesofrightrectangularprismswithfractionaledgelengthsinthecontextofsolvingreal‐worldandmathematicalproblems.
4. Knowtheformulasfortheareaandcircumferenceofacircleandusethemtosolveproblems;giveaninformalderivationoftherelationshipbetweenthecircumferenceandareaofacircle.
6. Solvereal‐worldandmathematicalproblemsinvolvingarea,volumeandsurfaceareaoftwo‐andthree‐dimensionalobjectscomposedoftriangles,quadrilaterals,polygons,cubes,andrightprisms.
9. Knowtheformulasforthevolumesofconescylinders,andspheresandusethemtosolvereal‐worldandmathematicalproblems.
25
![Page 28: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/28.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Multiplication and Division Facts K 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards Norelatedstandards 1. Interpretproductsofwholenumbers,e.g.,interpret5x7asthetotalnumberofobjectsin5groupsof7objectseach.Forexample,describeacontextinwhichatotalnumberofobjectscanbeexpressedas5x7.
2. Interpretwhole‐numberquotientsofwholenumbers,e.g.,interpret56÷8asthenumberofobjectsineachsharewhen56objectsarepartitionedequallyinto8shares,orasanumberofshareswhen56objectsarepartitionedintoequalsharesof8objectseach.Forexample,describeacontextinwhichanumberofsharesoranumberofgroupscanbeexpressedas56÷8.
3. Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities,e.g.,byusingdrawingsandequationswithsymbolfortheunknownnumbertorepresenttheproblem.1
4. Determinetheunknownwholenumberinamultiplicationordivisionequationrelatingthreewholenumbers.Forexample,determinetheunknownnumberthatmakestheequationtrueineachoftheequations8x?=48,5=[]÷3,6x6=?.
5. Applypropertiesofoperationsasstrategiestomultiplyanddivide,2Examples:If6x4=24isknown,then4x6=24isalsoknown.(Commutativepropertyofmultiplication.)3x5x2canbefoundby3x5=15,then15x2=30,orby5x2=10,then3x10=30.(Associativepropertyofmultiplication,)Knowingthat8x5=40and8x2=16,onecanfind8x7as8x(5+2)=(8x5)+(8x2)=40+16=56.(Distributiveproperty.)
6. Understanddivisionasanunknown‐factorproblem.Forexample,find32÷8byfindingthenumberthatmakes32whenmultipliedby8.
7. Fluentlymultiplyanddividewithin100,usingstrategiessuchastherelationshipbetweenmultiplicationanddivision(e.g.,knowingthat8x5=40,oneknows40÷5=8)orpropertiesofoperations.BytheendofGrade3,knowfrommemoryallproductsoftwoone‐digitnumbers.
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards
26
![Page 29: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/29.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Transformations, Congruence, Similarity, and Symmetry K 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards 3. Recognizealineofsymmetryforatwo‐dimensionalfigureasalineacrossthefiguresuchthatthefigurecanbefoldedalongthelineintomatchingparts.Identifyline‐symmetryfiguresandrawlinesofsymmetry.
Norelatedstandards Norelatedstandards Norelatedstandards 1. Verifyexperimentallythepropertiesofrotations,reflections,andtranslations:
a. Linesaretakentolines,andlinesegmentstolinesegmentsofthesamelength.
b. Anglesaretakentoanglesofthesamemeasure.
c. Parallellinesaretakentoparallellines.
2. Understandthatatwo‐dimensionalfigureiscongruenttoanotherifthesecondcanbeobtainedfromthefirstbyasequenceofrotations,reflections,andtranslations;giventwocongruentfigures,describeasequencethatexhibitsthecongruencebetweenthem.
3. Describetheeffortofdilations,translations,rotations,andreflectionsontwo‐dimensionalfiguresusingcoordinates.
4. Understandthatatwo‐dimensionalfigureissimilartoanotherifthesecondcanbeobtainedfromthefirstbyasequenceofrotations,reflections,translations,anddilations;giventwosimilartwo‐dimensionalfigures,describeasequencethatexhibitsthesimilaritybetweenthem.
27
![Page 30: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/30.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Probability K 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards 5. Understandthattheprobabilityofachangeeventisanumberbetween0and1thatexpressesthelikelihoodoftheeventoccurring.Largernumbersindicategreaterlikelihood.Aprobabilitynear0indicatesanunlikelyevent,aprobabilityaround½indicatesaneventthatisneitherunlikelynorlikely,andaprobabilitynear1indicatesalikelyevent.
6. Approximatetheprobabilityofachanceeventbycollectingdataonthechanceprocessthatproducesitandobservingitslong‐runrelativefrequency,andpredicttheapproximaterelativefrequencygiventheprobability.Forexample,whenrollinganumbercube600times,predictthata3or6wouldberolledroughly200times,butprobablynotexactly200times.
7. Developaprobabilitymodelanduseittofindprobabilitiesofevents.Compareprobabilitiesfromamodeltoobservedfrequencies;iftheagreementsnotgood,explainpossiblesourcesofthediscrepancy.
a. Developauniformprobabilitymodelbyassigningequalprobabilitytoalloutcomes,andusethemodeltodetermineprobabilitiesofevents.Forexample,ifastudentisselectedatrandomfromaclass,findtheprobabilitythatJanewillbeselectedandtheprobabilitythatagirlwillbeselected.
b. Developaprobabilitymodel(whichmaynotbeuniform)byobservingfrequenciesindatageneratedfromachanceprocess.Forexample,findtheapproximateprobabilitythatsspinningpennywilllandheadsuporthatatossedpapercupwilllandopenenddown.Dotheoutcomesforthespinningpennyappeartobeequallylikelybasedontheobservedfrequencies?
8. Findprobabilitiesofcompoundeventsusingorganizelists,tables,treediagrams,andsimulation
a. Understandthat,justaswithsimpleevents,theprobabilityofacompoundeventisthefractionofoutcomesinthesamplespaceforwhichthecompoundeventoccurs.
b. Representsamplespacesforcompoundeventsusingmethodssuchasorganizedlists,tablesandtreediagrams.Foraneventdescribedineverydaylanguage(e.g.,“rollingdoublesixes”),identifytheoutcomesinthesamplespacewhichcomposetheevent.
c. Designanduseasimulationtogeneratefrequenciesforcompoundevents.Forexample,userandomdigitsasasimulationtooltoapproximatetheanswertothequestion:If40%ofdonorshavetypeablood,whatistheprobabilitythatitwilltakeatleast4donorstofindonewithtypeAblood?
Norelatedstandards
28
![Page 31: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/31.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Order of Operations K 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards 1. Useparentheses,brackets,orbracesinnumericalexpressions,andevaluateexpressionswiththesesymbols.
6.EE2BIdentifypartsofanexpressionusingmathematicalterms(sum,term,product,factor,quotient,coefficient);viewoneormorepartsofanexpressionasasingleentity.Forexample,describetheexpression2(8+7)asaproductoftwofactors;view(8+8)asbothasingleentityandasumoftwoterms.
6.EE2CEvaluateexpressionsatspecificvaluesoftheirvariables.Includeexpressionsthatarisefromformulasusedinreal‐worldproblems.Performarithmeticoperations,includingthoseinvolvingwhole‐numberexponents,intheconventionalorderwhentherearenoparenthesestospecifyaparticularorder(OrderofOperations).Forexample,usetheformulasV=S3andA=6S2tofindthevolumeandsurfaceareaofacubewithsidesoflengthS=½.
Norelatedstandards Norelatedstandards
29
![Page 32: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/32.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Units and Systems of Measurement K 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards 4.MD1Knowrelativesizesofmeasurementunitswithinonesystemofunitsincludingkm,m,cm;kg,g;lb,oz;l,ml;hr,min,sec.Withinasinglesystemofmeasurement,expressmeasurementsinalargerunitintermsofasmallerunit.Recordmeasurementequivalentsinatwo‐columntable.Forexample,knowthat1ftis12timesaslongas1in.Expressthelengthofa4ftsnakeas48in.Generateaconversiontableforfeetandincheslistingthenumberpars(1,12),(2,24),(3,36),…
5.MD1Convertamongdifferent‐sizedstandardsmeasurementunitswithinagivenmeasurementsystem(e.g.,convert5cmto0.05),andusetheseconversionsinsolvingmulti‐step,realworldproblems.
Norelatedstandards Norelatedstandards Norelatedstandards
30
![Page 33: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/33.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Operations with Decimals K 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards 7. Add,subtract,multiply,anddividedecimalstohundredths,usingconcretemodelsordrawingsandstrategiesbasedonplacevalue,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtraction;relatethestrategytoawrittenmethodandexplainthereasoningused.
3. Fluentlyadd,subtract,multiply,anddividemulti‐digitdecimalsusingthestandardalgorithmforeachoperation.
Norelatedstandards Norelatedstandards
31
![Page 34: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/34.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Operations with Decimals K 1 2 3 4 5 6 7 8
Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards Norelatedstandards 7. Add,subtract,multiply,anddividedecimalstohundredths,usingconcretemodelsordrawingsandstrategiesbasedonplacedvalue,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtraction;relatethestrategytoawrittenmethodandexplainthereasoningused.
3. Fluentlyadd,subtract,multiply,anddividemulti‐digitdecimalsusingthestandardalgorithmforeachoperation.
Norelatedstandards Norelatedstandards
32
![Page 35: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/35.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Data Collection K 1 2 3 4 5 6 7 8
Classifyobjectsandcountthenumberofobjectsineachcategory.3. Classifyobjectsinto
givencategories;countthenumbersofobjectsineachcategoryandsortthecategoriesbycount.3
Representandinterpretdata.4. Organize,represent,
andinterpretdatawithuptothreecategories;askandanswerquestionsaboutthetotalnumberofdatapoints,howmanyineachcategory,andhowmanymoreorlessareinonecategorythaninanother.
Representandinterpretdata.9. Generate
measurementdatabymeasuringlengthsofseveralobjectstothenearestwholeunit,orbymakingrepeatedmeasurementsofthesameobject.Showthemeasurementsbymakingalineplot,wherethehorizontalscaleismarkedoffinwhole‐numberunits.
10. Drawapicturegraphandabargraph(withsingle‐unitscale)torepresentadatasetwithuptofourcategories.Solvesimpleput‐together,take‐apart,andcompareproblems4usinginformationpresentedinabargraph.
Representandinterpretdata.3. Drawascaledpicture
graphandascaledbargraphtorepresentadatasetwithseveralcategories.Solveone‐andtwo‐step“howmanymore”and“howmanyless”problemsusinginformationpresentedinscaledbargraphs.Forexample,drawabargraphinwhicheachsquareinthebargraphmightrepresent5pets.
4. Generatemeasurementdatabymeasuringlengthsusingrulersmarkedwithhalvesandfourthsofaninch.Showthedatabymakingalineplot,wherethehorizontalscaleismarkedoffinappropriateunits‐wholenumbers,halves,orquarters.
Representandinterpretdata.4. Makealineplotto
displayadatasetofmeasurementsinfractionsofaunit(1/2,¼,1/8).Solveproblemsinvolvingadditionandsubtractionoffractionsbyusinginformationpresentedinlineplots.Forexample,fromalineplotfindandinterpretthedifferenceinlengthbetweenthelongestandshortestspecimensinaninsectcollection.
Representandinterpretdata.2. Makealineplotto
displayadatasetofmeasurementsinfractionsofaunit(1/2,¼,1/8).Useoperationsonfractionsforthisgradetosolveproblemsinvolvinginformationpresentedlineplots.Forexample,givendifferentmeasurementsofliquidinidenticalbeakers,findtheamountofliquideachbeakerwouldcontainifthetotalamountinallthebeakerswereredistributedequally.
Summarizeanddescribedistributions.4. Displaynumerical
datainplotsonanumberline,includingdotplots,histograms,andboxplots.
Norelatedstandards Norelatedstandards
33
![Page 36: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/36.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Data Analysis K 1 2 3 4 5 6 7 8
Norelatedstandards
Norelatedstandards
Norelatedstandards
Norelatedstandards
Norelatedstandards
Norelatedstandards
Developunderstandingofstatisticalvariability.1. Recognizeastatisticalquestionasone
thatanticipatesvariabilityinthedatarelatedtothequestionandaccountsforitintheanswers.Forexample,“HowoldamI?”isnotastatisticalquestion,but“Howoldarethestudentsinmyschool?”isastatisticalquestionbecauseoneanticipatesvariabilityinstudents’ages.
2. Understandthatasetofdatacollectedtoanswerastatisticalquestionhasadistributionwhichcanbedescribedbyitscenter,spread,andoverallshape.
3. Recognizethatameasureofcenterforanumericaldatasetsummarizesallofitsvalueswithasinglenumber,whileameasureofvariationdescribeshowitsvaluesvarywithasinglenumber.
5. Summarizenumericaldatasetsinrelationtotheircontext,suchasby:
a. Reportingthenumberofobservations.b. Describingthenatureoftheattribute
underinvestigation,includinghowitwasmeasuredanditsunitsofmeasurement.
c. Givingquantitativemeasuresofcenter(medianand/ormean)andvariability(interquartilerangeand/ormeanabsolutedeviation),aswellasdescribinganyoverallpatternandanystrikingdeviationsfromtheoverallpatternwithreferencetothecontextinwhichthedataweregathered.
d. Relatingthechoiceofmeasuresofcenterandvariabilitytotheshapeofthedatadistributionandthecontextinwhichthedataweregathered.
Userandomsamplingtodrawinferencesaboutapopulation.1. Understandthatstatisticscanbeusedtogain
informationaboutapopulationbyexaminingasampleofthepopulation;generalizationsaboutapopulationfromasamplearevalidonlyifthesampleisrepresentativeofthatpopulation.Understandthatrandomsamplingtendstoproducerepresentativesamplesandsupportvalidinferences.
2. Usedatafromarandomsampletodrawinferencesaboutapopulationwithanunknowncharacteristicofinterest.Generatemultiplesamples(orsimulatedsamples)ofthesamesizetogaugethevariationinestimatesorpredictions.Forexample,estimatethemeanwordlengthinabookbyrandomlysamplingwordsfromthebook;predictthewinnerofaschoolelectionbasedonrandomlysampledsurveydata.Gaugehowfarofftheestimateorpredictionmightbe.
Drawinformalcomparativeinferencesabouttwopopulations.3. Informallyassessthedegreeofvisualoverlap
oftwonumericaldatadistributionswithsimilarvariabilities,measuringthedifferencebetweenthecentersbyexpressingitasamultipleofameasureofvariability.Forexample,themeanheightofplayersonthebasketballteamis10cmgreaterthanthemeanheightofplayersonthesoccerteam,abouttwicethevariability(meanabsolutedeviation)oneitherteam;onadotplot,theseparationbetweenthetwodistributionsofheightsisnoticeable.
4. Usemeasuresofcenterandmeasuresofvariabilityfornumericaldatafromrandomsamplestodrawinformalcomparativeinferencesabouttwopopulations.Forexample,decidewhetherthewordsinachapterofaseventhgradesciencebookaregenerallylongerthanthewordsinachapterofafourthgradesciencebook.
Investigatepatternsofassociationinbivariatedata.1. Constructandinterpretscatter
plotsforbivariatemeasurementdatatoinvestigatepatternsofassociationbetweentwoquantities.Describepatternssuchasclustering,outliers,positiveornegativeassociation,linearassociation,andnonlinearassociation.
2. Knowthatstraightlinesarewidelyusedtomodelrelationshipsbetweentwoquantitativevariables.Forscatterplotsthatsuggestalinearassociation,informallyfitastraightline,andinformallyassessthemodelfitbyjudgingtheclosenessofthedatapointstotheline.
3. Usetheequationofalinearmodeltosolveproblemsinthecontextofbivariatemeasurementdata,interpretingtheslopeandintercept.Forexample,inalinearmodelforabiologyexperiment,interpretaslopeof1.5cm/hrasmeaningthatanadditionalhourofsunlighteachdayisassociatedwithanadditional1.5cminmatureplantheight.
4. Understandthatpatternsofassociationcanalsobeseeninbivariatecategoricaldatabydisplayingfrequenciesandrelativefrequenciesinatwo‐waytable.Constructandinterpretatwo‐waytablesummarizingdataontwocategoricalvariablescollectedfromthesamesubjects.Userelativefrequenciescalculatedforrowsorcolumnstodescribepossibleassociationbetweenthetwovariables.Forexample,collectdatafromstudentsinyourclassonwhetherornottheyhaveacurfewoschoolnightsandwhetherornottheyhaveassignedchoresathome.Isthereevidencethatthosewhohaveacurfewalsotendtohavechores.
34
![Page 37: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/37.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Procedures for addition and subtraction
K 1 2 3 4 5 6 7 8Understandadditionasputtingtogetherandaddingto,andunderstandsubtractionastakingapartandtakingfrom.1. Representadditionand
subtractionwithobjects,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.
Representandsolveproblemsinvolvingadditionandsubtraction.1. Useadditionandsubtractionwithin20to
solvewordproblemsinvolvingsituationsofaddingto,takingfrom,puttingtogether,takingapart,andcomparing,withunknownsinallpositions,e.g.,byusingobjects,drawings,andequationswithasymbolfortheunknownnumbertorepresenttheprobem.2
2. Solvewordproblemsthatcallforadditionofthreewholenumberswhosesumislessthanorequalto20,e.g.,byusingobjects,drawings,andequationswithasymbolfortheunknownnumbertorepresenttheproblem.
Useplacevalueunderstandingandpropertiesofoperationstoaddandsubtract.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;relatethestrategytoawrittenmethodandexplainthereasoningused.
Representandsolveproblemsinvolvingadditionandsubtraction.1. Useadditionandsubtractionwithin100to
solveone‐andtwo‐stepwordproblemsinvolvingsituationsofaddingto,takingfrom,puttingtogether,takingapart,andcomparing,withunknownsinallpositions,e.g.,byusingdrawingsandequationswithasymbolfortheunknownnumbertorepresenttheproblem.1
Useplacevalueunderstandingandpropertiesofoperationstoaddandsubtract.5. Fluentlyaddandsubtractwithin100using
strategiesbasedonplacevalue,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
Relateadditionandsubtractiontolength.5. Useadditionandsubtractionwithin100to
solvewordproblemsinvolvinglengthsthataregiveninthesameunits,e.g.,byusingdrawings(suchasdrawingsofrulers)andequationswithasymbolfortheunknownnumbertorepresenttheproblem.
6. Representwholenumbersaslengthsfrom0onanumberlinediagramwithequallyspacedpointscorrespondingtothenumber0,1,2…,andrepresentwhole‐numbersumsanddifferenceswithin100onanumberlinediagram.
3.OA8Solvetwo‐stepwordproblemsusingthefouroperations.Representtheseproblemsusingequationswithaletterstandingfortheunknownquantity.Assessthereasonablenessofanswersusingmentalcomputationandestimationstrategiesincludingrounding.3
3.NBT2Fluentlyaddandsubtractwithin1000usingstrategiesandalgorithmsbasedonplacevalue,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtraction.
3. Solvemultistepwordproblemsposeswithwholenumbersandhavingwhole‐numberanswersusingthefuroperations,includingproblemsinwhichremaindersmustbeinterpreted.Representtheseproblemsusingequationswithaletterstandingfortheunknownquantity.Assessthereasonablenessofanswersusingmentalcomputationandestimationstrategiesincludingrounding.
4. Fluentlyaddandsubtractmulti‐digitwholenumbersusingthestandardalgorithm.
Norelatedstandards
Norelatedstandards
Norelatedstandards
Norelatedstandards
35
![Page 38: Common Core State Standards Vertical Alignment Mathematics K‐8 · horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a](https://reader034.vdocument.in/reader034/viewer/2022042311/5ed983911b54311e7967b3a7/html5/thumbnails/38.jpg)
DevelopedbyStarkCountyTeachersandTheStarkCountyESC,Summer2011
Procedures for Multiplication and Division K 1 2 3 4 5 6 7 8
Norelatedstandards
Norelatedstandards
Workwithequalgroupsofobjectstogainfoundationsformultiplication2.OA3Determine
whetheragroupofobjects(upto20)hasanoddorevennumberofmembers,e.g.,bypairingobjectsorcountingthemby2s;writeanequationtoexpressanevennumberasasumoftwoequaladdends.
2.OA4Useadditiontofindthetotalnumberofobjectsarrangedinrectangulararrayswithupto5rowsandupto5columns;writeanequationtoexpressthetotalasasumofequaladdends.
2.G2Partitionarectangleintorowsandcolumnsofsame‐sizesquaresandcounttofindthetotalnumberofthem.
Representandsolveproblemsinvolvingmultiplicationanddivision.1. Interpretproductsofwhole
numbers,e.g.,interpret5x7asthetotalnumberofobjectsin5groupsof7objectseach.Forexample,describeacontextinwhichatotalnumberofobjectscanbeexpressedas5x7.
2. Interpretwhole‐numberquotientsofwholenumbers,e.g.,interpret56÷8asthenumberfobjectsineachsharewhen56objectsarepartitionedequallyinto8shares,orasanumberofshareswhen56objectsarepartitionedintoequalsharesof8objectseach.Forexample,describeacontextinwhichanumberofsharesoranumberofgroupscanbeexpressedas56÷8.
3. Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities,e.g.,byusingdrawingsandequationswithasymbolfortheunknownnumbertorepresenttheproblem.1
4. Determinetheunknownwholenumberinamultiplicationordivisionequationrelatingthreewholenumbers.Forexample,determinetheunknownnumberthatmakestheequationtrueineachoftheequations8x?=48,5=[]÷3,6x6=?/
3.OA8Solvetwo‐stepwordproblemsusingthefouroperations.Representtheseproblemsusingequationswithaletterstandingfortheunknownquantity.Assessthereasonablenessofanswersusingmentalcomputationandestimationstrategiesincludingrounding.3
3.NBT3Multiplyone‐digitwholenumbersbymultiplesof10intherange10‐90(e.g.,9x80,5x60)usingstrategiesbasedonplacevalueandpropertiesofoperations
1. Interpretamultiplicationequationasacomparison,e.g.,interpret35=5x7asastatementthat35is5timesasmanas7and7timesasmanyas5.Representverbalstatementsofmultiplicativecomparisonsasmultiplicationequations.
2. Multiplyordividetosolvewordproblemsinvolvingmultiplicativecomparison,e.g.,byusingdrawingsandequationswithasymbolfortheunknownnumbertorepresenttheproblem,distinguishingmultiplicativecomparisonfromadditivecomparison.1
3. Solvemultistepwordproblemsposedwithwholenumbersandhavingwhole‐numberanswersusingthefouroperations,includingproblemsinwhichremaindersmustbeinterpreted.Representtheseproblemsusingequationswithaletterstandingfortheunknownquantity.Assessthereasonablenessofanswersusingmentalcomputationandestimationstrategiesincludingrounding.
5. Multiplyawholenumberofuptofourdigitsbyaone‐digitwholenumber,andmultiplytwotwo‐digitnumbers,usingstrategiesbasedonplacevalueandthepropertiesofoperations.Illustrateandexplainthecalculationbyusingequations,rectangulararraysand/orareamodels.
6. Findwhole‐numberquotientsandremainderswithuptofour‐digitdividendsandone‐digitdivisors,usingstrategiesbasedonplacevalue,thepropertiesofoperations,and/ortherelationshipbetweenmultiplicationanddivision.Illustrateandexplainthecalculationbyusingequations,rectangulararrays,and/orareamodels.
5. Interpretmultiplicationasscaling(resizing),by:
a. Comparingthesizeofaproducttothesizeofonefactoronthebasisofthesizeoftheotherfactor,withoutperformingtheindicatedmultiplication.
b. Explainingwhymultiplyingagivennumberbyafractiongraterthan1resultsinaproductgreaterthanthegivennumber(recognizingmultiplicationbywholenumbersgreaterthan1asafamiliarcase);explainingwhymultiplyingagivennumberbyafractionlessthan1resultsinaproductsmallerthanthegivennumber;andrelatingtheprincipleoffractionequivalencea/b=(nxa)/(nxb)totheeffectofmultiplyinga/bby1.
6. Fluentlymultiplymulti‐digitwholenumbersusingthestandardalgorithm.
7. Findwhole‐numberquotientsofwholenumberswithuptofour‐digitdividendsandtwo‐digitdivisors,usingstrategiesbasedonplacevalue,thepropertiesofoperations,and/ortherelationshipbetweenmultiplicationanddivision.Illustrateandexplainthecalculationbyusingequations,rectangulararrays,and/orareamodels.
2. Fluentlydividemulti‐digitnumbersusingthestandardalgorithm.
3. Fluentlyadd,subtract,multiply,anddividemulti‐digitdecimalsusingthestandardalgorithmforeachoperation.
4. Findthegreatestcommonfactoroftwowholenumberslessthanorequalto100andtheleastcommonmultipleoftwowholenumberslessthanorequalto12.Usethedistributivepropertytoexpressasumoftwowholenumbers1‐100withacommonfactorasamultipleofasumoftwowholenumberswithnocommonfactor.Forexample,express36+8as4(9=2).
2. Applyandextendpreviousunderstandingsofmultiplicationanddivisionoffractionstomultiplyanddividerationalnumbers.
a. Understandthatmultiplicationisextendedfromfractionstorationalnumbersbyrequiringthatoperationscontinuetosatisfythepropertiesofoperations,particularlythedistributiveproperty,leadingtoproductssuchas(‐1)(‐1)=1andtherulesformultiplyingsignednumbers.Interpretproductsofrationalnumbersbydescribingreal‐worldcontexts.
b. Understandthatintegerscanbedivided,providedthatthedivisorisnotzero,andeveryquotientofintegers(withnon‐zerodivisor)isarationalnumber.Ifpandqareintegers,then–(p/q)=(p)/q=p/(q).Interpretquotientsofrationalnumbersbydescribingrealworldcontexts.
c. Applypropertiesofoperationsasstrategiestomultiplyanddividerationalnumbers.
d. Convertarationalnumbertoadecimalusinglongdivision;knowthatthedecimalformofarationalnumberterminatesin0soreventuallyrepeats.
3. Solvereal‐worldandmathematicalproblemsinvolvingthefouroperationswithrationalnumbers.1
Norelatedstandards
36