2017 Math Standards

Draft

Domain/ Standard 2018-2019

Conceptual
Category

Counting and K.CC.1 Know number names and the count sequence.
Cardinality K.CC.1 Count to 100 by ones and by tens.
Counting and K.CC.2 Know number names and the count sequence.
Cardinality K.CC.2 Count forward within 100 beginning from any given number
other than 1.
Counting and K.CC.3 Know number names and the count sequence.
Cardinality K.CC.3 Write numerals from 0 to 20. Represent a number of objects
with a written numeral 0-20 (with 0 representing a count of no
objects).
Counting and K.CC.4 Count to tell the number of objects.
Cardinality K.CC.4 Understand the relationship between numbers and quantities;
connect counting to cardinality using a variety of objects including
pennies.
a. When counting objects, establish a one-to-one relationship by
saying the number names in the standard order, pairing each object
with one and only one number name and each number name with one
and only one object.
b. Understand that the last number name said tells the number of
objects counted and that the number of objects is the same regardless
of the arrangement or the order in which counted.
c. Understand that each successive number name refers to a quantity
that is one larger.

Counting and K.CC.5 Count to tell the number of objects.

Cardinality K.CC.5 Count to answer “how many?” questions about as many as 20
things arranged in a line, a rectangular array, or a circle, or as many
as 10 things in a scattered configuration; given a number from 1-20,
count out that many objects.

Counting and K.CC.6 Compare numbers.

Cardinality K.CC.6 Orally identify (without using inequality symbols) whether the
number of objects in one group is greater/more than, less/fewer than,
or the same as the number of objects in another group, not to exceed
10 objects in each group.

Counting and K.CC.7 Compare numbers.

Cardinality K.CC.7 Compare (without using inequality symbols) two numbers
between 0 and 10 when presented as written numerals.

Operations and K.OA.1 Understand addition as putting together and adding to, and
Algebraic understand subtraction as taking apart and taking from.
Thinking K.OA.1 Represent addition and subtraction with objects, fingers,
mental images, drawings, sounds such as claps, acting out situations,
verbal explanations, expressions, or equations. Drawings need not
show details, but should show the mathematics in the problem. (This
applies wherever drawings are mentioned in the Standards.)

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Domain/ Standard 2018-2019
Conceptual
Category

Operations and K.OA.2 Understand addition as putting together and adding to, and
Algebraic understand subtraction as taking apart and taking from.
Thinking K.OA.2 Solve addition and subtraction problems (written or oral), and
add and subtract within 10 by using objects or drawings to represent
the problem.

Operations and K.OA.3 Understand addition as putting together and adding to, and
Algebraic understand subtraction as taking apart and taking from.
Thinking K.OA.3 Decompose numbers and record compositions for numbers
less than or equal to 10 into pairs in more than one way by using
objects and, when appropriate, drawings or equations.

Operations and K.OA.4 Understand addition as putting together and adding to, and
Algebraic understand subtraction as taking apart and taking from.
Thinking K.OA.4 For any number from 1 to 9, find the number that makes 10
when added to the given number, e.g., by using objects or drawings,
and record the answer with a drawing or, when appropriate, an
equation.

Operations and K.OA.5 Understand addition as putting together and adding to, and
Algebraic understand subtraction as taking apart and taking from.
Thinking K.OA.5 FluentlyG add and subtract within 5.

Numbers and K.NBT.1 Work with numbers 11–19 to gain foundations for place value.
Operations in K.NBT.1 Compose and decompose numbers from 11 to 19 into a
Base Ten group of ten ones and some further ones by using objects and, when
appropriate, drawings or equations; understand that these numbers
are composed of a group of ten ones and one, two, three, four, five,
six, seven, eight, or nine ones.

Measurement K.MD.1 Identify, describe, and compare measurable attributes.

and Data K.MD.1 Identify and describe measurable attributes (length, weight,
and height) of a single object using vocabulary terms such as
long/short, heavy/light, or tall/short.

Measurement K.MD.2 Identify, describe, and compare measurable attributes.

and Data K.MD.2 Directly compare two objects with a measurable attribute in
common to see which object has “more of” or “less of” the attribute,
and describe the difference. For example, directly compare the
heights of two children, and describe one child as taller/shorter.

Measurement K.MD.3 Classify objects and count the number of objects in each
and Data category.
K.MD.3 Classify objects into given categories; count the numbers of
objects in each category and sort the categories by count. The
number of objects in each category should be less than or equal to
ten. Counting and sorting coins should be limited to pennies.

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Domain/ Standard 2018-2019
Conceptual
Category

Geometry K.G.1 Identify and describe shapes (squares, circles, triangles,

rectangles, hexagons, cubes, cones, cylinders, and spheres).
K.G.1 Describe objects in the environment using names of shapes,
and describe the relative positions of these objects using terms such
as above, below, beside, in front of, behind,and next to.

Geometry K.G.2 Identify and describe shapes (squares, circles, triangles,

rectangles, hexagons, cubes, cones, cylinders, and spheres).
K.G.2 Correctly name shapes regardless of their orientations or
overall size.

Geometry K.G.3 Identify and describe shapes (squares, circles, triangles,

rectangles, hexagons, cubes, cones, cylinders, and spheres).
K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or
three-dimensional (“solid”).

Geometry K.G.4 Describe, compare, create, and compose shapes.

K.G.4 Describe and compare two- or three-dimensional shapes, in
different sizes and orientations, using informal language to describe
their commonalities, differences, parts, and other attributes.

Geometry K.G.5 Describe, compare, create, and compose shapes.

K.G.5 Model shapes in the world by building shapes from components
(such as sticks and clay balls) and drawing shapes.

Geometry K.G.6 Describe, compare, create, and compose shapes.

K.G.6 Combine simple shapes to form larger shapes.

Operations and 1.OA.1 Represent and solve problems involving addition and
Algebraic subtraction.
Thinking 1.OA.1 Use addition and subtraction within 20 to solve word problems
involving situations of adding to, taking from, putting together, taking
apart and comparing, with unknowns in all positions, e.g., by using
objects, drawings, and equations with a symbol for the unknown
number to represent the problem. See Glossary, Table 1.

Operations and 1.OA.2 Represent and solve problems involving addition and
Algebraic subtraction.
Thinking 1.OA.2 Solve word problems that call for addition of three whole
numbers whose sum is less than or equal to 20, e.g., by using objects,
drawings, and equations with a symbol for the unknown number to
represent the problem. Drawings need not show details, but should
show the mathematics in the problem. (This applies wherever
drawings are mentioned in the Standards.)

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Domain/ Standard 2018-2019
Conceptual
Category

Operations and 1.OA.3 Understand and apply properties of operations and the
Algebraic relationship between addition and subtraction.
Thinking 1.OA.3 Apply properties of operations as strategies to add and
subtract. For example, if 8 + 3 = 11 is known, then 3 + 8 = 11 is also
known (Commutative Property of Addition); to add 2 + 6 + 4, the
second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 +
10 = 12 (Associative Property of Addition). Students need not use
formal terms for these properties.

Operations and 1.OA.4 Understand and apply properties of operations and the
Algebraic relationship between addition and subtraction.
Thinking 1.OA.4 Understand subtraction as an unknown-addend problem. For
example, subtract 10 − 8 by finding the number that makes 10 when
added to 8.

Operations and 1.OA.5 Add and subtract within 20.

Algebraic 1.OA.5 Relate counting to addition and subtraction, e.g., by counting
Thinking onG 2 to add 2.

Operations and 1.OA.6 Add and subtract within 20.

Algebraic 1.OA.6 Add and subtract within 20, demonstrating fluencyG with
Thinking various strategies for addition and subtraction within 10. Strategies
may include counting on; making ten, e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 =
14; decomposing a number leading to a ten, e.g., 13 − 4 =
13 − 3 − 1 = 10 − 1 = 9; using the relationship between addition and
subtraction, e.g., knowing that 8 + 4 = 12, one knows 12 − 8 = 4; and
creating equivalent but easier or known sums, e.g., adding 6 + 7 by
creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13.

Operations and 1.OA.7 Work with addition and subtraction equations.

Algebraic 1.OA.7 Understand the meaning of the equal sign, and determine if
Thinking equations involving addition and subtraction are true or false. For
example, which of the following equations are true and which are
false? 6 = 6; 7 = 8 – 1; 5 + 2 = 2 + 5; 4 + 1 = 5 + 2.

Operations and 1.OA.8 Work with addition and subtraction equations.

Algebraic 1.OA.8 Determine the unknown whole number in an addition or
Thinking subtraction equation relating three whole numbers. For example,
determine the unknown number that makes the equation true in each
of the equations 8 + ÿ = 11, 5 = ÿ – 3, 6 + 6 = ÿ.

Numbers and 1.NBT.1 Extend the counting sequence.

Operations in 1.NBT.1 Count to 120, starting at any number less than 120. In this
Base Ten range, read and write numerals and represent a number of objects
with a written numeral.

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Domain/ Standard 2018-2019
Conceptual
Category

Numbers and 1.NBT.2 Understand place value.

Operations in 1.NBT.2 Understand that the two digits of a two-digit number
Base Ten represent amounts of tens and ones. Understand the following as
special cases:
10 can be thought of as a bundle of ten ones - called a “ten;” the
numbers from 11 to 19 are composed of a ten and one, two, three,
four, five, six, seven, eight, or nine ones; and the numbers 10, 20, 30,
40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven,
eight, or nine tens (and 0 ones).

Numbers and 1.NBT.3 Understand place value.

Operations in 1.NBT.3 Compare two two-digit numbers based on meanings of the
Base Ten tens and ones digits, recording the results of comparisons with the
symbols >, =, and <.

Numbers and 1.NBT.4 Use place value understanding and properties of operations to
Operations in add and subtract.
Base Ten 1.NBT.4 Add within 100, including adding a two-digit number and a
one-digit number and adding a two-digit number and a multiple of 10,
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction; record the strategy with a written numerical
method (drawings and, when appropriate, equations) and explain the
reasoning used. Understand that when adding two-digit numbers, tens
are added to tens; ones are added to ones; and sometimes it is
necessary to compose a ten.

Numbers and 1.NBT.5 Use place value understanding and properties of operations to
Operations in add and subtract.
Base Ten 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less
than the number, without having to count; explain the reasoning used.

Numbers and 1.NBT.6 Use place value understanding and properties of operations to
Operations in add and subtract.
Base Ten 1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of
10 in the range 10-90 (positive or zero differences), using concrete
models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction;
relate the strategy to a written method and explain the reasoning
used.

Measurement 1.MD.1 Measure lengths indirectly and by iterating length units.

and Data 1.MD.1 Order three objects by length; compare the lengths of two
objects indirectly by using a third object.

Measurement 1.MD.2 Measure lengths indirectly and by iterating length units.

and Data 1.MD.2 Express the length of an object as a whole number of length
units, by laying multiple copies of a shorter object (the length unit) end
to end; understand that the length measurement of an object is the
number of same-size length units that span it with no gaps or
overlaps. Limit to contexts where the object being measured is
spanned by a whole number of length units with no gaps or overlaps.

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Domain/ Standard 2018-2019
Conceptual
Category

Measurement 1.MD.3 Work with time and money.

and Data 1.MD.3 Work with time and money.
a. Tell and write time in hours and half-hours using analog and digital
clocks.
b. Identify pennies and dimes by name and value.

Measurement 1.MD.4 Represent and interpret data.

and Data 1.MD.4 Organize, represent, and interpret data with up to three
categories; ask and answer questions about the total number of data
points, how many in each category, and how many more or less are in
one category than in another.

Geometry 1.G.1 Reason with shapes and their attributes.

1.G.1 Distinguish between defining attributes, e.g., triangles are
closed and three-sided, versus non-defining attributes, e.g., color,
orientation, overall size; build and draw shapes that possess defining
attributes.

Geometry 1.G.2 Reason with shapes and their attributes.

1.G.2 Compose two-dimensional shapes (rectangles, squares,
trapezoids, triangles, half-circles, and quarter-circles) or three-
dimensional shapes (cubes, right rectangular prisms, right circular
cones, and right circular cylinders) to create a composite shape, and
compose new shapes from the composite shape. Students do not
need to learn formal names such as "right rectangular prism."

Geometry 1.G.3 Reason with shapes and their attributes.

1.G.3 Partition circles and rectangles into two and four equal shares,
describe the shares using the words halves, fourths, and quarters,
and use the phrases half of, fourth of, and quarter of. Describe the
whole as two of or four of the shares in real-world contexts.
Understand for these examples that decomposing into more equal
shares creates smaller shares.

Operations and 2.OA.1 Represent and solve problems involving addition and
Algebraic subtraction.
Thinking 2.OA.1 Use addition and subtraction within 100 to solve one- and two-
step word problems involving situations of adding to, taking from,
putting together, taking apart, and comparing, with unknowns in all
positions, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem. See Glossary, Table 1.

Operations and 2.OA.2 Add and subtract within 20.

Algebraic 2.OA.2 FluentlyG add and subtract within 20 using mental strategies.
Thinking By end of Grade 2, know from memory all sums of two one-digit
numbers. See standard 1.OA.6 for a list of mental strategies.

Operations and 2.OA.3 Work with equal groups of objects to gain foundations for
Algebraic multiplication.
Thinking 2.OA.3 Determine whether a group of objects (up to 20) has an odd or
even number of members, e.g., by pairing objects or counting them by
2s; write an equation to express an even number as a sum of two
equal addends.

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Domain/ Standard 2018-2019
Conceptual
Category

Operations and 2.OA.4 Work with equal groups of objects to gain foundations for
Algebraic multiplication.
Thinking 2.OA.4 Use addition to find the total number of objects arranged in
rectangular arrays with up to 5 rows and up to 5 columns; write an
equation to express the total as a sum of equal addends.

Numbers and 2.NBT.1 Understand place value.

Operations in 2.NBT.1 Understand that the three digits of a three-digit number
Base Ten represent amounts of hundreds, tens, and ones; e.g., 706 equals 7
hundreds, 0 tens, and 6 ones. Understand the following as special
cases:
a. 100 can be thought of as a bundle of ten tens - called a “hundred.”
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to
one, two, three, four, five, six, seven, eight, or nine hundreds (and 0
tens and 0 ones).

Numbers and 2.NBT.2 Understand place value.

Operations in 2.NBT.2 Count forward and backward within 1,000 by ones, tens, and
Base Ten hundreds starting at any number; skip-count by 5s starting at any
multiple of 5.

Numbers and 2.NBT.3 Understand place value.

Operations in 2.NBT.3 Read and write numbers to 1,000 using base-ten numerals,
Base Ten number names, expanded formG, and equivalent representations, e.g.,
716 is 700 + 10 + 6, or 6 + 700 + 10, or 6 ones and 71 tens, etc.

Numbers and 2.NBT.4 Understand place value.

Operations in 2.NBT.4 Compare two three-digit numbers based on meanings of the
Base Ten hundreds, tens, and ones digits, using >, =, and < symbols to record
the results of comparisons.

Numbers and 2.NBT.5 Use place value understanding and properties of operations to
Operations in add and subtract.
Base Ten 2.NBT.5 Fluently add and subtract within 100 using strategies based
on place value, properties of operations, and/or the relationship
between addition and subtraction.

Numbers and 2.NBT.6 Use place value understanding and properties of operations to
Operations in add and subtract.
Base Ten 2.NBT.6 Add up to four two-digit numbers using strategies based on
place value and properties of operations.

Numbers and 2.NBT.7 Use place value understanding and properties of operations to
Operations in add and subtract.
Base Ten 2.NBT.7 Add and subtract within 1,000, using concrete models or
drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction;
record the strategy with a written numerical method (drawings and,
when appropriate, equations) and explain the reasoning used.
Understand that in adding or subtracting three-digit numbers,
hundreds are added or subtracted from hundreds, tens are added or
subtracted from tens, ones are added or subtracted from ones; and
sometimes it is necessary to compose or decompose tens or
hundreds.

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Domain/ Standard 2018-2019
Conceptual
Category

Numbers and 2.NBT.8 Use place value understanding and properties of operations to
Operations in add and subtract.
Base Ten 2.NBT.8 Mentally add 10 or 100 to a given number 100-900, and
mentally subtract 10 or 100 from a given number 100-900.

Numbers and 2.NBT.9 Use place value understanding and properties of operations to
Operations in add and subtract.
Base Ten 2.NBT.9 Explain why addition and subtraction strategies work, using
place value and the properties of operations. Explanations may be
supported by drawings or objects.

Measurement 2.MD.1 Measure and estimate lengths in standard units.

and Data 2.MD.1 Measure the length of an object by selecting and using
appropriate tools such as rulers, yardsticks, meter sticks, and
measuring tapes.

Measurement 2.MD.2 Measure and estimate lengths in standard units.

and Data 2.MD.2 Measure the length of an object twice, using length units of
different lengths for the two measurements; describe how the two
measurements relate to the size of the unit chosen.

Measurement 2.MD.3 Measure and estimate lengths in standard units.

and Data 2.MD.3 Estimate lengths using units of inches, feet, centimeters, and
meters.

Measurement 2.MD.4 Measure and estimate lengths in standard units.

and Data 2.MD.4 Measure to determine how much longer one object is than
another, expressing the length difference in terms of a standard length
unit.

Measurement 2.MD.5 Relate addition and subtraction to length.

and Data 2.MD.5 Use addition and subtraction within 100 to solve word
problems involving lengths that are given in the same whole number
units, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem. Drawings need not show
details, but should show the mathematics in the problem. (This applies
wherever drawings are mentioned in the Standards.)

Measurement 2.MD.6 Relate addition and subtraction to length.

and Data 2.MD.6 Represent whole numbers as lengths from 0 on a number line
diagramG with equally spaced points corresponding to the numbers 0,
1, 2,..., and represent whole number sums and differences within 100
on a number line diagram.

Measurement 2.MD.7 Work with time and money.

and Data 2.MD.7 Tell and write time from analog and digital clocks to the
nearest five minutes, using a.m. and p.m.

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Domain/ Standard 2018-2019
Conceptual
Category

Measurement 2.MD.8 Work with time and money.

and Data 2.MD.8 Solve problems with money.
a. Identify nickels and quarters by name and value.
b. Find the value of a collection of quarters, dimes, nickels, and
pennies.
c. Solve word problems by adding and subtracting within 100, dollars
with dollars and cents with cents (not using dollars and cents
simultaneously) using the $ and ₵ symbols appropriately (not
including decimal notation).

Measurement 2.MD.9 Represent and interpret data.

and Data 2.MD.9 Generate measurement data by measuring lengths of several
objects to the nearest whole unit or by making repeated
measurements of the same object. Show the measurements by
creating a line plotG, where the horizontal scale is marked off in whole
number units.

Measurement 2.MD.10 Represent and interpret data.

and Data 2.MD.10 Organize, represent, and interpret data with up to four
categories; complete picture graphs when single-unit scales are
provided; complete bar graphs when single-unit scales are provided;
solve simple put-together, take-apart, and compare problems in a
graph. See Glossary, Table 1.

Geometry 2.G.1 Reason with shapes and their attributes.

2.G.1 Recognize and identify triangles, quadrilaterals, pentagons, and
hexagons based on the number of sides or vertices. Recognize and
identify cubes, rectangular prisms, cones, and cylinders.

Geometry 2.G.2 Reason with shapes and their attributes.

2.G.2 Partition a rectangle into rows and columns of same-size
squares and count to find the total number of them.

Geometry 2.G.3 Reason with shapes and their attributes.

2.G.3 Partition circles and rectangles into two, three, or four equal
shares; describe the shares using the words halves, thirds, or fourths
and quarters, and use the phrases half of, third of, or fourth of and
quarter of. Describe the whole as two halves, three thirds, or four
fourths in real-world contexts. Recognize that equal shares of identical
wholes need not have the same shape.

Operations and 3.OA.1 Represent and solve problems involving multiplication and
Algebraic division.
Thinking 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 x 7 as
the total number of objects in 5 groups of 7 objects each. (Note:
These standards are written with the convention that a x b means a
groups of b objects each; however, because of the commutative
property, students may also interpret 5 x 7 as the total number of
objects in 7 groups of 5 objects each).

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Domain/ Standard 2018-2019
Conceptual
Category

Operations and 3.OA.2 Represent and solve problems involving multiplication and
Algebraic division.
Thinking 3.OA.2 Interpret whole number quotients of whole numbers, e.g.,
interpret 56 ÷ 8 as the number of objects in each share when 56
objects are partitioned equally into 8 shares, or as a number of shares
when 56 objects are partitioned into equal shares of 8 objects each.
For example, describe a context in which a number of shares or a
number of groups can be expressed as 56 ÷ 8.

Operations and 3.OA.3 Represent and solve problems involving multiplication and
Algebraic division.
Thinking 3.OA.3 Use multiplication and division within 100 to solve word
problems in situations involving equal groups, arrays, and
measurement quantities, e.g., by using drawings and equations with a
symbol for the unknown number to represent the problem. See
Glossary, Table 2. Drawings need not show details, but should show
the mathematics in the problem. (This applies wherever drawings are
mentioned in the Standards.)

Operations and 3.OA.4 Represent and solve problems involving multiplication and
Algebraic division.
Thinking 3.OA.4 Determine the unknown whole number in a multiplication or
division equation relating three whole numbers. For example,
determine the unknown number that makes the equation true in each
of the equations 8 × ÿ = 48; 5 = ÿ ÷ 3; 6 × 6 = ÿ .

Operations and 3.OA.5 Understand properties of multiplication and the relationship

Algebraic between multiplication and division.
Thinking 3.OA.5 Apply properties of operations as strategies to multiply and
divide. For example, if 6 × 4 = 24 is known, then 4 × 6 = 24 is also
known (Commutative Property of Multiplication); 3 × 5 × 2 can be
found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 =
30 (Associative Property of Multiplication); knowing that 8 × 5 = 40
and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) =
40 + 16 = 56 (Distributive Property). Students need not use formal
terms for these properties.

Operations and 3.OA.6 Understand properties of multiplication and the relationship

Algebraic between multiplication and division.
Thinking 3.OA.6 Understand division as an unknown-factor problem. For
example, find 32 ÷ 8 by finding the number that makes 32 when
multiplied by 8.

Operations and 3.OA.7 Multiply and divide within 100.

Algebraic 3.OA.7 FluentlyG multiply and divide within 100, using strategies such
Thinking as the relationship between multiplication and division, e.g., knowing
that 8 × 5 = 40, one knows 40 ÷ 5 = 8 or properties of operations. Limit
to division without remainders. By the end of Grade 3, know from
memory all products of two one-digit numbers.

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Domain/ Standard 2018-2019
Conceptual
Category

Operations and 3.OA.8 Solve problems involving the four operations, and identify and
Algebraic explain patterns in arithmetic.
Thinking 3.OA.8 Solve two-step word problems using the four operations.
Represent these problems using equations with a letter or a symbol,
which stands for the unknown quantity. Assess the reasonableness of
answers using mental computation and estimation strategies including
rounding. This standard is limited to problems posed with whole
numbers and having whole number answers. Students may use
parentheses for clarification since algebraic order of operations is not
expected.

Operations and 3.OA.9 Solve problems involving the four operations, and identify and
Algebraic explain patterns in arithmetic.
Thinking 3.OA.9 Identify arithmetic patterns (including patterns in the addition
table or multiplication table), and explain them using properties of
operations. For example, observe that 4 times a number is always
even, and explain why 4 times a number can be decomposed into two
equal addends.

Numbers and 3.NBT.1 Use place value understanding and properties of operations to
Operations in perform multi-digit arithmetic. A range of strategies and
Base Ten algorithms may be used.
3.NBT.1 Use place value understanding to round whole numbers to
the nearest 10 or 100.

Numbers and 3.NBT.2 Use place value understanding and properties of operations to
Operations in perform multi-digit arithmetic. A range of strategies and
Base Ten algorithms may be used.
3.NBT.2 Fluently add and subtract within 1,000 using strategies and
algorithmsG based on place value, properties of operations, and/or the
relationship between addition and subtraction.

Numbers and 3.NBT.3 Use place value understanding and properties of operations to
Operations in perform multi-digit arithmetic. A range of strategies and
Base Ten algorithms may be used.
3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the
range 10-90, e.g., 9 × 80, 5 × 60 using strategies based on place
value and properties of operations.

Numbers and 3.NF.1 Develop understanding of fractions as numbers. Grade 3

Operations– expectations in this domain are limited to fractions with
Fractions denominators 2, 3, 4, 6, and 8.
3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when
a whole is partitioned into b equal parts; understand a fraction a/b as
the quantity formed by a parts of size 1/b.

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Domain/ Standard 2018-2019
Conceptual
Category

Numbers and 3.NF.2 Develop understanding of fractions as numbers. Grade 3

Operations– expectations in this domain are limited to fractions with
Fractions denominators 2, 3, 4, 6, and 8.
3.NF.2 Understand a fraction as a number on the number line;
represent fractions on a number line diagramG.
a. Represent a fraction 1/b on a number line diagram by defining the
interval from 0 to 1 as the whole and partitioning it into b equal parts.
Recognize that each part has size 1/b and that the endpoint of the part
based at 0 locates the number 1/b on the number line.
b. Represent a fraction a/b (which may be greater than 1) on a number
line diagram by marking off a lengths 1/b from 0. Recognize that the
resulting interval has size a/b and that its endpoint locates the number
a
/b on the number line.

Numbers and 3.NF.3 Develop understanding of fractions as numbers. Grade 3

Operations– expectations in this domain are limited to fractions with
Fractions denominators 2, 3, 4, 6, and 8.
3.NF.3 Explain equivalence of fractions in special cases, and compare
fractions by reasoning about their size.
a. Understand two fractions as equivalent (equal) if they are the same
size or the same point on a number line.
b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4,
4
/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a
visual fraction model.G
c. Express whole numbers as fractions, and recognize fractions that
are equivalent to whole numbers. Examples: Express 3 in the form 3 =
3
/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a
number line diagram.
d. Compare two fractions with the same numerator or the same
denominator by reasoning about their size. Recognize that
comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with the symbols >, =, or <,
and justify the conclusions, e.g., by using a visual fraction model.

Measurement 3.MD.1 Solve problems involving money, measurement, and estimation

and Data of intervals of time, liquid volumes, and masses of objects.
3.MD.1 Work with time and money.
a. Tell and write time to the nearest minute. Measure time intervals in
minutes (within 90 minutes). Solve real-world problems involving
addition and subtraction of time intervals (elapsed time) in minutes,
e.g., by representing the problem on a number line diagram or clock.
b. Solve word problems by adding and subtracting within 1,000,
dollars with dollars and cents with cents (not using dollars and cents
simultaneously) using the $ and ₵ symbol appropriately (not including
decimal notation).

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Measurement 3.MD.2 Solve problems involving money, measurement, and estimation

and Data of intervals of time, liquid volumes, and masses of objects.
3.MD.2 Measure and estimate liquid volumes and masses of objects
using standard units of grams, kilograms, and liters. Add, subtract,
multiply, or divide whole numbers to solve one-step word problems
involving masses or volumes that are given in the same units, e.g., by
using drawings (such as a beaker with a measurement scale) to
represent the problem. Excludes multiplicative comparison problems
involving notions of "times as much"; see Glossary, Table 2.

Measurement 3.MD.3 Represent and interpret data.

and Data 3.MD.3 Create scaled picture graphs to represent a data set with
several categories. Create scaled bar graphs to represent a data set
with several categories. Solve two-step “how many more” and “how
many less” problems using information presented in the scaled
graphs. For example, create a bar graph in which each square in the
bar graph might represent 5 pets, then determine how many
more/less in two given categories.

Measurement 3.MD.4 Represent and interpret data.

and Data 3.MD.4 Generate measurement data by measuring lengths using
rulers marked with halves and fourths of an inch. Show the data by
creating a line plotG, where the horizontal scale is marked off in
appropriate units—whole numbers, halves, or quarters.

Measurement 3.MD.5 Geometric measurement: understand concepts of area and relate

and Data area to multiplication and to addition.
3.MD.5 Recognize area as an attribute of plane figures and
understand concepts of area measurement.
a. A square with side length 1 unit, called “a unit square,” is said to
have “one square unit” of area, and can be used to measure area.
b. A plane figure which can be covered without gaps or overlaps by n
unit squares is said to have an area of n square units.

Measurement 3.MD.6 Geometric measurement: understand concepts of area and relate

and Data area to multiplication and to addition.
3.MD.6 Measure areas by counting unit squares (square cm, square
m, square in, square ft, and improvised units).

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Measurement 3.MD.7 Geometric measurement: understand concepts of area and relate

and Data area to multiplication and to addition.
3.MD.7 Relate area to the operations of multiplication and addition.
a. Find the area of a rectangle with whole number side lengths by
tiling it, and show that the area is the same as would be found by
multiplying the side lengths.
b. Multiply side lengths to find areas of rectangles with whole number
side lengths in the context of solving real-world and mathematical
problems, and represent whole number products as rectangular areas
in mathematical reasoning.
c. Use tiling to show in a concrete case that the area of a rectangle
with whole number side lengths a and b + c is the sum of a × b and a
× c (represent the distributive property with visual models including an
area model).
d. Recognize area as additive. Find the area of figures composed of
rectangles by decomposing into non-overlapping rectangles and
adding the areas of the non-overlapping parts, applying this technique
to solve real-world problems.

Measurement 3.MD.8 Geometric measurement: recognize perimeter as an attribute of

and Data plane figures and distinguish between linear and area measures.
3.MD.8 Solve real-world and mathematical problems involving
perimeters of polygons, including finding the perimeter given the side
lengths, finding an unknown side length, and exhibiting rectangles with
the same perimeter and different areas or with the same area and
different perimeters.

Geometry 3.G.1 Reason with shapes and their attributes.

3.G.1 Draw and describe triangles, quadrilaterals (rhombuses,
rectangles, and squares), and polygons (up to 8 sides) based on the
number of sides and the presence or absence of square corners (right
angles).

Geometry 3.G.2 Reason with shapes and their attributes.

3.G.2 Partition shapes into parts with equal areas. Express the area of
each part as a unit fraction of the whole. For example, partition a
shape into 4 parts with equal area, and describe the area of each part
as 1/4 of the area of the shape.

Operations and 4.OA.1 Use the four operations with whole numbers to solve problems.
Algebraic 4.OA.1 Interpret a multiplication equation as a comparison, e.g.,
Thinking interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7
and 7 times as many as 5. Represent verbal statements of
multiplicative comparisons as multiplication equations.

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Operations and 4.OA.2 Use the four operations with whole numbers to solve problems.
Algebraic 4.OA.2 Multiply or divide to solve word problems involving
Thinking multiplicative comparison, e.g., by using drawings and equations with
a symbol for the unknown number to represent the problem,
distinguishing multiplicative comparison from additive comparison.
See Glossary, Table 2. Drawings need not show details, but should
show the mathematics in the problem. (This applies wherever
drawings are mentioned in the Standards.)

Operations and 4.OA.3 Use the four operations with whole numbers to solve problems.
Algebraic 4.OA.3 Solve multistep word problems posed with whole numbers and
Thinking having whole number answers using the four operations, including
problems in which remainders must be interpreted. Represent these
problems using equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers using mental
computation and estimation strategies including rounding.

Operations and 4.OA.4 Gain familiarity with factors and multiples.

Algebraic 4.OA.4 Find all factor pairs for a whole number in the range 1-100.
Thinking Recognize that a whole number is a multiple of each of its factors.
Determine whether a given whole number in the range 1-100 is a
multiple of a given one-digit number. Determine whether a given
whole number in the range 1-100 is prime or composite.

Operations and 4.OA.5 Generate and analyze patterns.

Algebraic 4.OA.5 Generate a number or shape pattern that follows a given rule.
Thinking Identify apparent features of the pattern that were not explicit in the
rule itself. For example, given the rule “Add 3” and the starting number
1, generate terms in the resulting sequence and observe that the
terms appear to alternate between odd and even numbers. Explain
informally why the numbers will continue to alternate in this way.

Numbers and 4.NBT.1 Generalize place value understanding for multi-digit whole
Operations in numbers less than or equal to 1,000,000.
Base Ten 4.NBT.1 Recognize that in a multi-digit whole number, a digit in one
place represents ten times what it represents in the place to its right
by applying concepts of place value, multiplication, or division.

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Numbers and 4.NBT.2 Generalize place value understanding for multi-digit whole
Operations in numbers less than or equal to 1,000,000.
Base Ten 4.NBT.2 Read and write multi-digit whole numbers using standard
form, word form, and expanded formG. Compare two multi-digit
numbers based on meanings of the digits in each place, using >, =,
and < symbols to record the results of comparisons. Grade 4
expectations in this domain are limited to whole numbers less than or
equal to 1,000,000.

Numbers and 4.NBT.3 Generalize place value understanding for multi-digit whole
Operations in numbers less than or equal to 1,000,000.
Base Ten 4.NBT.3 Use place value understanding to round multi-digit whole
numbers to any place through 1,000,000.

Numbers and 4.NBT.4 Use place value understanding and properties of operations to
Operations in perform multi-digit arithmetic with whole numbers less than or
Base Ten equal to 1,000,000.
4.NBT.4 FluentlyG add and subtract multi-digit whole numbers using a
standard algorithmG.

Numbers and 4.NBT.5 Use place value understanding and properties of operations to
Operations in perform multi-digit arithmetic with whole numbers less than or
Base Ten equal to 1,000,000.
4.NBT.5 Multiply a whole number of up to four digits by a one-digit
whole number, and multiply two two-digit numbers, using strategies
based on place value and the properties of operations. Illustrate and
explain the calculation by using equations, rectangular arrays, and/or
area models.

Numbers and 4.NBT.6 Use place value understanding and properties of operations to
Operations in perform multi-digit arithmetic with whole numbers less than or
Base Ten equal to 1,000,000.
4.NBT.6 Find whole number quotients and remainders with up to four-
digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by
using equations, rectangular arrays, and/or area models.

Numbers and 4.NF.1 Extend understanding of fraction equivalence and ordering

Operations– limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and
Fractions 100.
4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)
/(n ×
b) by using visual fraction models, with attention to how the number
and size of the parts differ even though the two fractions themselves
are the same size. Use this principle to recognize and generate
equivalent fractions.

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Numbers and 4.NF.2 Extend understanding of fraction equivalence and ordering

Operations– limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and
Fractions 100.
4.NF.2 Compare two fractions with different numerators and different
denominators, e.g., by creating common denominators or numerators,
or by comparing to a benchmark fraction such as 1/2. Recognize that
comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with symbols >, =, or <, and
justify the conclusions, e.g., by using a visual fraction model.

Numbers and 4.NF.3 Build fractions from unit fractions by applying and extending
Operations– previous understandings of operations on whole numbers limited
Fractions to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
(Fractions need not be simplified.)
4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and
separating parts referring to the same whole.
b. Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each decomposition by
an equation. Justify decompositions, e.g., by using a visual fraction
modelG. 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. Add and subtract mixed numbers with like denominators, e.g., by
replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition
and subtraction.
d. Solve word problems involving addition and subtraction of fractions
referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.

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Numbers and 4.NF.4 Build fractions from unit fractions by applying and extending
Operations– previous understandings of operations on whole numbers limited
Fractions to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100
(Fractions need not be simplified).
4.NF.4 Apply and extend previous understandings of multiplication to
multiply a fraction by a whole number.
a. Understand a fraction a/b as a multiple of 1/b. For example, use a
visual fraction model to represent 5/4 as the product 5 × (1/4), recording
the conclusion by the equation 5/4 = 5 × (1/4), or 5/4 = 1/4 + 1/4 + 1/4 + 1/4 +
1
/4.
b. Understand a multiple of a/b as a multiple of 1/b, and use this
understanding to multiply a fraction by a whole number. For example,
use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing
this product as 6/5. (In general, n × (a/b) = (n × a)
/b.)
c. Solve word problems involving multiplication of a fraction by a
whole number, e.g., by using visual fraction models and equations to
represent the problem. For example, if each person at a party will eat
3
/8 of a pound of roast beef, and there will be 5 people at the party,
how many pounds of roast beef will be needed? Between what two
whole numbers does your answer lie?

Numbers and 4.NF.5 Understand decimal notation for fractions, and compare decimal
Operations– fractions limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10,
Fractions 12, and 100.
4.NF.5 Express a fraction with denominator 10 as an equivalent
fraction with denominator 100, and use this technique to add two
fractions with respective denominators 10 and 100. For example,
express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. In general students who
can generate equivalent fractions can develop strategies for adding
fractions with unlike denominators, but addition and subtraction with
unlike denominators is not a requirement at this grade.

Numbers and 4.NF.6 Understand decimal notation for fractions, and compare decimal
Operations– fractions limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10,
Fractions 12, and 100.
4.NF.6 Use decimal notation for fractions with denominators 10 or
100. For example, rewrite 0.62 as 62/100; describe a length as 0.62
meters; locate 0.62 on a number line diagram.

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Numbers and 4.NF.7 Understand decimal notation for fractions, and compare decimal
Operations– fractions limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10,
Fractions 12, and 100.
4.NF.7 Compare two decimals to hundredths by reasoning about their
size. Recognize that comparisons are valid only when the two
decimals refer to the same whole. Record the results of comparisons
with the symbols >, =, or <, and justify the conclusions, e.g., by using
a visual model.

Measurement 4.MD.1 Solve problems involving measurement and conversion of

and Data measurements from a larger unit to a smaller unit.
4.MD.1 Know relative sizes of the metric measurement units within
one system of units. Metric units include kilometer, meter, centimeter,
and millimeter; kilogram and gram; and liter and milliliter. Express a
larger measurement unit in terms of a smaller unit. Record
measurement conversions in a two-column table. For example,
express the length of a 4-meter rope in centimeters. Because 1 meter
is 100 times as long as a 1 centimeter, a two-column table of meters
and centimeters includes the number pairs 1 and 100, 2 and 200, 3
and 300,...

Measurement 4.MD.2 Solve problems involving measurement and conversion of

and Data measurements from a larger unit to a smaller unit.
4.MD.2 Solve real-world problems involving money, time, and metric
measurement.
a. Using models, add and subtract money and express the answer in
decimal notation.
b. Using number line diagramsG, clocks, or other models, add and
subtract intervals of time in hours and minutes.
c. Add, subtract, and multiply whole numbers to solve metric
measurement problems involving distances, liquid volumes, and
masses of objects.

Measurement 4.MD.3 Solve problems involving measurement and conversion of

and Data measurements from a larger unit to a smaller unit.
4.MD.3 Develop efficient strategies to determine the area and
perimeter of rectangles in real-world situations and mathematical
problems. For example, given the total area and one side length of a
rectangle, solve for the unknown factor, and given two adjacent side
lengths of a rectangle, find the perimeter.

Measurement 4.MD.4 Represent and interpret data.

and Data 4.MD.4 Display and interpret data in graphs (picture graphs, bar
graphs, and line plotsG) to solve problems using numbers and
operations for this grade.

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Measurement 4.MD.5 Geometric measurement: understand concepts of angle and

and Data measure angles.
4.MD.5 Recognize angles as geometric shapes that are formed
wherever two rays share a common endpoint, and understand
concepts of angle measurement.
a. Understand an angle is measured with reference to a circle with its
center at the common endpoint of the rays, by considering the fraction
of the circular arc between the points where the two rays intersect the
circle. An angle that turns through 1/360 of a circle is called a “one-
degree angle,” and can be used to measure angles.
b. Understand an angle that turns through n one-degree angles is said
to have an angle measure of n degrees.

Measurement 4.MD.6 Geometric measurement: understand concepts of angle and

and Data measure angles.
4.MD.6 Measure angles in whole number degrees using a protractor.
Sketch angles of specified measure.

Measurement 4.MD.7 Geometric measurement: understand concepts of angle and

and Data measure angles.
4.MD.7 Recognize angle measure as additive. When an angle is
decomposed into non-overlapping parts, the angle measure of the
whole is the sum of the angle measures of the parts. Solve addition
and subtraction problems to find unknown angles on a diagram in real-
world and mathematical problems, e.g., by using an equation with a
symbol for the unknown angle measure.

Geometry 4.G.1 Draw and identify lines and angles, and classify shapes by
properties of their lines and angles.
4.G.1 Draw points, lines, line segments, rays, angles (right, acute, and
obtuse), and perpendicular and parallel lines. Identify these in two-
dimensional figures.
Geometry 4.G.2 Draw and identify lines and angles, and classify shapes by
properties of their lines and angles.
4.G.2 Classify two-dimensional figures based on the presence or
absence of parallel or perpendicular lines or the presence or absence
of angles of a specified size.

Operations and 5.OA.1 Write and interpret numerical expressions.

Algebraic 5.OA.1 Use parentheses in numerical expressions, and evaluate
Thinking expressions with this symbol. Formal use of algebraic order of
operations is not necessary.

Operations and 5.OA.2 Write and interpret numerical expressions.

Algebraic 5.OA.2 Write simple expressions that record calculations with
Thinking numbers, and interpret numerical expressions without evaluating
them. For example, express the calculation “add 8 and 7, then multiply
by 2” as 2 × (8 + 7). Recognize that 3 × (18,932 + 921) is three times
as large as 18,932 + 921, without having to calculate the indicated
sum or product.

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Operations and 5.OA.3 Analyze patterns and relationships.

Algebraic 5.OA.3 Generate two numerical patterns using two given rules.
Thinking Identify apparent relationships between corresponding terms. Form
ordered pairs consisting of corresponding terms from the two patterns,
and graph the ordered pairs on a coordinate plane. For example,
given the rule “Add 3” and the starting number 0, and given the rule
“Add 6” and the starting number 0, generate terms in the resulting
sequences, and observe that the terms in one sequence are twice the
corresponding terms in the other sequence. Explain informally why
this is so.

Numbers and 5.NBT.1 Understand the place value system.

Operations in 5.NBT.1 Recognize that in a multi-digit number, a digit in one place
Base Ten represents 10 times as much as it represents in the place to its right
and 1/10 of what it represents in the place to its left.

Numbers and 5.NBT.2 Understand the place value system.

Operations in 5.NBT.2 Explain patterns in the number of zeros of the product when
Base Ten multiplying a number by powers of 10, and explain patterns in the
placement of the decimal point when a decimal is multiplied or divided
by a power of 10. Use whole number exponents to denote powers of
10.

Numbers and 5.NBT.3 Understand the place value system.

Operations in 5.NBT.3 Read, write, and compare decimals to thousandths.
Base Ten a. Read and write decimals to thousandths using base-ten numerals,
number names, and expanded formG, e.g., 347.392 = 3 × 100 + 4 × 10
+ 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
b. Compare two decimals to thousandths based on meanings of the
digits in each place, using >, =, and < symbols to record the results of
comparisons.

Numbers and 5.NBT.4 Understand the place value system.

Operations in 5.NBT.4 Use place value understanding to round decimals to any
Base Ten place, millions through hundredths.

Numbers and 5.NBT.5 Perform operations with multi-digit whole numbers and with
Operations in decimals to hundredths.
Base Ten 5.NBT.5 FluentlyG multiply multi-digit whole numbers using a standard
algorithmG.

Numbers and 5.NBT.6 Perform operations with multi-digit whole numbers and with
Operations in decimals to hundredths.
Base Ten 5.NBT.6 Find whole number quotients of whole numbers with up to
four-digit dividends and two-digit divisors, using strategies based on
place value, the properties of operations, and/or the relationship
between multiplication and division. Illustrate and explain the
calculation by using equations, rectangular arrays, and/or area
models.

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Numbers and 5.NBT.7 Perform operations with multi-digit whole numbers and with
Operations in decimals to hundredths.
Base Ten 5.NBT.7 Solve real-world problems by adding, subtracting, multiplying,
and dividing decimals using concrete models or drawings and
strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction, or multiplication and
division; relate the strategy to a written method and explain the
reasoning used.
a. Add and subtract decimals, including decimals with whole numbers,
(whole numbers through the hundreds place and decimals through the
hundredths place).
b. Multiply whole numbers by decimals (whole numbers through the
hundreds place and decimals through the hundredths place).
c. Divide whole numbers by decimals and decimals by whole numbers
(whole numbers through the tens place and decimals less than one
through the hundredths place using numbers whose division can be
readily modeled). For example, 0.75 divided by 5; 18 divided by 0.6; or
0.9 divided by 3.

Numbers and 5.NF.1 Use equivalent fractions as a strategy to add and subtract
Operations– fractions. (Fractions need not be simplified.)
Fractions 5.NF.1 Add and subtract fractions with unlike denominators (including
mixed numbers and fractions greater than 1) by replacing given
fractions with equivalent fractions in such a way as to produce an
equivalent sum or difference of fractions with like denominators. For
example, use visual modelsG and properties of operations to show 2/3
+ 5/4 = 8/12 + 15/12 = 23/12. In general, a/b + c/d = (a/b × d/d) + (c/d × b/b) = (ad

+ bc)
/bd.

Numbers and 5.NF.2 Use equivalent fractions as a strategy to add and subtract
Operations– fractions. (Fractions need not be simplified.)
Fractions 5.NF.2 Solve word problems involving addition and subtraction of
fractions referring to the same whole, including cases of unlike
denominators, e.g., by using visual fraction modelsG or equations to
represent the problem. Use benchmark fractions and number sense of
fractions to estimate mentally and assess the reasonableness of
answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by
observing that 3/7 < 1/2.

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Numbers and 5.NF.3 Apply and extend previous understandings of multiplication and
Operations– division to multiply and divide fractions. (Fractions need not be
Fractions simplified.)
5.NF.3 Interpret a fraction as division of the numerator by the
denominator (a/b = a ÷ b). Solve word problems involving division of
whole numbers leading to answers in the form of fractions or mixed
numbers, e.g., by using visual fraction models or equations to
represent the problem. For example, interpret 3/4 as the result of
dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when
3 wholes are shared equally among 4 people each person has a share
of size 3/4. If 9 people want to share a 50-pound sack of rice equally by
weight, how many pounds of rice should each person get? Between
what two whole numbers does your answer lie?

Numbers and 5.NF.4 Apply and extend previous understandings of multiplication and
Operations– division to multiply and divide fractions. (Fractions need not be
Fractions simplified.)
5.NF.4 Apply and extend previous understandings of multiplication to
multiply a fraction or whole number by a fraction.
a. Interpret the product (a/b) × q as a parts of a partition of q into b
equal parts, equivalently, as the result of a sequence of operations a ×
q ÷ b. For example, use a visual fraction model to show ( 2/3) × 4 = 8/3,
and create a story context for this equation. Do the same with ( 2/3) ×
(4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)
b. 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 areas of
rectangles, and represent fraction products as rectangular areas.

Numbers and 5.NF.5 Apply and extend previous understandings of multiplication and
Operations– division to multiply and divide fractions. (Fractions need not be
Fractions simplified.)
5.NF.5 Interpret multiplication as scaling (resizing).
a. Compare the size of a product to the size of one factor on the basis
of the size of the other factor, without performing the indicated
multiplication.
b. Explain why multiplying a given number by a fraction greater than 1
results in a product greater than the given number (recognizing
multiplication by whole numbers greater than 1 as a familiar case);
explaining why multiplying a given number by a fraction less than 1
results in a product smaller than the given number; and relating the
principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying
a
/b by 1.

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Numbers and 5.NF.6 Apply and extend previous understandings of multiplication and
Operations– division to multiply and divide fractions. (Fractions need not be
Fractions simplified.)
5.NF.6 Solve real-world problems involving multiplication of fractions
and mixed numbers, e.g., by using visual fraction models or equations
to represent the problem.

Numbers and 5.NF.7 Apply and extend previous understandings of multiplication and
Operations– division to multiply and divide fractions. (Fractions need not be
Fractions simplified.)
5.NF.7 Apply and extend previous understandings of division to divide
unit fractions by whole numbers and whole numbers by unit fractions.
In genearl, students able to multiply fractions can develop strategies to
divide fractions, by reasoning about the relationship between
multiplication and division, but division of a fraction by a fraction is not
a requirement at this grade.
a. Interpret division of a unit fraction by a non-zero whole number, and
compute such quotients. For example, create a story context for (1/3) ÷
4, and use a visual fraction model to show the quotient. Use the
relationship between multiplication and division to explain that ( 1/3) ÷ 4
= 1/12 because (1/12) × 4 = 1/3.
b. 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 × (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 1/2 pound of chocolate equally? How many 1/3 cup
servings are in 2 cups of raisins?

Measurement 5.MD.1 Convert like measurement units within a given measurement

and Data system.
5.MD.1 Know relative sizes of these U.S. customary measurement
units: pounds, ounces, miles, yards, feet, inches, gallons, quarts,
pints, cups, fluid ounces, hours, minutes, and seconds. Convert
between pounds and ounces; miles and feet; yards, feet, and inches;
gallons, quarts, pints, cups, and fluid ounces; hours, minutes, and
seconds in solving multi-step, real-world problems.

Measurement 5.MD.2 Represent and interpret data.

and Data 5.MD.2 Display and interpret data in graphs (picture graphs, bar
graphs, and line plotsG) to solve problems using numbers and
operations for this grade, e.g., including U.S. customary units in
fractions 1/2, 1/4, 1/8, or decimals.

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Measurement 5.MD.3 Geometric measurement: understand concepts of volume and

and Data relate volume to multiplication and to addition.
5.MD.3 Recognize volume as an attribute of solid figures and
understand concepts of volume measurement.
a. A cube with side length 1 unit, called a “unit cube,” is said to have
“one cubic unit” of volume, and can be used to measure volume.
b. A solid figure which can be packed without gaps or overlaps using n
unit cubes is said to have a volume of n cubic units.

Measurement 5.MD.4 Geometric measurement: understand concepts of volume and

and Data relate volume to multiplication and to addition.
5.MD.4 Measure volumes by counting unit cubes, using cubic cm,
cubic in, cubic ft, and improvised units.

Measurement 5.MD.5 Geometric measurement: understand concepts of volume and

and Data relate volume to multiplication and to addition.
5.MD.5 Relate volume to the operations of multiplication and addition
and solve real-world and mathematical problems involving volume.
a. Find the volume of a right rectangular prism with whole number side
lengths by packing it with unit cubes, and show that the volume is the
same as would be found by multiplying the edge lengths, equivalently
by multiplying the height by the area of the base. Represent threefold
whole number products as volumes, e.g., to represent the Associative
Property of Multiplication.
b. Apply the formulas V = ℓ × w × h and V = B × h for rectangular
prisms to find volumes of right rectangular prisms with whole number
edge lengths in the context of solving real-world and mathematical
problems.
c. Recognize volume as additive. Find volumes of solid figures
composed of two non-overlapping right rectangular prisms by adding
the volumes of the non-overlapping parts, applying this technique to
solve real-world problems.

Geometry 5.G.1 Graph points on the coordinate plane to solve real-world and
mathematical problems.
5.G.1 Use a pair of perpendicular number lines, called axes, to define
a coordinate system, with the intersection of the lines (the origin)
arranged to coincide with the 0 on each line and a given point in the
plane located by using an ordered pair of numbers, called its
coordinates. Understand that the first number indicates how far to
travel from the origin in the direction of one axis, and the second
number indicates how far to travel in the direction of the second axis,
with the convention that the names of the two axes and the
coordinates correspond, e.g., x-axis and x-coordinate, y-axis and y-
coordinate.

Geometry 5.G.2 Graph points on the coordinate plane to solve real-world and
mathematical problems.
5.G.2 Represent real-world and mathematical problems by graphing
points in the first quadrant of the coordinate plane, and interpret
coordinate values of points in the context of the situation.

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Geometry 5.G.3 Classify two-dimensional figures into categories based on their

properties.
5.G.3 Identify and describe commonalities and differences between
types of triangles based on angle measures (equiangular, right, acute,
and obtuse triangles) and side lengths (isosceles, equilateral, and
scalene triangles).

Geometry 5.G.4 Classify two-dimensional figures into categories based on their

properties.
5.G.4 Identify and describe commonalities and differences between
types of quadrilaterals based on angle measures, side lengths, and
the presence or absence of parallel and perpendicular lines, e.g.,
squares, rectangles, parallelograms, trapezoidsG, and rhombuses.

Ratios and 6.RP.1 Understand ratio concepts and use ratio reasoning to solve
Proportional problems.
Relationships 6.RP.1 Understand the concept of a ratio and use ratio language to
describe a ratio relationship between two quantities. For example,
“The ratio of wings to beaks in the bird house at the zoo was 2:1,
because for every 2 wings there was 1 beak.” “For every vote
candidate A received, candidate C received nearly three votes.”

Ratios and 6.RP.2 Understand ratio concepts and use ratio reasoning to solve
Proportional problems.
Relationships 6.RP.2 Understand the concept of a unit rate a/b associated with a ratio
a:b with b ≠ 0, and use rate language in the context of a ratio
relationship. For example, “This recipe has a ratio of 3 cups of flour to
4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We
paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”

Ratios and 6.RP.3 Understand ratio concepts and use ratio reasoning to solve
Proportional problems.
Relationships 6.RP.3 Use ratio and rate reasoning to solve real-world and
mathematical problems, e.g., by reasoning about tables of equivalent
ratios, tape diagramsG, double number line diagramsG, or equations.
a. Make tables of equivalent ratios relating quantities with whole
number measurements, find missing values in the tables, and plot the
pairs of values on the coordinate plane. Use tables to compare ratios.
b. Solve unit rate problems including those involving unit pricing and
constant speed. For example, if it took 7 hours to mow 4 lawns, then
at that rate, how many lawns could be mowed in 35 hours? At what
rate were lawns being mowed?
c. Find a percent of a quantity as a rate per 100, e.g., 30% of a
quantity means 30/100 times the quantity; solve problems involving
finding the whole, given a part and the percent.
d. Use ratio reasoning to convert measurement units; manipulate and
transform units appropriately when multiplying or dividing quantities.

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The Number 6.NS.1 Apply and extend previous understandings of multiplication and
System division to divide fractions by fractions.
6.NS.1 Interpret and compute quotients of fractions, and solve word
problems involving division of fractions by fractions, e.g., by using
visual fraction modelsG and equations to represent the problem. For
example, create a story context for (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 3/4 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 1/2 pound of chocolate equally? How
many 3/4 cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi?

The Number 6.NS.2 Compute fluently with multi-digit numbers and find common
System factors and multiples.
6.NS.2 FluentlyG divide multi-digit numbers using a standard
algorithmG.

The Number 6.NS.3 Compute fluently with multi-digit numbers and find common
System factors and multiples.
6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals
using a standard algorithm for each operation.

The Number 6.NS.4 Compute fluently with multi-digit numbers and find common
System factors and multiples.
6.NS.4 Find the greatest common factor of two whole numbers less
than or equal to 100 and the least common multiple of two whole
numbers less than or equal to 12. Use the distributive property to
express a sum of two whole numbers 1-100 with a common factor as
a multiple of a sum of two whole numbers with no common factor. For
example, express 36 + 8 as 4 (9 + 2).

The Number 6.NS.5 Apply and extend previous understandings of numbers to the
System system of rational numbers.
6.NS.5 Understand that positive and negative numbers are used
together to describe quantities having opposite directions or values,
e.g., temperature above/below zero, elevation above/below sea level,
credits/debits, positive/negative electric charge; use positive and
negative numbers to represent quantities in real-world contexts,
explaining the meaning of 0 in each situation.

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The Number 6.NS.6 Apply and extend previous understandings of numbers to the
System system of rational numbers.
6.NS.6 Understand a rational number as a point on the number line.
Extend number line diagrams and coordinate axes familiar from
previous grades to represent points on the line and in the plane with
negative number coordinates.
a. Recognize opposite signs of numbers as indicating locations on
opposite sides of 0 on the number line; recognize that the opposite of
the opposite of a number is the number itself, e.g., − (−3) = 3, and that
0 is its own opposite.
b. Understand signs of numbers in ordered pairs as indicating
locations in quadrants of the coordinate plane; recognize that when
two ordered pairs differ only by signs, the locations of the points are
related by reflections across one or both axes.
c. Find and position integers and other rational numbers on a
horizontal or vertical number line diagram; find and position pairs of
integers and other rational numbers on a coordinate plane.

The Number 6.NS.7 Apply and extend previous understandings of numbers to the
System system of rational numbers.
6.NS.7 Understand ordering and absolute value of rational numbers.
a. Interpret statements of inequality as statements about the relative
position of two numbers on a number line diagram. For example,
interpret −3 > −7 as a statement that −3 is located to the right of −7 on
a number line oriented from left to right.
b. Write, interpret, and explain statements of order for rational
numbers in real-world contexts. For example, write −3°C > −7°C to
express the fact that −3°C is warmer than −7 °C.
c. Understand the absolute value of a rational number as its distance
from 0 on the number line; interpret absolute value as magnitude for a
positive or negative quantity in a real-world situation. For example, for
an account balance of −30 dollars, write |−30| = 30 to describe the
size of the debt in dollars.
d. Distinguish comparisons of absolute value from statements about
order. For example, recognize that an account balance less than −30
dollars represents a debt greater than 30 dollars.

The Number 6.NS.8 Apply and extend previous understandings of numbers to the
System system of rational numbers.
6.NS.8 Solve real-world and mathematical problems by graphing
points in all four quadrants of the coordinate plane. Include use of
coordinates and absolute value to find distances between points with
the same first coordinate or the same second coordinate.

Expressions 6.EE.1 Apply and extend previous understandings of arithmetic to

and Equations algebraic expressions.
6.EE.1 Write and evaluate numerical expressions involving whole
number exponents.

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Expressions 6.EE.2 Apply and extend previous understandings of arithmetic to

and Equations algebraic expressions.
6.EE.2 Write, read, and evaluate expressions in which letters stand for
numbers.
a. Write expressions that record operations with numbers and with
letters standing for numbers. For example, express the calculation
“Subtract y from 5” as 5 – y.
b. Identify parts of an expression using mathematical terms (sum,
term, product, factor, quotient, coefficient); view one or more parts of
an expression as a single entity. For example, describe the expression
2(8 + 7) as a product of two factors; view (8 + 7) as both a single
entity and a sum of two terms.
c. Evaluate expressions at specific values of their variables. Include
expressions that arise from formulas used in real-world problems.
Perform arithmetic operations, including those involving whole number
exponents, using the algebraic order of operations when there are no
parentheses to specify a particular order. For example, use the
formulas V = s³ and A = 6s² to find the volume and surface area of a
cube with sides of length s = 1/2.

Expressions 6.EE.3 Apply and extend previous understandings of arithmetic to

and Equations algebraic expressions.
6.EE.3 Apply the properties of operations to generate equivalent
expressions. For example, apply the distributive property to the
expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply
the distributive property to the expression 24x + 18y to produce the
equivalent expression 6(4x + 3y); apply properties of operations to y +
y + y to produce the equivalent expression 3y.

Expressions 6.EE.4 Apply and extend previous understandings of arithmetic to

and Equations algebraic expressions.
6.EE.4 Identify when two expressions are equivalent, i.e., when the
two expressions name the same number regardless of which value is
substituted into them. For example, the expressions y + y + y and 3y
are equivalent because they name the same number regardless of
which number y stands for.

Expressions 6.EE.5 Reason about and solve one-variable equations and inequalities.
and Equations 6.EE.5 Understand solving an equation or inequality as a process of
answering a question: which values from a specified set, if any, make
the equation or inequality true? Use substitution to determine whether
a given number in a specified set makes an equation or inequality
true.

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Expressions 6.EE.6 Reason about and solve one-variable equations and inequalities.
and Equations 6.EE.6 Use variables to represent numbers and write expressions
when solving a real-world or mathematical problem; understand that a
variable can represent an unknown number, or, depending on the
purpose at hand, any number in a specified set.

Expressions 6.EE.7 Reason about and solve one-variable equations and inequalities.
and Equations 6.EE.7 Solve real-world and mathematical problems by writing and
solving equations of the form x + p = q and px = q for cases in which
p, q, and x are all nonnegative rational numbers.

Expressions 6.EE.8 Reason about and solve one-variable equations and inequalities.
and Equations 6.EE.8 Write an inequality of the form x > c or x < c to represent a
constraint or condition in a real-world or mathematical problem.
Recognize that inequalities of the form x > c or x < c have infinitely
many solutions; represent solutions of such inequalities on number
line diagrams.

Expressions 6.EE.9 Represent and analyze quantitative relationships between

and Equations dependent and independent variables.
6.EE.9 Use variables to represent two quantities in a real-world
problem that change in relationship to one another; write an equation
to express one quantity, thought of as the dependent variable, in
terms of the other quantity, thought of as the independent variable.
Analyze the relationship between the dependent and independent
variables using graphs and tables, and relate these to the equation.
For example, in a problem involving motion at constant speed, list and
graph ordered pairs of distances and times, and write the equation d =
65t to represent the relationship between distance and time.

Geometry 6.G.1 Solve real-world and mathematical problems involving area,

surface area, and volume.
6.G.1 Through composition into rectangles or decomposition into
triangles, find the area of right triangles, other triangles, special
quadrilaterals, and polygons; apply these techniques in the context of
solving real-world and mathematical problems.

Geometry 6.G.2 Solve real-world and mathematical problems involving area,

surface area, and volume.
6.G.2 Find the volume of a right rectangular prism with fractional edge
lengths by packing it with unit cubes of the appropriate unit fraction
edge lengths, and show that the volume is the same as would be
found by multiplying the edge lengths of the prism. Apply the formulas
V = ℓ×w×h and V = B×h to find volumes of right rectangular prisms
with fractional edge lengths in the context of solving real-world and
mathematical problems.

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Geometry 6.G.3 Solve real-world and mathematical problems involving area,

surface area, and volume.
6.G.3 Draw polygons in the coordinate plane given coordinates for the
vertices; use coordinates to find the length of a side joining points with
the same first coordinate or the same second coordinate. Apply these
techniques in the context of solving real-world and mathematical
problems.

Geometry 6.G.4 Solve real-world and mathematical problems involving area,

surface area, and volume.
6.G.4 Represent three-dimensional figures using nets made up of
rectangles and triangles, and use the nets to find the surface area of
these figures. Apply these techniques in the context of solving real-
world and mathematical problems.

Statistics and 6.SP.1 Develop understanding of statistical problem solving.

Probability 6.SP.1 Develop statistical reasoning by using the GAISE model:
a. Formulate Questions: Recognize and formulate a statistical
question as one that anticipates variability and can be answered with
quantitative data. For example, “How old am I?” is not a statistical
question, but “How old are the students in my school?” is a statistical
question because of the variability in students’ ages. (GAISE Model,
step 1)
b. Collect Data: Design and use a plan to collect appropriate data to
answer a statistical question. (GAISE Model, step 2)
c. Analyze Data: Select appropriate graphical methods and numerical
measures to analyze data by displaying variability within a group,
comparing individual to individual, and comparing individual to group.
(GAISE Model, step 3)
d. Interpret Results: Draw logical conclusions from the data based on
the original question. (GAISE Model, step 4)

Statistics and 6.SP.2 Develop understanding of statistical variability.

Probability 6.SP.2 Understand that a set of data collected to answer a statistical
question has a distribution which can be described by its center,
spread, and overall shape.

Statistics and 6.SP.3 Develop understanding of statistical variability.

Probability 6.SP.3 Recognize that a measure of center for a numerical data set
summarizes all of its values with a single number, while a measure of
variation describes how its values vary with a single number.
Statistics and 6.SP.4 Summarize and describe distributions.
Probability 6.SP.4 Display numerical data in plots on a number line, including dot
plotsG (line plots), histograms, and box plotsG. (GAISE Model, step 3)

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Statistics and 6.SP.5 Summarize and describe distributions.

Probability 6.SP.5 Summarize numerical data sets in relation to their context.
a. Report the number of observations.
b. Describe the nature of the attribute under investigation, including
how it was measured and its units of measurement.
c. Find the quantitative measures of center (median and/or mean) for
a numerical data set and recognize that this value summarizes the
data set with a single number. Interpret mean as an equal or fair
share. Find measures of variability (range and interquartile range G) as
well as informally describe the shape and the presence of clusters,
gaps, peaks, and outliers in a distribution.
d. Choose the measures of center and variability, based on the shape
of the data distribution and the context in which the data were
gathered.

Ratios and 7.RP.1 Analyze proportional relationships and use them to solve real-
Proportional world and mathematical problems.
Relationships 7.RP.1 Compute unit rates associated with ratios of fractions,
including ratios of lengths, areas and other quantities measured in like
or different units. For example, if a person walks 1/2 mile in each 1/4
hour, compute the unit rate as the complex fractionG (1/2) /(1/4) miles per
hour, equivalently 2 miles per hour.

Ratios and 7.RP.2 Analyze proportional relationships and use them to solve real-
Proportional world and mathematical problems.
Relationships 7.RP.2 Recognize and represent proportional relationships between
quantities.
a. Decide whether two quantities are in a proportional relationship,
e.g., by testing for equivalent ratios in a table or graphing on a
coordinate plane and observing whether the graph is a straight line
through the origin.
b. Identify the constant of proportionality (unit rate) in tables, graphs,
equations, diagrams, and verbal descriptions of proportional
relationships.
c. Represent proportional relationships by equations. For example, if
total cost t is proportional to the number n of items purchased at a
constant price p, the relationship between the total cost and the
number of items can be expressed as t = pn.
d. Explain what a point (x, y) on the graph of a proportional
relationship means in terms of the situation, with special attention to
the points (0, 0) and (1, r) where r is the unit rate.

Ratios and 7.RP.3 Analyze proportional relationships and use them to solve real-
Proportional world and mathematical problems.
Relationships 7.RP.3 Use proportional relationships to solve multistep ratio and
percent problems. Examples: simple interest, tax, markups and
markdowns, gratuities and commissions, fees, percent increase and
decrease, percent error.

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Domain/ Standard 2018-2019
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The Number 7.NS.1 Apply and extend previous understandings of operations with
System fractions to add, subtract, multiply, and divide rational numbers.
7.NS.1 Apply and extend previous understandings of addition and
subtraction to add and subtract rational numbers; represent addition
and subtraction on a horizontal or vertical number line diagram.
a. Describe situations in which opposite quantities combine to make 0.
For example, a hydrogen atom has 0 charge because its two
constituents are oppositely charged.
b. Understand p + q as the number located a distance |q| from p, in
the positive or negative direction depending on whether q is positive or
negative. Show that a number and its opposite have a sum of 0 (are
additive inverses). Interpret sums of rational numbers by describing
real-world contexts.
c. Understand subtraction of rational numbers as adding the additive
inverse, p − q = p + (−q). Show that the distance between two rational
numbers on the number line is the absolute value of their difference,
and apply this principle in real-world contexts.
d. Apply properties of operations as strategies to add and subtract
rational numbers.

The Number 7.NS.2 Apply and extend previous understandings of operations with
System fractions to add, subtract, multiply, and divide rational numbers.
7.NS.2 Apply and extend previous understandings of multiplication
and division and of fractions to multiply and divide rational numbers.
a. Understand that multiplication is extended from fractions to rational
numbers by requiring that operations continue to satisfy the properties
of operations, particularly the distributive property, leading to products
such as (−1)(−1) = 1 and the rules for multiplying signed numbers.
Interpret products of rational numbers by describing real-world
contexts.
b. Understand that integers can be divided, provided that the divisor is
not zero, and every quotient of integers (with non-zero divisor) is a
rational number. If p and q are integers, then −(p/q) = (−p)/q = p/(−q).
Interpret quotients of rational numbers by describing real-world
contexts.
c. Apply properties of operations as strategies to multiply and divide
rational numbers.
d. Convert a rational number to a decimal using long division; know
that the decimal form of a rational number terminates in 0s or
eventually repeats.

The Number 7.NS.3 Apply and extend previous understandings of operations with
System fractions to add, subtract, multiply, and divide rational numbers.
7.NS.3 Solve real-world and mathematical problems involving the four
operations with rational numbers. Computations with rational numbers
extend the rules for manipulating fractions to complex fractions.

Expressions 7.EE.1 Use properties of operations to generate equivalent expressions.

and Equations 7.EE.1 Apply properties of operations as strategies to add, subtract,
factor, and expand linear expressions with rational coefficients.

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Expressions 7.EE.2 Use properties of operations to generate equivalent expressions.

and Equations 7.EE.2 In a problem context, understand that rewriting an expression
in an equivalent form can reveal and explain properties of the
quantities represented by the expression and can reveal how those
quantities are related. For example, a discount of 15% (represented
by p − 0.15p) is equivalent to (1 − 0.15)p, which is equivalent to 0.85p
or finding 85% of the original price.

Expressions 7.EE.3 Solve real-life and mathematical problems using numerical and
and Equations algebraic expressions and equations.
7.EE.3 Solve multi-step real-life and mathematical problems posed
with positive and negative rational numbers in any form (whole
numbers, fractions, and decimals), using tools strategically. Apply
properties of operations to calculate with numbers in any form; convert
between forms as appropriate; and assess the reasonableness of
answers using mental computation and estimation strategies. For
example: If a woman making $25 an hour gets a 10% raise, she will
make an additional 1/10 of her salary an hour, or $2.50, for a new
salary of $27.50. If you want to place a towel bar 93/4 inches long in
the center of a door that is 271/2 inches wide, you will need to place the
bar about 9 inches from each edge; this estimate can be used as a
check on the exact computation.

Expressions 7.EE.4 Solve real-life and mathematical problems using numerical and
and Equations algebraic expressions and equations.
7.EE.4 Use variables to represent quantities in a real-world or
mathematical problem, and construct simple equations and
inequalities to solve problems by reasoning about the quantities.
a. Solve word problems leading to equations of the form px + q = r
and p(x + q) = r, where p, q, and r are specific rational numbers. Solve
equations of these forms fluently. Compare an algebraic solution to an
arithmetic solution, identifying the sequence of the operations used in
each approach. For example, the perimeter of a rectangle is 54 cm. Its
length is 6 cm. What is its width?
b. Solve word problems leading to inequalities of the form px +q > r or
px + q < r, where p, q, and r are specific rational numbers. Graph the
solution set of the inequality and interpret it in the context of the
problem. For example, as a salesperson, you are paid $50 per week
plus $3 per sale. This week you want your pay to be at least $100.
Write an inequality for the number of sales you need to make, and
describe the solutions.

Geometry 7.G.1 Draw, construct, and describe geometrical figures and describe
the relationships between them.
7.G.1 Solve problems involving similar figures with right triangles,
other triangles, and special quadrilaterals.
a. Compute actual lengths and areas from a scale drawing and
reproduce a scale drawing at a different scale.
b. Represent proportional relationships within and between similar
figures.

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Geometry 7.G.2 Draw, construct, and describe geometrical figures and describe
the relationships between them.
7.G.2 Draw (freehand, with ruler and protractor, and with technology)
geometric figures with given conditions.
a. Focus on constructing triangles from three measures of angles or
sides, noticing when the conditions determine a unique triangle, more
than one triangle, or no triangle.
b. Focus on constructing quadrilaterals with given conditions noticing
types and properties of resulting quadrilaterals and whether it is
possible to construct different quadrilaterals using the same
conditions.

Geometry 7.G.3 Draw, construct, and describe geometrical figures and describe
the relationships between them.
7.G.3 Describe the two-dimensional figures that result from slicing
three-dimensional figures, as in plane sections of right rectangular
prisms and right rectangular pyramids.

Geometry 7.G.4 Solve real-life and mathematical problems involving angle

measure, circles, area, surface area, and volume.
7.G.4 Work with circles.
a. Explore and understand the relationships among the circumference,
diameter, area, and radius of a circle.
b. Know and use the formulas for the area and circumference of a
circle and use them to solve real-world and mathematical problems.

Geometry 7.G.5 Solve real-life and mathematical problems involving angle

measure, circles, area, surface area, and volume.
7.G.5 Use facts about supplementary, complementary, vertical, and
adjacent angles in a multi-step problem to write and solve simple
equations for an unknown angle in a figure.

Geometry 7.G.6 Solve real-life and mathematical problems involving angle

measure, circles, area, surface area, and volume.
7.G.6 Solve real-world and mathematical problems involving area,
volume, and surface area of two- and three-dimensional objects
composed of triangles, quadrilaterals, polygons, cubes, and right
prisms.

Statistics and 7.SP.1 Use sampling to draw conclusions about a population.

Probability 7.SP. 1 Understand that statistics can be used to gain information
about a population by examining a sample of the population.
a. Differentiate between a sample and a population.
b. Understand that conclusions and generalizations about a
population are valid only if the sample is representative of that
population. Develop an informal understanding of bias.

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Domain/ Standard 2018-2019
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Statistics and 7.SP.2 Broaden understanding of statistical problem solving.

Probability 7.SP.2 Broaden statistical reasoning by using the GAISE model.
a. Formulate Questions: Recognize and formulate a statistical
question as one that anticipates variability and can be answered with
quantitative data. For example, “How do the heights of seventh
graders compare to the heights of eighth graders?” (GAISE Model,
step 1)
b. Collect Data: Design and use a plan to collect appropriate data to
answer a statistical question. (GAISE Model, step 2)
c. Analyze Data: Select appropriate graphical methods and numerical
measures to analyze data by displaying variability within a group,
comparing individual to individual, and comparing individual to group.
(GAISE Model, step 3)
d. Interpret Results: Draw logical conclusions and make
generalizations from the data based on the original question. (GAISE
Model, step 4)

Statistics and 7.SP.3 Summarize and describe distributions representing one

Probability population and draw informal comparisons between two
populations.
7.SP.3 Describe and analyze distributions.
a. Summarize quantitative data sets in relation to their context by
using mean absolute deviationG (MAD), interpreting mean as a
balance point.
b. Informally assess the degree of visual overlap of two numerical
data distributions with roughly equal variabilities, measuring the
difference between the centers by expressing it as a multiple of a
measure of variability. For example, the mean height of players on the
basketball team is 10 cm greater than the mean height of players on
the soccer team, about twice the variability (mean absolute deviation)
on either team; on a dot plotG (line plot), the separation between the
two distributions of heights is noticeable.

Statistics and 7.SP.5 Investigate chance processes and develop, use, and evaluate
Probability probability models.
7.SP.5 Understand that the probability of a chance event is a number
between 0 and 1 that expresses the likelihood of the event occurring.
Larger numbers indicate greater likelihood. A probability near 0
indicates an unlikely event; a probability around 1/2 indicates an event
that is neither unlikely nor likely; and a probability near 1 indicates a
likely event.

Statistics and 7.SP.6 Investigate chance processes and develop, use, and evaluate
Probability probability models.
7.SP.6 Approximate the probability of a chance event by collecting
data on the chance process that produces it and observing its long-run
relative frequency, and predict the approximate relative frequency
given the probability. For example, when rolling a number cube 600
times, predict that a 3 or 6 would be rolled roughly 200 times, but
probably not exactly 200 times.

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Statistics and 7.SP.7 Investigate chance processes and develop, use, and evaluate
Probability probability models.
7.SP.7 Develop a probability modelG and use it to find probabilities of
events. Compare probabilities from a model to observed frequencies;
if the agreement is not good, explain possible sources of the
discrepancy.
a. Develop a uniform probability modelG by assigning equal probability
to all outcomes, and use the model to determine probabilities of
events. For example, if a student is selected at random from a class,
find the probability that Jane will be selected and the probability that a
girl will be selected.
b. Develop a probability model (which may not be uniform) by
observing frequencies in data generated from a chance process. For
example, find the approximate probability that a spinning penny will
land heads up or that a tossed paper cup will land open-end down. Do
the outcomes for the spinning penny appear to be equally likely based
on the observed frequencies?

Statistics and 7.SP.8 Investigate chance processes and develop, use, and evaluate
Probability probability models.
7.SP.8 Find probabilities of compound events using organized lists,
tables, tree diagrams, and simulation.
a. Understand that, just as with simple events, the probability of a
compound event is the fraction of outcomes in the sample spaceG for
which the compound event occurs.
b. Represent sample spaces for compound events using methods
such as organized lists, tables and tree diagrams. For an event
described in everyday language, e.g., “rolling double sixes," identify
the outcomes in the sample space which compose the event.
c. Design and use a simulation to generate frequencies for compound
events. For example, use random digits as a simulation tool to
approximate the answer to the question: If 40% of donors have type A
blood, what is the probability that it will take at least 4 donors to find
one with type A blood?

The Number 8.NS.1 Know that there are numbers that are not rational, and
System approximate them by rational numbers.
8.NS.1 Know that real numbers are either rational or irrational.
Understand informally that every number has a decimal expansion
which is repeating, terminating, or is non-repeating and non-
terminating.

The Number 8.NS.2 Know that there are numbers that are not rational, and
System approximate them by rational numbers.
8.NS.2 Use rational approximations of irrational numbers to compare
the size of irrational numbers, locate them approximately on a number
line diagram, and estimate the value of expressions, e.g., π². For
example, by truncating the decimal expansion of √2, , show that √2, is
between 1 and 2, then between 1.4 and 1.5, and explain how to
continue on to get better approximations.

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Expressions 8.EE.1 Work with radicals and integer exponents.

and Equations 8.EE.1 Understand, explain, and apply the properties of integer
exponents to generate equivalent numerical expressions. For
example, 3² × 3-5 = 3-3 = 1/3³ = 1/27.

Expressions 8.EE.2 Work with radicals and integer exponents.

and Equations 8.EE.2 Use square root and cube root symbols to represent solutions
to equations of the form x² = p and x³ = p, where p is a positive
rational number. Evaluate square roots of small perfect squares and
cube roots of small perfect cubes. Know that √2 is irrational.

Expressions 8.EE.3 Work with radicals and integer exponents.

and Equations 8.EE.3 Use numbers expressed in the form of a single digit times an
integer power of 10 to estimate very large or very small quantities and
to express how many times as much one is than the other. For
example, estimate the population of the United States as 3 × 10 8; and
the population of the world as 7 × 109; and determine that the world
population is more than 20 times larger.

Expressions 8.EE.4 Work with radicals and integer exponents.

and Equations 8.EE.4 Perform operations with numbers expressed in scientific
notation, including problems where both decimal and scientific
notation are used. Use scientific notation and choose units of
appropriate size for measurements of very large or very small
quantities, e.g., use millimeters per year for seafloor spreading.
Interpret scientific notation that has been generated by technology.

Expressions 8.EE.5 Understand the connections between proportional relationships,

and Equations lines, and linear equations.
8.EE.5 Graph proportional relationships, interpreting the unit rate as
the slope of the graph. Compare two different proportional
relationships represented in different ways. For example, compare a
distance-time graph to a distance-time equation to determine which of
two moving objects has greater speed.

Expressions 8.EE.6 Understand the connections between proportional relationships,

and Equations lines, and linear equations.
8.EE.6 Use similar triangles to explain why the slope m is the same
between any two distinct points on a non-vertical line in the coordinate
plane; derive the equation y = mx for a line through the origin and the
equation y = mx + b for a line intercepting the vertical axis at b.

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Expressions 8.EE.7 Analyze and solve linear equations and pairs of simultaneous
and Equations linear equations.
8.EE.7 Solve linear equations in one variable.
a. Give examples of linear equations in one variable with one solution,
infinitely many solutions, or no solutions. Show which of these
possibilities is the case by successively transforming the given
equation into simpler forms, until an equivalent equation of the form x
= a, a = a, or a = b results (where a and b are different numbers).
b. Solve linear equations with rational number coefficients, including
equations whose solutions require expanding expressions using the
distributive property and collecting like terms.

Expressions 8.EE.8 Analyze and solve linear equations and pairs of simultaneous
and Equations linear equations.
8.EE.8 Analyze and solve pairs of simultaneous linear
equations graphically.
a. Understand that the solution to a pair of linear equations in two
variables corresponds to the point(s) of intersection of their graphs,
because the point(s) of intersection satisfy both equations
simultaneously.
b. Use graphs to find or estimate the solution to a pair of two
simultaneous linear equations in two variables. Equations should
include all three solution types: one solution, no solution, and infinitely
many solutions. Solve simple cases by inspection. For example, 3x +
2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot
simultaneously be 5 and 6.
c. Solve real-world and mathematical problems leading to pairs of
linear equations in two variables. For example, given coordinates for
two pairs of points, determine whether the line through the first pair of
points intersects the line through the second pair. (Limit solutions to
those that can be addressed by graphing.)

Functions 8.F.1 Define, evaluate, and compare functions.

8.F.1 Understand that a function is a rule that assigns to each input
exactly one output. The graph of a function is the set of ordered pairs
consisting of an input and the corresponding output. Function notation
is not required in Grade 8.
Functions 8.F.2 Define, evaluate, and compare functions.
8.F.2 Compare properties of two functions each represented in a
different way (algebraically, graphically, numerically in tables, or by
verbal descriptions). For example, given a linear function represented
by a table of values and a linear function represented by an algebraic
expression, determine which function has the greater rate of change.

Functions 8.F.3 Define, evaluate, and compare functions.

8.F.3 Interpret the equation y = mx + b as defining a linear function,
whose graph is a straight line; give examples of functions that are not
linear. For example, the function A = s² giving the area of a square as
a function of its side length is not linear because its graph contains the
points (1,1), (2,4) and (3,9), which are not on a straight line.

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Functions 8.F.4 Use functions to model relationships between quantities.

8.F.4 Construct a function to model a linear relationship between two
quantities. Determine the rate of change and initial value of the
function from a description of a relationship or from two (x, y) values,
including reading these from a table or from a graph. Interpret the rate
of change and initial value of a linear function in terms of the situation
it models, and in terms of its graph or a table of values.

Functions 8.F.5 Use functions to model relationships between quantities.

8.F.5 Describe qualitatively the functional relationship between two
quantities by analyzing a graph, e.g., where the function is increasing
or decreasing, linear or nonlinear. Sketch a graph that exhibits the
qualitative features of a function that has been described verbally.

Geometry 8.G.1 Understand congruence and similarity using physical models,

transparencies, or geometry software.
8.G.1 Verify experimentally the properties of rotations, reflections, and
translations (include examples both with and without coordinates).
a. Lines are taken to lines, and line segments are taken to line
segments of the same length.
b. Angles are taken to angles of the same measure.
c. Parallel lines are taken to parallel lines.

Geometry 8.G.2 Understand congruence and similarity using physical models,

transparencies, or geometry software.
8.G.2 Understand that a two-dimensional figure is congruent G to
another if the second can be obtained from the first by a sequence of
rotations, reflections, and translations; given two congruent figures,
describe a sequence that exhibits the congruence between them.
(Include examples both with and without coordinates.)

Geometry 8.G.3 Understand congruence and similarity using physical models,

transparencies, or geometry software.
8.G.3 Describe the effect of dilationsG, translations, rotations, and
reflections on two-dimensional figures using coordinates.

Geometry 8.G.4 Understand congruence and similarity using physical models,

transparencies, or geometry software.
8.G.4 Understand that a two-dimensional figure is similar to another if
the second can be obtained from the first by a sequence of rotations,
reflections, translations, and dilations; given two similar two-
dimensional figures, describe a sequence that exhibits the similarity
between them. (Include examples both with and without coordinates.)

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Geometry 8.G.5 Understand congruence and similarity using physical models,

transparencies, or geometry software.
8.G.5 Use informal arguments to establish facts about the angle sum
and exterior angle of triangles, about the angles created when parallel
lines are cut by a transversal, and the angle-angle criterion for
similarity of triangles. For example, arrange three copies of the same
triangle so that the sum of the three angles appears to form a line, and
give an argument in terms of transversals why this is so.

Geometry 8.G.6 Understand and apply the Pythagorean Theorem.

8.G.6 Analyze and justify an informal proof of the Pythagorean
Theorem and its converse.

Geometry 8.G.7 Understand and apply the Pythagorean Theorem.

8.G.7 Apply the Pythagorean Theorem to determine unknown side
lengths in right triangles in real-world and mathematical problems in
two and three dimensions.

Geometry 8.G.8 Understand and apply the Pythagorean Theorem.

8.G.8 Apply the Pythagorean Theorem to find the distance between
two points in a coordinate system.

Geometry 8.G.9 Solve real-world and mathematical problems involving volume of

cylinders, cones, and spheres.
8.G.9 Solve real-world and mathematical problems involving volumes
of cones, cylinders, and spheres.

Statistics and 8.SP.1 Investigate patterns of association in bivariate data.

Probability 8.SP.1 Construct and interpret scatter plots for bivariateG
measurement data to investigate patterns of association between two
quantities. Describe patterns such as clustering; outliers; positive,
negative, or no association; and linear association and nonlinear
association. (GAISE Model, steps 3 and 4)

Statistics and 8.SP.2 Investigate patterns of association in bivariate data.

Probability 8.SP.2 Understand that straight lines are widely used to model
relationships between two quantitative variables. For scatter plots that
suggest a linear association, informally fit a straight line, and
informally assess the model fit by judging the closeness of the data
points to the line. (GAISE Model, steps 3 and 4)

Statistics and 8.SP.3 Investigate patterns of association in bivariate data.

Probability 8.SP.3 Use the equation of a linear model to solve problems in the
context of bivariate measurement data, interpreting the slope and
intercept. For example, in a linear model for a biology experiment,
interpret a slope of 1.5 cm/hr as meaning that an additional hour of
sunlight each day is associated with an additional 1.5 cm in mature
plant height. (GAISE Model, steps 3 and 4)

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Statistics and 8.SP.4 Investigate patterns of association in bivariate data.

Probability 8.SP.4 Understand that patterns of association can also be seen in
bivariate categorical data by displaying frequencies and relative
frequencies in a two-way table. Construct and interpret a two-way
table summarizing data on two categorical variables collected from the
same subjects. Use relative frequencies calculated for rows or
columns to describe possible association between the two variables.
For example, collect data from students in your class on whether or
not they have a curfew on school nights and whether or not they have
assigned chores at home. Is there evidence that those who have a
curfew also tend to have chores?

Number and N.RN.1 Extend the properties of exponents to rational exponents.

Quantity N.RN.1 Explain how the definition of the meaning of rational
exponents follows from extending the properties of integer exponents
to those values, allowing for a notation for radicals in terms of rational
exponents. For example, we define 51/3 to be the cube root of 5
because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.

Number and N.RN.2 Extend the properties of exponents to rational exponents.

Quantity N.RN.2 Rewrite expressions involving radicals and rational exponents
using the properties of exponents.

Number and N.RN.3 Use properties of rational and irrational numbers.

Quantity N.RN.3 Explain why the sum or product of two rational numbers is
rational; that the sum of a rational number and an irrational number is
irrational; and that the product of a nonzero rational number and an
irrational number is irrational.
Number and N.Q.1 Reason quantitatively and use units to solve problems.
Quantity N.Q.1 Use units as a way to understand problems and to guide the
solution of multi-step problems; choose and interpret units consistently
in formulas; choose and interpret the scale and the origin in graphs
and data displays.★

Number and N.Q.2 Reason quantitatively and use units to solve problems.
Quantity N.Q.2 Define appropriate quantities for the purpose of descriptive
modeling.★

Number and N.Q.3 Reason quantitatively and use units to solve problems.
Quantity N.Q.3 Choose a level of accuracy appropriate to limitations on
measurement when reporting quantities.★

Number and N.CN.1 Perform arithmetic operations with complex numbers.

Quantity N.CN.1 Know there is a complex number i such that i² = –1, and every
complex number has the form a + bi with a and b real.

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Number and N.CN.2 Perform arithmetic operations with complex numbers.

Quantity N.CN.2 Use the relation i² = –1 and the commutative, associative, and
distributive properties to add, subtract, and multiply complex numbers.

Number and N.CN.3 Perform arithmetic operations with complex numbers.

Quantity N.CN.3 (+) Find the conjugate of a complex number; use conjugates
to find magnitudes and quotients of complex numbers.

Number and N.CN.4 Represent complex numbers and their operations on the
Quantity complex plane.
N.CN.4 (+) Represent complex numbers on the complex plane in
rectangular and polar form (including real and imaginary numbers),
and explain why the rectangular and polar forms of a given complex
number represent the same number.

Number and N.CN.5 Represent complex numbers and their operations on the
Quantity complex plane.
N.CN.5 (+) Represent addition, subtraction, multiplication, and
conjugation of complex numbers geometrically on the complex plane;
use properties of this representation for computation. For example, (–
1 + √3i)³ = 8 because (–1 + √3i) has magnitude 2 and argument 120°.

Number and N.CN.6 Represent complex numbers and their operations on the
Quantity complex plane.
N.CN.6 (+) Calculate the distance between numbers in the complex
plane as the magnitude of the difference, and the midpoint of a
segment as the average of the numbers at its endpoints.

Number and N.CN.7 Use complex numbers in polynomial identities and equations.
Quantity N.CN.7 Solve quadratic equations with real coefficients that have
complex solutions.

Number and N.CN.8 Use complex numbers in polynomial identities and equations.
Quantity N.CN.8 (+) Extend polynomial identities to the complex numbers. For
example, rewrite x² + 4 as (x + 2i)(x – 2i).

Number and N.CN.9 Use complex numbers in polynomial identities and equations.
Quantity N.CN.9 (+) Know the Fundamental Theorem of Algebra; show that it is
true for quadratic polynomials.

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Number and N.VM.1 Represent and model with vector quantities.

Quantity N.VM.1 (+) Recognize vectorG quantities as having both magnitude
and direction. Represent vector quantities by directed line segments,
and use appropriate symbols for vectors and their magnitudes, e.g., v,
|v|, ||v||, v.

Number and N.VM.2 Represent and model with vector quantities.

Quantity N.VM.2 (+) Find the components of a vector by subtracting the
coordinates of an initial point from the coordinates of a terminal point.

Number and N.VM.3 Represent and model with vector quantities.

Quantity N.VM.3 (+) Solve problems involving velocity and other quantities that
can be represented by vectors.

Number and N.VM.4 Perform operations on vectors.

Quantity N.VM.4 (+) Add and subtract vectors.
a. Add vectors end-to-end, component-wise, and by the parallelogram
rule. Understand that the magnitude of a sum of two vectors is
typically not the sum of the magnitudes.
b. Given two vectors in magnitude and direction form, determine the
magnitude and direction of their sum.
c. Understand vector subtraction v – w as v + (–w), where –w is the
additive inverse of w, with the same magnitude as w and pointing in
the opposite direction. Represent vector subtraction graphically by
connecting the tips in the appropriate order, and perform vector
subtraction component-wise.

Number and N.VM.5 Perform operations on vectors.

Quantity N.VM.5 (+) Multiply a vector by a scalar.
a. Represent scalar multiplication graphically by scaling vectors and
possibly reversing their direction; perform scalar multiplication
component-wise, e.g., as c(vx, vy) = (cvx, cvy).
b. Compute the magnitude of a scalar multiple cv using ||cv|| = |c|v.
Compute the direction of cv knowing that when |c|v ≠ 0, the direction
of cv is either along v (for c > 0) or against v (for c < 0).

Number and N.VM.6 Perform operations on matrices, and use matrices in

Quantity applications.
N.VM.6 (+) Use matrices to represent and manipulate data, e.g., to
represent payoffs or incidence relationships in a network.
Number and N.VM.7 Perform operations on matrices, and use matrices in
Quantity applications.
N.VM.7 (+) Multiply matrices by scalars to produce new matrices, e.g.,
as when all of the payoffs in a game are doubled.
Number and N.VM.8 Perform operations on matrices, and use matrices in
Quantity applications.
N.VM.8 (+) Add, subtract, and multiply matrices of appropriate
dimensions.
Number and N.VM.9 Perform operations on matrices, and use matrices in
Quantity applications.
N.VM.9 (+) Understand that, unlike multiplication of numbers, matrix
multiplication for square matrices is not a commutative operation, but
still satisfies the associative and distributive properties.

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Number and N.VM.10 Perform operations on matrices, and use matrices in

Quantity applications.
N.VM.10 (+) Understand that the zero and identity matrices play a role
in matrix addition and multiplication analogous to the role of 0 and 1 in
the real numbers. The determinant of a square matrix is nonzero if
and only if the matrix has a multiplicative inverse.
Number and N.VM.11 Perform operations on matrices, and use matrices in
Quantity applications.
N.VM.11 (+) Multiply a vector (regarded as a matrix with one column)
by a matrix of suitable dimensions to produce another vector. Work
with matrices as transformations of vectors.
Number and N.VM.12 Perform operations on matrices, and use matrices in
Quantity applications.
N.VM.12 (+) Work with 2 × 2 matrices as transformations of the plane,
and interpret the absolute value of the determinant in terms of area.

Algebra A.SSE.1 Interpret the structure of expressions.

A.SSE.1. Interpret expressions that represent a quantity in terms of its
context.★
a. Interpret parts of an expression, such as terms, factors, and
coefficients.
b. Interpret complicated expressions by viewing one or more of their
parts as a single entity.

Algebra A.SSE.2 Interpret the structure of expressions.

A.SSE.2 Use the structure of an expression to identify ways to rewrite
it. For example, to factor 3x(x – 5) + 2(x – 5), students should
recognize that the "x – 5" is common to both expressions being
added, so it simplifies to (3x+2)(x – 5); or see x4– y4 as (x2)2– (y2)2,
thus recognizing it as a difference of squares that can be factored as
(x2– y2)(x2+y2).

Algebra A.SSE.3 Write expressions in equivalent forms to solve problems.

A.SSE.3 Choose and produce an equivalent form of an expression to
reveal and explain properties of the quantity represented by the
expression.★
a. Factor a quadratic expression to reveal the zeros of the function it
defines.
b. Complete the square in a quadratic expression to reveal the
maximum or minimum value of the function it defines.
c. Use the properties of exponents to transform expressions for
exponential functions. For example, 8t can be written as 23t.

Algebra A.SSE.4 Write expressions in equivalent forms to solve problems.

A.SSE.4 (+) Derive the formula for the sum of a finite geometric series
(when the common ratio is not 1), and use the formula to solve
problems. For example, calculate mortgage payments.★
Algebra A.APR.1 Perform arithmetic operations on polynomials.
A.APR.1 Understand that polynomials form a system analogous to the
integers, namely, that they are closed under the operations of
addition, subtraction, and multiplication; add, subtract, and multiply
polynomials.
a. Focus on polynomial expressions that simplify to forms that are
linear or quadratic. (A1, M2)
b. Extend to polynomial expressions beyond those expressions that
simplify to forms that are linear or quadratic. (A2, M3)

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Algebra A.APR.2 Understand the relationship between zeros and factors of

polynomials.
A.APR.2 Understand and apply the Remainder Theorem: For a
polynomial p(x) and a number a, the remainder on division by x – a is
p(a). In particular, p(a) = 0 if and only if (x – a) is a factor of p(x).

Algebra A.APR.3 Understand the relationship between zeros and factors of

polynomials.
A.APR.3 Identify zeros of polynomials, when factoring is reasonable,
and use the zeros to construct a rough graph of the function defined
by the polynomial.
Algebra A.APR.4 Use polynomial identities to solve problems.
A.APR.4 Prove polynomial identities and use them to describe
numerical relationships. For example, the polynomial identity (x² + y²)²
= (x² – y²)² + (2xy)² can be used to generate Pythagorean triples.

Algebra A.APR.5 Use polynomial identities to solve problems.

A.APR.5 (+) Know and apply the Binomial Theorem for the expansion
of (x + y)n in powers of x and y for a positive integer n, where x and y
are any numbers. For example by using coefficients determined for by
Pascal’s Triangle. The Binomial Theorem can be proved by
mathematical induction or by a combinatorial argument.

Algebra A.APR.6 Rewrite rational expressions.

A.APR.6 Rewrite simple rational expressionsG in different forms; write
a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are
polynomials with the degree of r(x) less than the degree of b(x), using
inspection, long division, or, for the more complicated examples, a
computer algebra system.

Algebra A.APR.7 Rewrite rational expressions.

A.APR.7 (+) Understand that rational expressions form a system
analogous to the rational numbers, closed under addition, subtraction,
multiplication, and division by a nonzero rational expression; add,
subtract, multiply, and divide rational expressions.
Algebra A.CED.1 Create equations that describe numbers or relationships.
A.CED.1 Create equations and inequalities in one variable and use
them to solve problems. Include equations and inequalities arising
from linear, quadratic, simple rational, and exponential functions.★
a. Focus on applying linear and simple exponential expressions. (A1,
M1)
b. Focus on applying simple quadratic expressions. (A1, M2)
c. Extend to include more complicated function situations with the
option to solve with technology. (A2, M3)

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Algebra A.CED.2 Create equations that describe numbers or relationships.

A.CED.2 Create equations in two or more variables to represent
relationships between quantities; graph equations on coordinate axes
with labels and scales.★
a. Focus on applying linear and simple exponential expressions. (A1,
M1)
b. Focus on applying simple quadratic expressions. (A1, M2)
c. Extend to include more complicated function situations with the
option to graph with technology. (A2, M3)

Algebra A.CED.3 Create equations that describe numbers or relationships.

A.CED.3 Represent constraints by equations or inequalities, and by
systems of equations and/or inequalities, and interpret solutions as
viable or non-viable options in a modeling context. For example,
represent inequalities describing nutritional and cost constraints on
combinations of different foods.★ (A1, M1)
a. While functions will often be linear, exponential, or quadratic, the
types of problems should draw from more complicated situations. (A2,
M3)

Algebra A.CED.4 Create equations that describe numbers or relationships.

A.CED.4 Rearrange formulas to highlight a quantity of interest, using
the same reasoning as in solving equations.★
a. Focus on formulas in which the variable of interest is linear or
square. For example, rearrange Ohm's law V=IR to highlight
resistance R, or rearrange the formula for the area of a circle
A=(π)r2to highlight radius r. (A1)
b. Focus on formulas in which the variable of interest is linear. For
example, rearrange Ohm's law V=IR to highlight resistance R. (M1)
c. Focus on formulas in which the variable of interest is linear or
square. For example, rearrange the formula for the area of a circle
A=(π)r2 to highlight radius r. (M2)
d. While functions will often be linear, exponential, or quadratic, the
types of problems should draw from more complicated situations. (A2,
M3)

Algebra A.REI.1 Understand solving equations as a process of reasoning and

explain the reasoning.
A.REI.1 Explain each step in solving a simple equation as following
from the equality of numbers asserted at the previous step, starting
from the assumption that the original equation has a solution.
Construct a viable argument to justify a solution method.
Algebra A.REI.2 Understand solving equations as a process of reasoning and
explain the reasoning.
A.REI.2 Solve simple rational and radical equations in one variable,
and give examples showing how extraneous solutions may arise.
Algebra A.REI.3 Solve equations and inequalities in one variable.
A.REI.3 Solve linear equations and inequalities in one variable,
including equations with coefficients represented by letters.

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Algebra A.REI.4 Solve equations and inequalities in one variable.

A.REI.4 Solve quadratic equations in one variable.
a. Use the method of completing the square to transform any
quadratic equation in x into an equation of the form (x – p)² = q that
has the same solutions.
b. Solve quadratic equations as appropriate to the initial form of the
equation by inspection, e.g., for x² = 49; taking square roots;
completing the square; applying the quadratic formula; or utilizing the
Zero-Product Property after factoring.
(+) c. Derive the quadratic formula using the
method of completing the square.

Algebra A.REI.5 Solve systems of equations.

A.REI.5 Verify that, given a system of two equations in two variables,
replacing one equation by the sum of that equation and a multiple of
the other produces a system with the same solutions.

Algebra A.REI.6 Solve systems of equations.

A.REI.6 Solve systems of linear equations algebraically and
graphically.
a. Limit to pairs of linear equations in two variables. (A1, M1)
b. Extend to include solving systems of linear equations in three
variables, but only algebraically. (A2, M3)
Algebra A.REI.7 Solve systems of equations.
A.REI.7 Solve a simple system consisting of a linear equation and a
quadratic equation in two variables algebraically and graphically. For
example, find the points of intersection between the line y = –3x and
the circle x² + y² = 3.

Algebra A.REI.8 Solve systems of equations.

A.REI.8 (+) Represent a system of linear equations as a single matrix
equation in a vector variable.

Algebra A.REI.9 Solve systems of equations.

A.REI.9 (+) Find the inverse of a matrix if it exists and use it to solve
systems of linear equations (using technology for matrices of
dimension 3 × 3 or greater).

Algebra A.REI.10 Represent and solve equations and inequalities graphically.

A.REI.10 Understand that the graph of an equation in two variables is
the set of all its solutions plotted in the coordinate plane, often forming
a curve (which could be a line).
Algebra A.REI.11 Represent and solve equations and inequalities graphically.
A.REI.11 Explain why the x-coordinates of the points where the
graphs of the equation y=f(x) and y=g(x) intersect are the solutions of
the equation f(x)=g(x); find the solutions approximately, e.g., using
technology to graph the functions, making tables of values, or finding
successive approximations.

Algebra A.REI.12 Represent and solve equations and inequalities graphically.

A.REI.12 Graph the solutions to a linear inequality in two variables as
a half-plane (excluding the boundary in the case of a strict inequality),
and graph the solution set to a system of linear inequalities in two
variables as the intersection of the corresponding half-planes.

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Domain/ Standard 2018-2019
Conceptual
Category

Functions F.IF.1 Understand the concept of a function, and use function notation.
F.IF.1 Understand that a function from one set (called the domain) to
another set (called the range) assigns to each element of the domain
exactly one element of the range. If f is a function and x is an element
of its domain, then f(x) denotes the output of f corresponding to the
input x. The graph of f is the graph of the equation y = f(x).

Functions F.IF.2 Understand the concept of a function, and use function notation.
F.IF.2 Use function notation, evaluate functions for inputs in their
domains, and interpret statements that use function notation in terms
of a context.

Functions F.IF.3 Understand the concept of a function, and use function notation.
F.IF.3 Recognize that sequences are functions, sometimes defined
recursively, whose domain is a subset of the integers. For example,
the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1)
= f(n) + f(n-1) for n ≥ 1.

Functions F.IF.4 Interpret functions that arise in applications in terms of the

context.
F.IF.4 For a function that models a relationship between two
quantities, interpret key features of graphs and tables in terms of the
quantities, and sketch graphs showing key features given a verbal
description of the relationship. Key features include: intercepts;
intervals where the function is increasing, decreasing, positive, or
negative; relative maximums and minimums; symmetries; end
behavior; and periodicity.★(A2, M3)
a. Focus on linear and exponential functions. (M1)
b. Focus on linear, quadratic, and exponential functions. (A1, M2)

Functions F.IF.5 Interpret functions that arise in applications in terms of the

context.
F.IF.5 Relate the domain of a function to its graph and, where
applicable, to the quantitative relationship it describes. For example, if
the function h(n) gives the number of person-hours it takes to
assemble n engines in a factory, then the positive integers would be
an appropriate domain for the function.★
a. Focus on linear and exponential functions. (M1)
b. Focus on linear, quadratic, and exponential functions. (A1, M2)
c. Emphasize the selection of a type of function for a model based on
behavior of data and context. (A2, M3)

Functions F.IF.6 Interpret functions that arise in applications in terms of the

context.
F.IF.6 Calculate and interpret the average rate of change of a function
(presented symbolically or as a table) over a specified interval.
Estimate the rate of change from a graph. ★ (A2, M3)

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Domain/ Standard 2018-2019
Conceptual
Category

Functions F.IF.7 Analyze functions using different representations.

F.IF.7 Graph functions expressed symbolically and indicate key features of
the graph, by hand in simple cases and using technology for more
complicated cases. Include applications and how key features relate to
characteristics of a situation, making selection of a particular type of function
model appropriate.★
a. Graph linear functions and indicate intercepts. (A1, M1)
b. Graph quadratic functions and indicate intercepts, maxima, and minima.
(A1, M2)
c. Graph square root, cube root, and piecewise-defined functions, including
step functions and absolute value functions. (A2, M3)
d. Graph polynomial functions, identifying zeros, when factoring is
reasonable, and indicating end behavior. (A2, M3)
e. Graph simple exponential functions, indicating intercepts and end
behavior. (A1, M1)
f. Graph exponential functions, indicating intercepts and end behavior, and
trigonometric functions, showing period, midline, and amplitude. (A2, M3)
g. (+) Graph rational functions, identifying zeros and asymptotes, when
factoring is reasonable, and indicating end behavior. (A2, M3)
h. (+) Graph logarithmic functions, indicating intercepts and end behavior.

Functions F.IF.8 Analyze functions using different representations.

F.IF.8 Write a function defined by an expression in different but
equivalent forms to reveal and explain different properties of the
function.
a. Use the process of factoring and completing the square in a
quadratic function to show zeros, extreme values, and symmetry of
the graph, and interpret these in terms of a context. (A2, M3)
i. Focus on completing the square to quadratic functions with the
leading coefficient of 1. (A1, M2)
b. Use the properties of exponents to interpret expressions for
exponential functions. For example, identify percent rate of changeG in
functions such as y = (1.02)t, and y = (0.97)t and classify them as
representing exponential growth or decay. (A2, M3)
i. Focus on exponential functions evaluated at integer inputs. (A1, M2)

Functions F.IF.9 Analyze functions using different representations.

F.IF.9 Compare properties of two functions each represented in a
different way (algebraically, graphically, numerically in tables, or by
verbal descriptions). For example, given a graph of one quadratic
function and an algebraic expression for another, say which has the
larger maximum. (A2, M3)
a. Focus on linear and exponential functions. (M1)
b. Focus on linear, quadratic, and exponential functions. (A1, M2)

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Domain/ Standard 2018-2019
Conceptual
Category

Functions F.BF.1 Build a function that models a relationship between two

quantities.
F.BF.1 Write a function that describes a relationship between two
quantities.★
a. Determine an explicit expression, a recursive process, or steps for
calculation from a context.
i. Focus on linear and exponential functions. (A1, M1)
ii. Focus on situations that exhibit quadratic or exponential
relationships. (A1, M2)
b. Combine standard function types using arithmetic operations. For
example, build a function that models the temperature of a cooling
body by adding a constant function to a decaying exponential, and
relate these functions to the model. (A2, M3)
c. (+) Compose functions. For example, if T(y) is the temperature in
the atmosphere as a function of height, and h(t) is the height of a
weather balloon as a function of time, then T(h(t)) is the temperature
at the location of the weather balloon as a function of time .

Functions F.BF.2 Build a function that models a relationship between two

quantities.
F.BF.2 Write arithmetic and geometric sequences both recursively
and with an explicit formula, use them to model situations, and
translate between the two forms.★

Functions F.BF.3 Build new functions from existing functions.

F.BF.3 Identify the effect on the graph of replacing f(x) by f(x)+k, kf(x),
f(kx), and f(x+k) for specific values of k (both positive and negative);
find the value of k given the graphs. Experiment with cases and
illustrate an explanation of the effects on the graph using technology.
Include recognizing even and odd functions from their graphs and
algebraic expressions for them. (A2, M3)
a. Focus on transformations of graphs of quadratic functions, except
for f(kx). (A1, M2)

Functions F.BF.4 Build new functions from existing functions.

F.BF.4 Find inverse functions.
a. Informally determine the input of a function when the output is
known. (A1, M1)
b. (+) Read values of an inverse function from a graph or a table,
given that the function has an inverse. (A2, M3)
c. (+) Verify by composition that one function is the inverse of another.
(A2, M3)
d. (+) Find the inverse of a function algebraically, given that the
function has an inverse. (A2, M3)
e. (+) Produce an invertible function from a non-invertible function by
restricting the domain.

Functions F.BF.5 Build new functions from existing functions.

F.BF.5 (+) Understand the inverse relationship between exponents
and logarithms and use this relationship to solve problems involving
logarithms and exponents.

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Domain/ Standard 2018-2019
Conceptual
Category

Functions F.LE.1 Construct and compare linear, quadratic, and exponential

models, and solve problems.
F.LE.1 Distinguish between situations that can be modeled with linear
functions and with exponential functions.★
a. Show that linear functions grow by equal differences over equal
intervals and that exponential functions grow by equal factors over
equal intervals.
b. Recognize situations in which one quantity changes at a constant
rate per unit interval relative to another.
c. Recognize situations in which a quantity grows or decays by a
constant percent rate per unit interval relative to another.

Functions F.LE.2 Construct and compare linear, quadratic, and exponential

models, and solve problems.
F.LE.2 Construct linear and exponential functions, including arithmetic
and geometric sequences, given a graph, a description of a
relationship, or two input-output pairs (include reading these from a
table).★

Functions F.LE.3 Construct and compare linear, quadratic, and exponential

models, and solve problems.
F.LE.3 Observe using graphs and tables that a quantity increasing
exponentially eventually exceeds a quantity increasing linearly or
quadratically. ★(A1, M2)

Functions F.LE.4 Construct and compare linear, quadratic, and exponential

models, and solve problems.
F.LE.4 For exponential models, express as a logarithm the solution to
abct = d where a, c, and d are numbers and the base b is 2, 10, or e;
evaluate the logarithm using technology.★

Functions F.LE.5 Interpret expressions for functions in terms of the situation they
model.
F.LE.5 Interpret the parameters in a linear or exponential function in
terms of a context.★
Functions F.TF.1 Extend the domain of trigonometric functions using the unit
circle.
F.TF.1 Understand radian measure of an angle as the length of the
arc on the unit circle subtended by the angle.

Functions F.TF.2 Extend the domain of trigonometric functions using the unit
circle.
F.TF.2 Explain how the unit circle in the coordinate plane enables the
extension of trigonometric functions to all real numbers, interpreted as
radian measures of angles traversed counterclockwise around the unit
circle.

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Domain/ Standard 2018-2019
Conceptual
Category

Functions F.TF.3 Extend the domain of trigonometric functions using the unit
circle.
F.TF.3 (+) Use special triangles to determine geometrically the values
of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to
express the values of sine, cosine, and tangent for π–x, π+x, and 2π–
x in terms of their values for x, where x is any real number.

Functions F.TF.4 Extend the domain of trigonometric functions using the unit
circle.
F.TF.4 (+) Use the unit circle to explain symmetry (odd and even) and
periodicity of trigonometric functions.

Functions F.TF.5 Model periodic phenomena with trigonometric functions.

F.TF.5 Choose trigonometric functions to model periodic phenomena
with specified amplitude, frequency, and midline.★

Functions F.TF.6 Model periodic phenomena with trigonometric functions.

F.TF.6 (+) Understand that restricting a trigonometric function to a
domain on which it is always increasing or always decreasing allows
its inverse to be constructed.
Functions F.TF.7 Model periodic phenomena with trigonometric functions.
F.T.7 (+) Use inverse functions to solve trigonometric equations that
arise in modeling contexts; evaluate the solutions using technology,
and interpret them in terms of the context.★
Functions F.TF.8 Prove and apply trigonometric identities.
F.TF.8 Prove the Pythagorean identity sin²(θ) + cos²(θ) = 1 and use it
to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the
quadrant of the angle.

Functions F.TF.9 Prove and apply trigonometric identities.

F.TF.9 (+) Prove the addition and subtraction formulas for sine,
cosine, and tangent and use them to solve problems.

Geometry G.CO.1 Experiment with transformations in the plane.

G.CO.1 Know precise definitions of ray, angle, circle, perpendicular
line, parallel line, and line segment, based on the undefined notions of
point, line, distance along a line, and arc length.

Geometry G.CO.2 Experiment with transformations in the plane.

G.CO.2 Represent transformations in the plane using, e.g.,
transparencies and geometry software; describe transformations as
functions that take points in the plane as inputs and give other points
as outputs. Compare transformations that preserve distance and
angle to those that do not, e.g., translation versus horizontal stretch.

Geometry G.CO.3 Experiment with transformations in the plane.

G.CO.3 Identify the symmetries of a figure, which are the rotations
and reflections that carry it onto itself.
a. Identify figures that have line symmetry; draw and use lines of
symmetry to analyze properties of shapes.
b. Identify figures that have rotational symmetry; determine the angle
of rotation, and use rotational symmetry to analyze properties of
shapes.

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Domain/ Standard 2018-2019
Conceptual
Category

Geometry G.CO.4 Experiment with transformations in the plane.

G.CO.4 Develop definitions of rotations, reflections, and translations in
terms of angles, circles, perpendicular lines, parallel lines, and line
segments.

Geometry G.CO.5 Experiment with transformations in the plane.

G.CO.5 Given a geometric figure and a rotation, reflection, or
translation, draw the transformed figure using items such as graph
paper, tracing paper, or geometry software. Specify a sequence of
transformations that will carry a given figure onto another.
Geometry G.CO.6 Understand congruence in terms of rigid motions.
G.CO.6 Use geometric descriptions of rigid motionsG to transform
figures and to predict the effect of a given rigid motion on a given
figure; given two figures, use the definition of congruence in terms of
rigid motions to decide if they are congruent.G

Geometry G.CO.7 Understand congruence in terms of rigid motions.

G.CO.7 Use the definition of congruence in terms of rigid motions to
show that two triangles are congruent if and only if corresponding
pairs of sides and corresponding pairs of angles are congruent.
Geometry G.CO.8 Understand congruence in terms of rigid motions.
G.CO.8 Explain how the criteria for triangle congruence (ASA, SAS,
and SSS) follow from the definition of congruence in terms of rigid
motions.

Geometry G.CO.9 Prove geometric theorems both formally and informally using a
variety of methods.
G.CO.9 Prove and apply theorems about lines and angles. Theorems
include but are not restricted to the following: vertical angles are
congruent; when a transversal crosses parallel lines, alternate interior
angles are congruent and corresponding angles are congruent; points
on a perpendicular bisector of a line segment are exactly those
equidistant from the segment's endpoints.

Geometry G.CO.10 Prove geometric theorems both formally and informally using a
variety of methods.
G.CO.10 Prove and apply theorems about triangles. Theorems
include but are not restricted to the following: measures of interior
angles of a triangle sum to 180°; base angles of isosceles triangles
are congruent; the segment joining midpoints of two sides of a triangle
is parallel to the third side and half the length; the medians of a
triangle meet at a point.

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Domain/ Standard 2018-2019
Conceptual
Category

Geometry G.CO.11 Prove geometric theorems both formally and informally using a
variety of methods.
G.CO.11 Prove and apply theorems about parallelograms. Theorems
include but are not restricted to the following: opposite sides are
congruent, opposite angles are congruent, the diagonals of a
parallelogram bisect each other, and conversely, rectangles are
parallelograms with congruent diagonals.

Geometry G.CO.12 Make geometric constructions.

G.CO.12 Make formal geometric constructions with a variety of tools
and methods (compass and straightedge, string, reflective devices,
paper folding, dynamic geometric software, etc.). Copying a segment;
copying an angle; bisecting a segment; bisecting an angle;
constructing perpendicular lines, including the perpendicular bisector
of a line segment; and constructing a line parallel to a given line
through a point not on the line.

Geometry G.CO.13 Make geometric constructions.

G.CO.13 Construct an equilateral triangle, a square, and a regular
hexagon inscribed in a circle.

Geometry G.CO.14 Classify and analyze geometric figures.

G.CO.14 Classify two-dimensional figures in a hierarchy based on
properties.

Geometry G.SRT.1 Understand similarity in terms of similarity transformations.

G.SRT.1 Verify experimentally the properties of dilationsG given by a
center and a scale factor:
a. A dilation takes a line not passing through the center of the dilation
to a parallel line and leaves a line passing through the center
unchanged.
b. The dilation of a line segment is longer or shorter in the ratio given
by the scale factor.

Geometry G.SRT.2 Understand similarity in terms of similarity transformations.

G.SRT.2 Given two figures, use the definition of similarity in terms of
similarity transformationsG to decide if they are similar; explain using
similarity transformations the meaning of similarity for triangles as the
equality of all corresponding pairs of angles and the proportionality of
all corresponding pairs of sides.

Geometry G.SRT.3 Understand similarity in terms of similarity transformations.

G.SRT.3 Use the properties of similarity transformations to establish
the AA criterion for two triangles to be similar.

Geometry G.SRT.4 Prove and apply theorems both formally and informally involving
similarity using a variety of methods.
G.SRT.4 Prove and apply theorems about triangles. Theorems include
but are not restricted to the following: a line parallel to one side of a
triangle divides the other two proportionally, and conversely; the
Pythagorean Theorem proved using triangle similarity.

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Domain/ Standard 2018-2019
Conceptual
Category

Geometry G.SRT.5 Prove and apply theorems both formally and informally involving
similarity using a variety of methods.
G.SRT.5 Use congruence and similarity criteria for triangles to solve
problems and to justify relationships in geometric figures that can be
decomposed into triangles.

Geometry G.SRT.6 Define trigonometric ratios, and solve problems involving right
triangles.
G.SRT.6 Understand that by similarity, side ratios in right triangles are
properties of the angles in the triangle, leading to definitions of
trigonometric ratios for acute angles.

Geometry G.SRT.7 Define trigonometric ratios, and solve problems involving right
triangles.
G.SRT.7 Explain and use the relationship between the sine and
cosine of complementary angles.
Geometry G.SRT.8 Define trigonometric ratios and solve problems involving right
triangles.
G.SRT.8 Solve problems involving right triangles.★
a. Use trigonometric ratios and the Pythagorean Theorem to solve
right triangles in applied problems if one of the two acute angles and a
side length is given. (G, M2)
b. (+) Use trigonometric ratios and the Pythagorean Theorem to solve
right triangles in applied problems.★ (A2, M3)

Geometry G.SRT.9 Apply trigonometry to general triangles.

G.SRT.9 (+) Derive the formula A = 1/2 ab sin(C) for the area of a
triangle by drawing an auxiliary line from a vertex perpendicular to the
opposite side.

Geometry G.SRT.10 Apply trigonometry to general triangles.

G.SRT.10 (+) Explain proofs of the Laws of Sines and Cosines and
use the Laws to solve problems.

Geometry G.SRT.11 Apply trigonometry to general triangles.

G.SRT.11 (+) Understand and apply the Law of Sines and the Law of
Cosines to find unknown measurements in right and non-right
triangles, e.g., surveying problems, resultant forces.

Geometry G.C.1 Understand and apply theorems about circles.

G.C.1 Prove that all circles are similar using transformational
arguments.

Geometry G.C.2 Understand and apply theorems about circles.

G.C.2 Identify and describe relationships among angles, radii, chords,
tangents, and arcs and use them to solve problems. Include the
relationship between central, inscribed, and circumscribed angles and
their intercepted arcs; inscribed angles on a diameter are right angles;
the radius of a circle is perpendicular to the tangent where the radius
intersects the circle.

Geometry G.C.3 Understand and apply theorems about circles.

G.C.3 Construct the inscribed and circumscribed circles of a triangle;
prove and apply the property that opposite angles are supplementary
for a quadrilateral inscribed in a circle.

Geometry G.C.4 Understand and apply theorems about circles.

G.C.4 (+) Construct a tangent line from a point outside a given circle
to the circle.

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Domain/ Standard 2018-2019
Conceptual
Category

Geometry G.C.5 Find arc lengths and areas of sectors of circles.

G.C.5 Find arc lengths and areas of sectors of circles.
a. Apply similarity to relate the length of an arc intercepted by a
central angle to the radius. Use the relationship to solve problems.
b. Derive the formula for the area of a sector, and use it to solve
problems.

Geometry G.C.6 Find arc lengths and areas of sectors of circles.

G.C.6 Derive formulas that relate degrees and radians, and convert
between the two. (A2, M3)

Geometry G.GPE.1 Translate between the geometric description and the equation for
a conic section.
G.GPE.1 Derive the equation of a circle of given center and radius
using the Pythagorean Theorem; complete the square to find the
center and radius of a circle given by an equation.

Geometry G.GPE.2 Translate between the geometric description and the equation for
a conic section.
G.GPE.2 (+) Derive the equation of a parabola given a focus and
directrix.
Geometry G.GPE.3 Translate between the geometric description and the equation for
a conic section.
G.GPE.3 (+) Derive the equations of ellipses and hyperbolas given the
foci, using the fact that the sum or difference of distances from the foci
is constant.

Geometry G.GPE.4 Use coordinates to prove simple geometric theorems

algebraically and to verify specific geometric statements.
G.GPE.4 Use coordinates to prove simple geometric theorems
algebraically and to verify geometric relationships algebraically,
including properties of special triangles, quadrilaterals, and circles.
For example, determine if a figure defined by four given points in the
coordinate plane is a rectangle; determine if a specific point lies on a
given circle. (G, M2)

Geometry G.GPE.5 Use coordinates to prove simple geometric theorems

algebraically and to verify specific geometric statements.
G.GPE.5 Justify the slope criteria for parallel and perpendicular lines,
and use them to solve geometric problems, e.g., find the equation of a
line parallel or perpendicular to a given line that passes through a
given point.

Geometry G.GPE.6 Use coordinates to prove simple geometric theorems

algebraically and to verify specific geometric statements.
G.GPE.6 Find the point on a directed line segment between two given
points that partitions the segment in a given ratio.
Geometry G.GPE.7 Use coordinates to prove simple geometric theorems
algebraically and to verify specific geometric statements.
G.GPE.7 Use coordinates to compute perimeters of polygons and
areas of triangles and rectangles, e.g., using the distance formula.★

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Domain/ Standard 2018-2019
Conceptual
Category

Geometry G.GMD.1 Explain volume formulas, and use them to solve problems.
G.GMD.1 Give an informal argument for the formulas for the
circumference of a circle, area of a circle, and volume of a cylinder,
pyramid, and cone. Use dissection arguments, Cavalieri's principle,
and informal limit arguments.
Geometry G.GMD.2 Explain volume formulas, and use them to solve problems.
G.GMD.2 (+) Give an informal argument using Cavalieri’s principle for
the formulas for the volume of a sphere and other solid figures.
Geometry G.GMD.3 Explain volume formulas, and use them to solve problems.
G.GMD.3 Use volume formulas for cylinders, pyramids, cones, and
spheres to solve problems.★
Geometry G.GMD.4 Visualize relationships between two-dimensional and three-
dimensional objects.
G.GMD.4 Identify the shapes of two-dimensional cross-sections of
three-dimensional objects, and identify three-dimensional objects
generated by rotations of two-dimensional objects.
Geometry G.GMD.5 Understand the relationships between lengths, areas, and
volumes.
G.GMD.5 Understand how and when changes to the measures of a
figure (lengths or angles) result in similar and non-similar figures.
Geometry G.GMD.6 Understand the relationships between lengths, areas, and
volumes.
G.GMD.6 When figures are similar, understand and apply the fact that
when a figure is scaled by a factor of k, the effect on lengths, areas,
and volumes is that they are multiplied by k, k2, and k3, respectively.

Geometry G.MG.1 Apply geometric concepts in modeling situations.

G.MG.1 Use geometric shapes, their measures, and their properties
to describe objects, e.g., modeling a tree trunk or a human torso as a
cylinder.★

Geometry G.MG.2 Apply geometric concepts in modeling situations.

G.MG.2 Apply concepts of density based on area and volume in
modeling situations, e.g., persons per square mile, BTUs per cubic
foot.★

Geometry G.MG.3 Apply geometric concepts in modeling situations.

G.MG.3 Apply geometric methods to solve design problems, e.g.,
designing an object or structure to satisfy physical constraints or
minimize cost; working with typographic grid systems based on
ratios.★

Statistics and S.ID.1 Summarize, represent, and interpret data on a single count or
Probability measurement variable.
S.ID.1 Represent data with plots on the real number line (dot plots,
histograms, and box plots) in the context of real-world applications
using the GAISE model.★

Statistics and S.ID.2 Summarize, represent, and interpret data on a single count or
Probability measurement variable.
S.ID.2 In the context of real-world applications by using the GAISE
model, use statistics appropriate to the shape of the data distribution
to compare center (median and mean) and spread (mean absolute
deviationG, interquartile rangeG, and standard deviation) of two or
more different data sets. ★

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Domain/ Standard 2018-2019
Conceptual
Category

Statistics and S.ID.3 Summarize, represent, and interpret data on a single count or
Probability measurement variable.
S.ID.3 In the context of real-world applications by using the GAISE
model, interpret differences in shape, center, and spread in the
context of the data sets, accounting for possible effects of extreme
data points (outliers). ★

Statistics and S.ID.4 Summarize, represent, and interpret data on a single count or
Probability measurement variable.
S.ID.4 Use the mean and standard deviation of a data set to fit it to a
normal distribution and to estimate population percentages.
Recognize that there are data sets for which such a procedure is not
appropriate. Use calculators, spreadsheets, and tables to estimate
areas under the normal curve.★

Statistics and S.ID.5 Summarize, represent, and interpret data on two categorical and
Probability quantitative variables.
S.ID.5 Summarize categorical data for two categories in two-way
frequency tables. Interpret relative frequencies in the context of the
data (including joint, marginal, and conditional relative frequencies).
Recognize possible associations and trends in the data.★

Statistics and S.ID.6 Summarize, represent, and interpret data on two categories and
Probability quantitative variables
S.ID.6 Represent data on two quantitative variables on a scatter plot,
and describe how the variables are related.★
a. Fit a function to the data; use functions fitted to data to solve
problems in the context of the data. Use given functions, or choose a
function suggested by the context. Emphasize linear, quadratic, and
exponential models. (A2, M3)
b. Informally assess the fit of a function by discussing residuals. (A2,
M3)
c. Fit a linear function for a scatterplot that suggests a linear
association. (A1, M1)

Statistics and S.ID.7 Interpret linear models.

Probability S.ID.7 Interpret the slope (rate of change) and the intercept (constant
term) of a linear model in the context of the data.★
Statistics and S.ID.8 Interpret linear models.
Probability S.ID.8 Compute (using technology) and interpret the correlation
coefficient of a linear fit.★
Statistics and S.ID.9 Interpret linear models.
Probability S.ID.9 Distinguish between correlation and causation.★

Statistics and S.IC.1 Understand and evaluate random processes underlying

Probability statistical experiments.
S.IC.1 Understand statistics as a process for making inferences about
population parameters based on a random sample from that
population.★
Statistics and S.IC.2 Understand and evaluate random processes underlying
Probability statistical experiments.
S.IC.2 Decide if a specified model is consistent with results from a
given data-generating process, e.g., using simulation. For example, a
model says a spinning coin falls heads up with probability 0.5. Would
a result of 5 tails in a row cause you to question the model?★

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Domain/ Standard 2018-2019
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Category

Statistics and S.IC.3 Make inferences and justify conclusions from sample surveys,
Probability experiments, and observational studies.
S.IC.3 Recognize the purposes of and differences among sample
surveys, experiments, and observational studies; explain how
randomization relates to each.★

Statistics and S.IC.4 Make inferences and justify conclusions from sample surveys,
Probability experiments, and observational studies.
S.IC.4 Use data from a sample survey to estimate a population mean
or proportion; develop a margin of error through the use of simulation
models for random sampling.★

Statistics and S.IC.5 Make inferences and justify conclusions from sample surveys,
Probability experiments, and observational studies.
S.IC.5 Use data from a randomized experiment to compare two
treatments; use simulations to decide if differences between sample
statistics are statistically significant.★

Statistics and S.IC.6 Make inferences and justify conclusions from sample surveys,
Probability experiments, and observational studies.
S.IC.6 Evaluate reports based on data.★

Statistics and S.CP.1 Understand independence and conditional probability, and use
Probability them to interpret data.
S.CP.1 Describe events as subsets of a sample space (the set of
outcomes) using characteristics (or categories) of the outcomes, or as
unions, intersections, or complements of other events (“or,” “and,”
“not”).★

Statistics and S.CP.2 Understand independence and conditional probability, and use
Probability them to interpret data.
S.CP.2 Understand that two events A and B are independent if and
only if the probability of A and B occurring together is the product of
their probabilities, and use this characterization to determine if they
are independent.★

Statistics and S.CP.3 Understand independence and conditional probability, and use
Probability them to interpret data.
S.CP.3 Understand the conditional probability of A given B as P(A and
B)/P(B), and interpret independence of A and B as saying that the
conditional probability of A given B is the same as the probability of A,
and the conditional probability of B given A is the same as the
probability of B.★

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Domain/ Standard 2018-2019
Conceptual
Category

Statistics and S.CP.4 Understand independence and conditional probability, and use
Probability them to interpret data.
S.CP.4 Construct and interpret two-way frequency tables of data when
two categories are associated with each object being classified. Use
the two-way table as a sample space to decide if events are
independent and to approximate conditional probabilities. For
example, collect data from a random sample of students in your
school on their favorite subject among math, science, and English.
Estimate the probability that a randomly selected student from your
school will favor science given that the student is in tenth grade. Do
the same for other subjects and compare the results.★

Statistics and S.CP.5 Understand independence and conditional probability, and use
Probability them to interpret data.
S.CP.5 Recognize and explain the concepts of conditional probability
and independence in everyday language and everyday situations. For
example, compare the chance of having lung cancer if you are a
smoker with the chance of being a smoker if you have lung cancer.★

Statistics and S.CP.6 Use the rules of probability to compute probabilities of

Probability compound events in a uniform probability model.
S.CP.6 Find the conditional probability of A given B as the fraction of
B’s outcomes that also belong to A, and interpret the answer in terms
of the model.★

Statistics and S.CP.7 Use the rules of probability to compute probabilities of

Probability compound events in a uniform probability model.
S.CP.7 Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B),
and interpret the answer in terms of the model.★

Statistics and S.CP.8 Use the rules of probability to compute probabilities of

Probability compound events in a uniform probability model.
(+) S.CP.8 Apply the general Multiplication Rule in a uniform
probability modelG, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and
interpret the answer in terms of the model.★ (G, M2)

Statistics and S.CP.9 Use the rules of probability to compute probabilities of

Probability compound events in a uniform probability model.
S.CP.9 (+) Use permutations and combinations to compute
probabilities of compound events and solve problems.★ (G, M2)

Statistics and S.MD.1 Calculate expected values, and use them to solve problems.
Probability S.MD.1 (+) Define a random variableG for a quantity of interest by
assigning a numerical value to each event in a sample space; graph
the corresponding probability distributionG using the same graphical
displays as for data distributions.★

Statistics and S.MD.2 Calculate expected values, and use them to solve problems.
Probability S.MD.2 (+) Calculate the expected valueG of a random variable;
interpret it as the mean of the probability distribution.★

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Domain/ Standard 2018-2019
Conceptual
Category

Statistics and S.MD.3 Calculate expected values, and use them to solve problems.
Probability S.MD.3 (+) Develop a probability distribution for a random variable
defined for a sample space in which theoretical probabilities can be
calculated; find the expected value. For example, find the theoretical
probability distribution for the number of correct answers obtained by
guessing on all five questions of a multiple-choice test where each
question has four choices, and find the expected grade under various
grading schemes.★

Statistics and S.MD.4 Calculate expected values, and use them to solve problems.
Probability S.MD.4 (+) Develop a probability distribution for a random variable
defined for a sample space in which probabilities are assigned
empirically; find the expected value. For example, find a current data
distribution on the number of TV sets per household in the United
States, and calculate the expected number of sets per household.
How many TV sets would you expect to find in 100 randomly selected
households?★

Statistics and S.MD.5 Use probability to evaluate outcomes of decisions.

Probability S.MD.5 (+) Weigh the possible outcomes of a decision by assigning
probabilities to payoff values and finding expected values.★
a. Find the expected payoff for a game of chance. For example, find
the expected winnings from a state lottery ticket or a game at a fast-
food restaurant.
b. Evaluate and compare strategies on the basis of expected values.
For example, compare a high-deductible versus a low-deductible
automobile insurance policy using various, but reasonable, chances of
having a minor or a major accident.

Statistics and S.MD.6 Use probability to evaluate outcomes of decisions.

Probability S.MD.6 (+) Use probabilities to make fair decisions, e.g., drawing by
lots, using a random number generator.★
Statistics and S.MD.7 Use probability to evaluate outcomes of decisions.
Probability S.MD.7 (+) Analyze decisions and strategies using probability
concepts, e.g., product testing, medical testing, pulling a hockey
goalie at the end of a game.★

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