# Pacing Guide Math by mamapeirong

VIEWS: 2 PAGES: 180

• pg 1
```									                                                                                                                                                                                  Introduced
Mathematics

Taught

Tested
Mathematics Common                                                                                  Correlation by Learning Expectations with Aligned Checks for
Common                                      Mathematics Common Core Standard                  TN Standard
Core Cluster                                                                                          Understanding and State Performance Indicators
Core Domain

1st Six Weeks

Counting &   Know number names CC.K.1 Know number names and the count sequence.                Mathematical GLE0006.1.1 Use mathematical language, symbols, and definitions
Cardinality and the count sequence Count to 100 by ones and by tens.                            Processes while developing mathematical reasoning.
1                     6
Mathematical GLE0006.1.6 Read and interpret the language of mathematics and
Processes use written/oral communication to express mathematical ideas
precisely.                                                                         1                     6
Numbers & GLE0006.2.1 Count objects in a set and use numbers, including
Operations written numerals to 25.                                                             1                     6
Numbers & CU0006.2.1 Count objects to 25 using one-to-one correspondence
Operations and identify the quantity in the counted group.                                     1                     3
Counting &   Know number names CC.K.2 Know number names and the count sequence.                  Algebra    GLE0006.3.1 Identify, duplicate, and extend simple number patterns
Cardinality and the count sequence Count forward beginning from a given number within the                   and sequential and growing patterns.
known sequence (instead of having to begin at 1).                                                                                                           1                     3
Algebra       CU0006.3.2 Name, copy, and extend patterns.                                       1                     3
Numbers &      CU0006.2.2 Match quantities to 25 with numerals and written words.
Operations                                                                                       1                     6
Numbers &      GLE0006.2.1 Count objects in a set and use numbers, including
Operations     written numerals to 25.                                                           1                     6
Numbers &      GLE0006.2.2 Create, represent and recognize a set with a given
Operations     number of objects.                                                                1                     4
Numbers &      CU0006.2.2 Match quantities to 25 with numerals and written words.
Operations                                                                                       1                     6
Numbers &      CU0006.2.1 Count objects to 25 using one-to-one correspondence
Operations     and identify the quantity in the counted group.                                   1                     6
Numbers &      CU0006.2.5 Create a set with a given number of objects.
Operations                                                                                       1                     4
Numbers &      CU0006.2.7 Recognize zero 0 as a set with "no objects".
Operations                                                                                       1                     1
Numbers &      CU0006.2.9 Order the numbers through 25 using numerals and words.
Operations                                                                                       1                     6
Counting & Count to tell the number CC.K.4 Count to tell the number of objects. Understand   Mathematical    GLE0006.1.6 Read and interpret the language of mathematics and
Cardinality       of objects        the relationship between numbers and quantities; connect  Processes      use written/oral communication to express mathematical ideas
counting to cardinality.                                                 precisely.                                                                        1                     6
Mathematical    GLE0006.1.1 Use mathematical language, symbols, and definitions
Processes      while developing mathematical reasoning.                                          1                     6
Numbers &      GLE0006.2.1 Count objects in a set and use numbers, including
Operations     written numerals to 25.                                                           1                     6
Numbers &      CU0006.2.1 Count objects to 25 using one-to-one correspondence
Operations     and identify the quantity in the counted group.                                   1                     6
Numbers &      CU0006.2.2 Match quantities to 25 with numerals and written words.
Operations                                                                                       1                     6
Numbers &      CU0006.2.6 Quickly recognize the number of objects in a small set.
Operations                                                                                       1                     3
Numbers &      CU0006.2.7 Recognize zero 0 as a set with "no objects".
Operations                                                                                       1                     1
Numbers &      CU0006.2.17 Understand that numbers can be represented by
Operations     different groupings.                                                              1                     2
-1
Introduced
Mathematics

Taught

Tested
Mathematics Common                                                                                  Correlation by Learning Expectations with Aligned Checks for
Common                                       Mathematics Common Core Standard                 TN Standard
Core Cluster                                                                                          Understanding and State Performance Indicators
Core Domain

Numbers &     GLE0006.2.3 Recognize, compare and order sets of numerals by
Operations    using both cardinal and ordinal meanings.                                         1                     4
Counting & Count to tell the number CC.K.4a When counting objects, say the number names        Mathematical   GLE0006.1.1 Use mathematical language, symbols, and definitions
Cardinality       of objects        in the standard order, pairing each object with one and     Processes     while developing mathematical reasoning.
only one number name and each number name with one
and only one object.                                                                                                                                        1                     6
Mathematical GLE0006.1.6 Read and interpret the language of mathematics and
Processes use written/oral communication to express mathematical ideas
precisely.                                                                          1                     6
Numbers & GLE0006.2.1 Count objects in a set and use numbers, including
Operations written numerals to 25.

1                     6
Numbers &     CU0006.2.1 Count objects to 25 using one-to-one correspondence
Operations    and identify the quantity in the counted group.                                   1                     6
Numbers &     CU0006.2.2 Match quantities to 25 with numerals and written words.
Operations                                                                                      1                     6
Counting & Count to tell the number CC.K.4b Understand that the last number name said tells    Mathematical   GLE0006.1.1 Use mathematical language, symbols, and definitions
Cardinality       of objects        the number of objects counted. The number of objects is     Processes     while developing mathematical reasoning.
the same regardless of their arrangement or the order in
which they were counted.                                                                                                                                    1                     6
Mathematical GLE0006.1.6 Read and interpret the language of mathematics and
Processes use written/oral communication to express mathematical ideas
precisely.                                                                          1                     6
Numbers & GLE0006.2.1 Count objects in a set and use numbers, including
Operations written numerals to 25.

1                     6
Numbers &     GLE0006.2.2 Create, represent and recognize a set with a given
Operations    number of objects.                                                                1                     6
Numbers &     GLE0006.2.3 Recognize, compare and order sets of numerals by
Operations    using both cardinal and ordinal meanings.                                         1                     6
Numbers &     CU0006.2.6 Quickly recognize the number of objects in a small set.
Operations                                                                                      1                     6
Numbers &     CU0006.2.12 Model simple joining and separating situations with
Operations    objects.                                                                          1                     6
Counting & Count to tell the number CC.K.4c Understand that each successive number name        Mathematical   GLE0006.1.1 Use mathematical language, symbols, and definitions
Cardinality       of objects        refers to a quantity that is one larger.                    Processes     while developing mathematical reasoning.                                          1                     6
Mathematical   GLE0006.1.6 Read and interpret the language of mathematics and
Processes     use written/oral communication to express mathematical ideas
precisely.                                                                        1                     6

-2
Introduced
Mathematics

Taught

Tested
Mathematics Common                                                                                     Correlation by Learning Expectations with Aligned Checks for
Common                                         Mathematics Common Core Standard                   TN Standard
Core Cluster                                                                                             Understanding and State Performance Indicators
Core Domain

Numbers &    GLE0006.2.1 Count objects in a set and use numbers, including
Operations   written numerals to 25.

1                     6
Counting & Count to tell the number CC.K.5 Count to tell the number of objects. Count to           Mathematical GLE0006.1.4 Move flexibly between concrete and abstract
Cardinality       of objects        answer “how many?” questions about as many as 20                Processes representations of mathematical ideas in order to solve problems,
things arranged in a line, a rectangular array, or a circle,                model mathematical ideas, and communicate solution strategies.
or as many as 10 things in a scattered configuration;
given a number from 1-20, count out that many objects.
1                     6
Mathematical GLE0006.1.5 Use mathematical ideas and processes in different
Processes settings to formulate patterns, analyze graphs, set up and solve
problems and interpret solutions.                                                  1                     6
Mathematical GLE0006.1.8 Use technologies/manipulatives appropriately to develop
Processes understanding of mathematical algorithms, to facilitate problem
solving, and to create accurate and reliable models of mathematical
concepts.                                                                          1                     6
Numbers & GLE0006.2.1 Count objects in a set and use numbers, including
Operations written numerals to 25.                                                             1                     6
Numbers & GLE0006.2.2 Create, represent and recognize a set with a given
Operations number of objects.                                                                  1                     6
Numbers & GLE0006.2.3 Recognize, compare and order sets of numerals by
Operations using both cardinal and ordinal meanings.                                           1                     6
Numbers & GLE0006.2.5 Model the numbers 1 through 10 as sums or differences
Operations of different sets of whole numbers composing and decomposing
numbers.                                                                           1                     6
Numbers & CU0006.2.1 Count objects to 25 using one-to-one correspondence
Operations and identify the quantity in the counted group.                                     1                     6
Numbers & CU0006.2.2 Match quantities to 25 with numerals and written words.
Operations                                                                                     1                     6
Numbers & CU0006.2.5 Create a set with a given number of objects.
Operations                                                                                     1                     6
Numbers & CU0006.2.6 Quickly recognize the number of objects in a small set.
Operations                                                                                     1                     6
Numbers & CU0006.2.9 Order the numbers through 25 using numerals and words.
Operations                                                                                     1                     6
Mathematical GLE0006.1.8 Use technologies/manipulatives appropriately to develop
Processes understanding of mathematical algorithms, to facilitate problem
solving, and to create accurate and reliable models of mathematical
concepts.                                                                          1                     6
Mathematical GLE0006.1.1 Use mathematical language, symbols, and definitions
Processes while developing mathematical reasoning.                                             1                     6
Mathematical GLE0006.1.6 Read and interpret the language of mathematics and
Processes use written/oral communication to express mathematical ideas
precisely.                                                                         1                     6
Numbers & GLE0006.2.3 Recognize, compare and order sets of numerals by
Operations using both cardinal and ordinal meanings.                                           1                     6

-3
Introduced
Mathematics

Taught

Tested
Mathematics Common                                                                                Correlation by Learning Expectations with Aligned Checks for
Common                                      Mathematics Common Core Standard                TN Standard
Core Cluster                                                                                        Understanding and State Performance Indicators
Core Domain

Counting &      Compare numbers      CC.K.7 Compare numbers. Compare two numbers             Mathematical   GLE0006.1.1 Use mathematical language, symbols, and definitions
Cardinality                          between 1 and 10 presented as written numerals.          Processes     while developing mathematical reasoning.                                          1                     6
Mathematical   GLE0006.1.6 Read and interpret the language of mathematics and
Processes     use written/oral communication to express mathematical ideas
precisely.                                                                        1                     6
Numbers &     GLE0006.2.1 Count objects in a set and use numbers, including
Operations    written numerals to 25.                                                           1                     6
Numbers &     CU0006.2.9 Order the numbers through 25 using numerals and words.
Operations                                                                                      1                     6
Numbers &     CU0006.2.8 Compare sets of ten or fewer objects and identify which
Operations    are equal to, more than, or less than others.                                     1                     6
Operations & Understand addition as OA.K.1 Understand addition as putting together and       Mathematical   GLE0006.1.4 Move flexibly between concrete and abstract
Algebraic    putting together and adding to, and understand subtraction as taking apart and  Processes     representations of mathematical ideas in order to solve problems,
Thinking        adding to, and     taking from. Represent addition and subtraction with                    model mathematical ideas, and communicate solution strategies.
understand subtraction objects, fingers, mental images, drawings (drawings need
as taking apart and   not show details, but should show the mathematics in the
taking from      problem), sounds (e.g., claps), acting out situations,
verbal explanations, expressions, or equations.
1                     6
Mathematical GLE0006.1.1 Use mathematical language, symbols, and definitions
Processes   while developing mathematical reasoning.                                            1                     6
Mathematical GLE0006.1.6 Read and interpret the language of mathematics and
Processes   use written/oral communication to express mathematical ideas
precisely.                                                                          1                     6
Mathematical GLE0006.1.8 Use technologies/manipulatives appropriately to develop
Processes understanding of mathematical algorithms, to facilitate problem
solving, and to create accurate and reliable models of mathematical
concepts.                                                                           1                     6
Mathematical CU0006.1.9 Use age-appropriate books, stories, and videos to convey
Processes ideas of mathematics.                                                                 1                     6
Operations & Understand addition as OA.K.2 Understand addition as putting together and       Mathematical GLE0006.1.1 Use mathematical language, symbols, and definitions
Algebraic    putting together and adding to, and understand subtraction as taking apart and  Processes while developing mathematical reasoning.
Thinking        adding to, and     taking from. Solve addition and subtraction word
understand subtraction problems, and add and subtract within 10, e.g., by using
as taking apart and   objects or drawings to represent the problem.
taking from                                                                                                                                                                1                     6
Mathematical GLE0006.1.6 Read and interpret the language of mathematics and
Processes use written/oral communication to express mathematical ideas
precisely.                                                                          1                     6
Mathematical GLE0006.1.2 Apply and adapt a variety of appropriate strategies to
Processes problem solving, including estimation, and reasonableness of the
solution.

1                     6

-4
Introduced
Mathematics

Taught

Tested
Mathematics Common                                                                                        Correlation by Learning Expectations with Aligned Checks for
Common                                       Mathematics Common Core Standard                     TN Standard
Core Cluster                                                                                                Understanding and State Performance Indicators
Core Domain

Operations & Understand addition as   OA.K.3 Understand addition as putting together and            Numbers &       GLE0006.2.5 Model the numbers 1 through 10 as sums or differences
Algebraic    putting together and    adding to, and understand subtraction as taking apart and     Operations      of different sets of whole numbers composing and decomposing
Thinking        adding to, and       taking from. Decompose numbers less than or equal to 10                       numbers.
understand subtraction   into pairs in more than one way, e.g., by using objects or
as taking apart and     drawings, and record each decomposition by a drawing or
taking from        equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
1                     6
Mathematical GLE0006.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve problems,
model mathematical ideas, and communicate solution strategies.                         1                     6
Mathematical GLE0006.1.5 Use mathematical ideas and processes in different
Processes settings to formulate patterns, analyze graphs, set up and solve
problems and interpret solutions.                                                      1                     6
Numbers & GLE0006.2.5 Model the numbers 1 through 10 as sums or differences
Operations of different sets of whole numbers composing and decomposing
numbers.                                                                               1                     6
Numbers & CU0006.2.17 Understand that numbers can be represented by
Operations different groupings.                                                                    1                     2
Measurement Describe and compare MD.K.1 Describe and compare measurable attributes.                Mathematical GLE0006.1.1 Use mathematical language, symbols, and definitions
& Data    measurable attributes Describe measurable attributes of objects, such as length         Processes while developing mathematical reasoning.
or weight. Describe several measurable attributes of a
single object.                                                                                                                                                       1                     6
Mathematical GLE0006.1.2 Apply and adapt a variety of appropriate strategies to
Processes problem solving, including estimation, and reasonableness of the
solution.                                                                            1                     6
Mathematical GLE0006.1.6 Read and interpret the language of mathematics and
Processes use written/oral communication to express mathematical ideas
precisely.                                                                           1                     6
Mathematical GLE0006.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve problems,
model mathematical ideas, and communicate solution strategies.                       1                     6
Mathematical CU0006.1.9 Use age-appropriate books, stories, and videos to convey
Processes ideas of mathematics.                                                                    1                     6
Data,      GLE0006.5.1 Sort objects and use one or more attributes to solve
Probability, & problems.
Statistics                                                                                        1                     3
Data,      GLE0006.5.2 Re-sort objects using new attributes.
Probability, &
Statistics

1                     3
Data,        CU0006.5.1 Sort objects into sets and describe how the objects were
Probability, &   sorted.
Statistics                                                                                        1                     3
Mathematical     GLE0006.1.1 Use mathematical language, symbols, and definitions
Processes       while developing mathematical reasoning.                                           1                     6
Mathematical     GLE0006.1.2 Apply and adapt a variety of appropriate strategies to
Processes       problem solving, including estimation, and reasonableness of the
solution.                                                                          1                     6
-5
Introduced
Mathematics

Taught

Tested
Mathematics Common                                                                                       Correlation by Learning Expectations with Aligned Checks for
Common                                       Mathematics Common Core Standard                    TN Standard
Core Cluster                                                                                               Understanding and State Performance Indicators
Core Domain

Measurement   Classify objects and   MD.K.3 Classify objects and count the number of objects          Data,      GLE0006.5.1 Sort objects and use one or more attributes to solve
& Data      count the number of    in each category. Classify objects into given categories;    Probability, & problems.
objects in each      count the numbers of objects in each category and sort         Statistics
category          the categories by count. (Limit category counts to be less
than or equal to 10.)                                                                                                                                            1                     3
Data,        GLE0006.5.2 Re-sort objects using new attributes.
Probability, &
Statistics                                                                                        1                     3
Data,        CU0006.5.1 Sort objects into sets and describe how the objects were
Probability, &   sorted.
Statistics                                                                                        1                     3
Data,        CU0006.5.2 Sort objects in different ways.
Probability, &
Statistics                                                                                        1                     3
Data,        CU0006.5.3 Collect and count data.
Probability, &
Statistics                                                                                        1                     3
Mathematical     GLE0006.1.1 Use mathematical language, symbols, and definitions
Processes       while developing mathematical reasoning.

1                     6
Mathematical GLE0006.1.5 Use mathematical ideas and processes in different
Processes settings to formulate patterns, analyze graphs, set up and solve
problems and interpret solutions.                                                      1                     6
Geometry & CU0006.4.1 Identify, name, and describe a variety of shapes i.e.
Measurement circles, squares, triangles, rectangles, hexagons, trapezoids shown in
various positions.                                                                     1                     2
Mathematical GLE0006.1.1 Use mathematical language, symbols, and definitions
Processes while developing mathematical reasoning.                                                 1                     6
Mathematical GLE0006.1.6 Read and interpret the language of mathematics and
Processes use written/oral communication to express mathematical ideas
precisely.

1                     6
Mathematical GLE0006.1.7 Recognize the historical development of mathematics,
Processes mathematics in context, and the connections between mathematics
and the real world.                                                                    1                     6
Mathematical CU0006.1.9 Use age-appropriate books, stories, and videos to convey
Processes ideas of mathematics.                                                                    1                     6

-6
Introduced
Mathematics

Taught

Tested
Mathematics Common                                                                                      Correlation by Learning Expectations with Aligned Checks for
Common                                         Mathematics Common Core Standard                   TN Standard
Core Cluster                                                                                              Understanding and State Performance Indicators
Core Domain

Geometry     Identify and describe    G.K.2 Identify and describe shapes (squares, circles,       Mathematical GLE0006.1.1 Use mathematical language, symbols, and definitions
shapes (squares,       triangles, rectangles, hexagons, cubes, cones, cylinders,    Processes while developing mathematical reasoning.
circles, triangles,    and spheres). Correctly name shapes regardless of their
rectangles, hexagons,     orientations or overall size.
cubes, cones, cylinders,
and spheres)
1                     6
Mathematical GLE0006.1.6 Read and interpret the language of mathematics and
Processes use written/oral communication to express mathematical ideas
precisely.                                                                           1                     6
Mathematical GLE0006.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve problems,
model mathematical ideas, and communicate solution strategies.                       1                     6
Geometry & CU0006.4.1 Identify, name, and describe a variety of shapes i.e.
Measurement circles, squares, triangles, rectangles, hexagons, trapezoids shown in
various positions.

1                     2
MathematicalGLE0006.1.1 Use mathematical language, symbols, and definitions
Processes  while developing mathematical reasoning.                                              1                     6
MathematicalGLE0006.1.6 Read and interpret the language of mathematics and
Processes  use written/oral communication to express mathematical ideas
precisely.                                                                            1                     6
Geometry     Analyze, compare,        G.K.4 Analyze, compare, create, and compose shapes.          Geometry & CU0006.4.1 Identify, name, and describe a variety of shapes i.e.
create, and compose       Analyze and compare two- and three-dimensional shapes, Measurement circles, squares, triangles, rectangles, hexagons, trapezoids shown in
shapes             in different sizes and orientations, using informal language            various positions.
to describe their similarities, differences, parts (e.g.,
number of sides and vertices/“corners”) and other
attributes (e.g., having sides of equal length).
1                     2
Mathematical GLE0006.1.1 Use mathematical language, symbols, and definitions
Processes   while developing mathematical reasoning.                                             1                     6
Mathematical GLE0006.1.6 Read and interpret the language of mathematics and
Processes   use written/oral communication to express mathematical ideas
precisely.                                                                           1                     6
Mathematical GLE0006.1.7 Recognize the historical development of mathematics,
Processes mathematics in context, and the connections between mathematics
and the real world.                                                                  1                     6
Mathematical GLE0006.1.2 Apply and adapt a variety of appropriate strategies to
Processes problem solving, including estimation, and reasonableness of the
solution.                                                                            1                     6
Mathematical GLE0006.1.5 Use mathematical ideas and processes in different
Processes settings to formulate patterns, analyze graphs, set up and solve
problems and interpret solutions.                                                    1                     6

-7
Introduced
Mathematics

Taught

Tested
Mathematics Common                                                          Correlation by Learning Expectations with Aligned Checks for
Common                          Mathematics Common Core Standard      TN Standard
Core Cluster                                                                  Understanding and State Performance Indicators
Core Domain

2nd Six Weeks

Numbers &     CU0006.2.12 Model simple joining and separating situations with
Operations    objects.                                                                                2                     6
Numbers &     CU0006.2.10 Recognize 6 through 10 as "five and some ones."
Operations                                                                                            2                     6
Numbers &     CU0006.2.17 Understand that numbers can be represented by
Operations    different groupings.                                                                    2                     6
Geometry &     CU0006.4.7 Make direct and indirect comparisons between objects
Measurement    such as recognize which is shorter, longer, taller, lighter, heavier, or
holds more.                                                                             2                     3
Data,      CU0006.5.2 Sort objects in different ways.
Probability, &
Statistics                                                                                           2                     4
Algebra     GLE0006.3.3 Describe qualitative change.                                                2                     4
Algebra     CU0006.3.5 Describe change in attributes according to qualitative
criteria such as longer/shorter, colder/warmer, heavier/lighter.                        2                     4
Geometry & CU0006.4.7 Make direct and indirect comparisons between objects
Measurement such as recognize which is shorter, longer, taller, lighter, heavier, or
holds more.                                                                             2                     3
Algebra     GLE0006.3.3 Describe qualitative change.                                                2                     4
Algebra     CU0006.3.5 Describe change in attributes according to qualitative
criteria such as longer/shorter, colder/warmer, heavier/lighter.                        2                     4
Geometry & GLE0006.4.2 Use positional terms to specify locations with simple
Measurement relationships.                                                                             2                     3
Algebra     GLE0006.3.2 Recognize attributes such as color, shape, size and
patterns such as repeated pairs, bilateral symmetry.                                    2                     3
Geometry & CU0006.4.5 Use basic shapes and spatial reasoning to model objects
Measurement and construct more complex shapes.                                                         2                     3
Geometry & CU0006.4.5 Use basic shapes and spatial reasoning to model objects
Measurement and construct more complex shapes.                                                         2                     3

-8
Introduced
Mathematics

Taught

Tested
Mathematics Common                                                                                         Correlation by Learning Expectations with Aligned Checks for
Common                                         Mathematics Common Core Standard                      TN Standard
Core Cluster                                                                                                 Understanding and State Performance Indicators
Core Domain

3rd Six Weeks

Counting &   Know number names CC.K.3 Know number names and the count sequence.                       Mathematical GLE0006.1.1 Use mathematical language, symbols, and definitions
Cardinality and the count sequence Write numbers from 0 to 20. Represent a number of                   Processes while developing mathematical reasoning.
objects with a written numeral 0-20 (with 0 representing a
count of no objects).                                                                                                                                             3                     6
Mathematical GLE0006.1.6 Read and interpret the language of mathematics and
Processes use written/oral communication to express mathematical ideas
precisely.                                                                        3                     6
Numbers & CU0006.2.14 Understand add as "put together" or "count on" and
Operations solve addition problems with sums less than 20.                                    3                     6
Counting &      Compare numbers        CC.K.6 Compare numbers. Identify whether the number             Numbers & CU0006.2.8 Compare sets of ten or fewer objects and identify which
Cardinality                            of objects in one group is greater than, less than, or equal    Operations are equal to, more than, or less than others.
to the number of objects in another group, e.g., by using
matching and counting strategies. (Include groups with
up to ten objects.)                                                                                                                                           3                     4
Numbers &          CU0006.2.13 Add and subtract single-digit numbers whose total or
Operations         difference is between 0 and 10.                                                 3                     6
Numbers &          CU0006.2.14 Understand add as "put together" or "count on" and
Operations         solve addition problems with sums less than 20.                                 3                     6
Mathematical        GLE0006.1.1 Use mathematical language, symbols, and definitions
Processes          while developing mathematical reasoning.                                        3                     6
Operations &    Work with numbers      OA.K.5 Understand addition as putting together and         Numbers &          CU0006.2.13 Add and subtract single-digit numbers whose total or
Algebraic        11–19 to gain        adding to, and understand subtraction as taking apart and  Operations         difference is between 0 and 10.
Thinking      foundations for place   taking from. Fluently add and subtract within 5.
value.                                                                                                                                                                         3                     6
GLE0006.2.4 Understand addition as "putting together" and
Numbers &
subtraction as "breaking apart."
Operations                                                                                    3                     6
GLE0006.1.6 Read and interpret the language of mathematics and
Mathematical
use written/oral communication to express mathematical ideas
Processes
precisely.                                                                            3                     6
Numbers &       Work with numbers      NBT.K.1 Work with numbers 11-19 to gain foundations for Mathematical GLE0006.1.1 Use mathematical language, symbols, and definitions
Operations        11–19 to gain        place value. Compose and decompose numbers from 11           Processes while developing mathematical reasoning.
to the Base    foundations for place   to 19 into ten ones and some further ones, e.g., by using
Ten                value           objects or drawings, and record each composition or
decomposition by a drawing or equation (such as 18 = 10
+ 8); understand that these numbers are composed of ten
ones and one, two, three, four, five, six, seven, eight, or
nine ones.                                                                                                                                                    3                     6
Geometry & GLE0006.4.3 Compare and order measurable attributes of objects
Measurement directly by comparing them with each other and indirectly by
comparing both with a third object.

3                     3

-9
Introduced
Mathematics

Taught

Tested
Mathematics Common                                                                                         Correlation by Learning Expectations with Aligned Checks for
Common                                           Mathematics Common Core Standard                    TN Standard
Core Cluster                                                                                                 Understanding and State Performance Indicators
Core Domain

Measurement                            MD.K.2 Describe and compare measurable attributes.         Geometry & GLE0006.4.3 Compare and order measurable attributes of objects
& Data                               Directly compare two objects with a measurable attribute Measurement directly by comparing them with each other and indirectly by
in common, to see which object has “more of”/“less of” the            comparing both with a third object.
attribute, and describe the difference. For example,
directly compare the heights of two children and describe
one child as taller/shorter.                                                                                                                                        3                     3
Geometry       Identify and describe G.K.1 Identify and describe shapes (squares, circles,       Geometry & GLE0006.4.1 Interpret and describe the physical world with geometric
shapes (squares,     triangles, rectangles, hexagons, cubes, cones, cylinders, Measurement ideas and vocabulary.
circles, triangles,  and spheres). Describe objects in the environment using
rectangles, hexagons, names of shapes, and describe the relative positions of
cubes, cones, cylinders, these objects using terms such as above, below, beside,
and spheres)       in front of, behind, and next to.
3                     4
Geometry &     CU0006.4.2 Identify, name, and describe three-dimensional shapes
Measurement    such as sphere, cube, cone, cylinder.                                                 3                     4
Geometry &     CU0006.4.3 Sort plane figures into groups, name and describe the
Measurement    attributes of the shapes such as number of sides and corners vertices.
3                     4
Geometry & CU0006.4.6 Identify positions such as beside, inside, outside, above,
Measurement below, between, on, over, under, near, far, forward, backward, top,
middle, bottom, left, right using models, illustrations, and stories.
3                     4
Geometry &     CU0006.4.2 Identify, name, and describe three-dimensional shapes
Measurement    such as sphere, cube, cone, cylinder.                                                 3                     4
Geometry &     GLE0006.4.1 Interpret and describe the physical world with geometric
Measurement    ideas and vocabulary.                                                                 3                     4
Geometry       Identify and describe    G.K.3 Identify and describe shapes (squares, circles,        Geometry &     GLE0006.4.1 Interpret and describe the physical world with geometric
shapes (squares,       triangles, rectangles, hexagons, cubes, cones, cylinders,    Measurement    ideas and vocabulary.
circles, triangles,    and spheres). Identify shapes as two-dimensional (lying in
rectangles, hexagons,     a plane, “flat”) or three-dimensional (“solid”).
cubes, cones, cylinders,
and spheres)
3                     4
Geometry & CU0006.4.3 Sort plane figures into groups, name and describe the
Measurement attributes of the shapes such as number of sides and corners vertices.
3                     4
Geometry & CU0006.4.4 Sort solid figures into groups, name and describe the
Measurement attributes of the shapes.                                                                3                     4
Algebra   CU0006.3.4 Sort, order and classify objects by attribute and identify
objects that do not belong in a particular group.

3                     5
Geometry &     CU0006.4.2 Identify, name, and describe three-dimensional shapes
Measurement    such as sphere, cube, cone, cylinder.                                                 3                     4
Geometry &     CU0006.4.3 Sort plane figures into groups, name and describe the
Measurement    attributes of the shapes such as number of sides and corners vertices.
3                     4

-10
Introduced
Mathematics

Taught

Tested
Mathematics Common                                                                                 Correlation by Learning Expectations with Aligned Checks for
Common                                    Mathematics Common Core Standard                    TN Standard
Core Cluster                                                                                         Understanding and State Performance Indicators
Core Domain

Geometry &    CU0006.4.4 Sort solid figures into groups, name and describe the
Measurement   attributes of the shapes.                                                           3                     4
Geometry &    GLE0006.4.1 Interpret and describe the physical world with geometric
Measurement   ideas and vocabulary.                                                               3                     4
Geometry    Analyze, compare,    G.K.5 Analyze, compare, create, and compose shapes.          Geometry &    GLE0006.4.1 Interpret and describe the physical world with geometric
create, and compose   Model shapes in the world by building shapes from            Measurement   ideas and vocabulary.
shapes         components (e.g., sticks and clay balls) and drawing
shapes.                                                                                                                                                        3                     4
Geometry    Analyze, compare,    G.K.6 Analyze, compare, create, and compose shapes.          Geometry & GLE0006.4.1 Interpret and describe the physical world with geometric
create, and compose   Compose simple shapes to form larger shapes. For             Measurement ideas and vocabulary.
shapes.        example, "can you join these two triangles with full sides
touching to make a rectangle?”

3                     4

-11
Introduced
Mathematics

Taught

Tested
Mathematics Common                                                                                     Correlation by Learning Expectations with Aligned Checks for
Common                                       Mathematics Common Core Standard                    TN Standard
Core Cluster                                                                                             Understanding and State Performance Indicators
Core Domain

4th Six Weeks

Numbers &     GLE0006.2.4 Understand addition as "putting together" and
Operations    subtraction as "breaking apart."                                                   4                     6
Numbers &     GLE0006.2.5 Model the numbers 1 through 10 as sums or differences
Operations    of different sets of whole numbers composing and decomposing
numbers.                                                                           4                     6
Numbers &     CU0006.2.12 Model simple joining and separating situations with
Operations    objects.                                                                           4                     6
Numbers &     CU0006.2.15 Understand subtraction as "break apart" or "take away"
Operations    and solve subtraction problems using numbers 1 through 10.
4                     6
Mathematical   GLE0006.1.3 Develop independent reasoning to communicate
Processes     mathematical ideas and derive algorithms and/or formulas.                          4                     6
Mathematical   GLE0006.1.8 Use technologies/manipulatives appropriately to develop
Processes     understanding of mathematical algorithms, to facilitate problem
solving, and to create accurate and reliable models of mathematical
concepts.                                                                          4                     6
Numbers &     GLE0006.2.4 Understand addition as "putting together" and
Operations    subtraction as "breaking apart."                                                   4                     6
Numbers &     GLE0006.2.5 Model the numbers 1 through 10 as sums or differences
Operations    of different sets of whole numbers composing and decomposing
numbers.                                                                           4                     6
Numbers &     CU0006.2.16 Model, demonstrate, and solve story problems that
Operations    illustrate addition and subtraction.                                               4                     6
Numbers &     CU0006.2.17 Understand that numbers can be represented by
Operations    different groupings.                                                               4                     6
Operations & Understand addition as   OA.K.4 Understand addition as putting together and           Numbers &     GLE0006.2.5 Model the numbers 1 through 10 as sums or differences
Algebraic    putting together and    adding to, and understand subtraction as taking apart and    Operations    of different sets of whole numbers composing and decomposing
Thinking        adding to, and       taking from. For any number from 1 to 9, find the number                   numbers.
understand subtraction   that makes 10 when added to the given number, e.g., by
as taking apart and     using objects or drawings, and record the answer with a
taking from        drawing or equation.                                                                                                                                          4                     6
Numbers &   CU0006.2.17 Understand that numbers can be represented by
Operations  different groupings.                                                                 4                     6
Mathematical GLE0006.1.8 Use technologies/manipulatives appropriately to develop
Processes   understanding of mathematical algorithms, to facilitate problem
solving, and to create accurate and reliable models of mathematical
concepts.                                                                            4                     6
Mathematical GLE0006.1.8 Use technologies/manipulatives appropriately to develop
Processes understanding of mathematical algorithms, to facilitate problem
solving, and to create accurate and reliable models of mathematical
concepts.                                                                            4                     6
Mathematical GLE0006.1.8 Use technologies/manipulatives appropriately to develop
Processes understanding of mathematical algorithms, to facilitate problem
solving, and to create accurate and reliable models of mathematical
concepts.                                                                            4                     6

-12
Introduced
Mathematics

Taught

Tested
Mathematics Common                                                      Correlation by Learning Expectations with Aligned Checks for
Common                          Mathematics Common Core Standard   TN Standard
Core Cluster                                                              Understanding and State Performance Indicators
Core Domain

Mathematical GLE0006.1.8 Use technologies/manipulatives appropriately to develop
Processes understanding of mathematical algorithms, to facilitate problem
solving, and to create accurate and reliable models of mathematical
concepts.                                                                          4                     6
Mathematical GLE0006.1.8 Use technologies/manipulatives appropriately to develop
Processes understanding of mathematical algorithms, to facilitate problem
solving, and to create accurate and reliable models of mathematical
concepts.                                                                          4                     6
Mathematical GLE0006.1.8 Use technologies/manipulatives appropriately to develop
Processes understanding of mathematical algorithms, to facilitate problem
solving, and to create accurate and reliable models of mathematical
concepts.                                                                          4                     6
Mathematical GLE0006.1.8 Use technologies/manipulatives appropriately to develop
Processes understanding of mathematical algorithms, to facilitate problem
solving, and to create accurate and reliable models of mathematical
concepts.                                                                          4                     6

-13
Introduced
Mathematics

Taught

Tested
Mathematics Common                                                          Correlation by Learning Expectations with Aligned Checks for
Common                          Mathematics Common Core Standard      TN Standard
Core Cluster                                                                  Understanding and State Performance Indicators
Core Domain

5th Six Weeks

Mathematical   CU0006.1.1 Model addition and subtraction e.g., using a number
Processes     chart, number line and/or concrete objects.                                         5                     6
Mathematical   CU0006.1.1 Model addition and subtraction e.g., using a number
Processes     chart, number line and/or concrete objects.                                         5                     6
Mathematical   CU0006.1.1 Model addition and subtraction e.g., using a number
Processes     chart, number line and/or concrete objects.                                         5                     6
Mathematical   CU0006.1.1 Model addition and subtraction e.g., using a number
Processes     chart, number line and/or concrete objects.                                         5                     6
Mathematical   CU0006.1.2 Begin to develop the concept of estimation using concrete
Processes     objects.                                                                            5                     6

-14
Introduced
Mathematics     Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common        Common Core              Mathematics Common Core Standard              TN Standard
Understanding and State Performance Indicators
Core Domain       Cluster

Operations &     Represent and      OA.1.1 Represent and solve problems involving     Mathematical GLE0106.1.1 Use mathematical language, symbols, and
Algebraic      solve problems      addition and subtraction. Use addition and         Processes definitions while developing mathematical reasoning.
Thinking      involving addition   subtraction within 20 to solve word problems
and subtraction     involving situations of adding to, taking from,
putting together, taking apart, and comparing,                                                                                    1                    3
with unknowns in all positions, e.g., by using
objects, drawings, and equations with a symbol
for the unknown number to represent the
problem.
Mathematical GLE0106.1.2 Apply and adapt a variety of appropriate strategies
Processes to problem solving, including estimation, and reasonableness of      1                    5
the solution.
Mathematical GLE0106.1.3 Develop independent reasoning to communicate
Processes mathematical ideas and derive algorithms and/or formulas.            1                    5

Mathematical GLE0106.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve
1                    5
problems, model mathematical ideas, and communicate solution
strategies.
Mathematical GLE0106.1.5 Use mathematical ideas and processes in different
Processes settings to formulate patterns, analyze graphs, set up and solve     1                    5
problems and interpret solutions.
Mathematical GLE0106.1.6 Read and interpret the language of mathematics
Processes and use written/oral communication to express mathematical           1                    5
ideas precisely.
Mathematical GLE0106.1.8 Use technologies/manipulatives appropriately to
Processes develop understanding of mathematical algorithms, to facilitate
1                    5
problem solving, and to create accurate and reliable models of
mathematical concepts.
Mathematical CU0106.1.8 Recognize the "word clues" and mathematical
1                    3
Processes symbols for addition and subtraction.
Mathematical CU0106.1.9 Use age-appropriate books, stories, and videos to
1                    3
Processes convey ideas of mathematics.
Numbers & GLE0106.2.4 Use multiple representations including groups of
1                    5
Operations ten to model two-digit addition and subtraction.
Numbers & GLE0106.2.3 Develop strategies for learning basic addition facts
1                    3
Operationss and related subtraction facts.
Introduced
Mathematics     Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common        Common Core              Mathematics Common Core Standard              TN Standard
Understanding and State Performance Indicators
Core Domain       Cluster

Numbers &     CU0106.2.10 Use models such as discrete objects, connecting
Operations    cubes, and number lines to represent "part-whole," "adding to,"
"taking away from," and "comparing to" situations to develop       1                    3
understanding of the meaning of addition and subtraction.

Numbers &   CU0106.2.12 Use various models to develop strategies for
1                    5
Operations  solving arithmetic problems.
Numbers &   CU0106.2.13 Solve problems that require addition and
1                    5
Operations  subtraction of numbers through 100.
Algebra    GLE0106.3.1 Identify, describe, and extend simple number
patterns to develop strategies for adding and subtracting whole      1                    5
numbers.
Algebra    CU0106.3.5 Use various strategies to find unknowns in
1                    5
problems involving addition and subtraction.
Operations &     Represent and      OA.1.2 Represent and solve problems involving     Mathematical GLE0106.1.1 Use mathematical language, symbols, and
Algebraic      solve problems      addition and subtraction. Solve word problems      Processes definitions while developing mathematical reasoning.
Thinking      involving addition   that call for addition of three whole numbers
and subtraction     whose sum is less than or equal to 20, e.g., by                                                                                     1                    3
using objects, drawings, and equations with a
symbol for the unknown number to represent the
problem.
Mathematical 1.1.2 GLE0106.1.2 Apply and adapt a variety of appropriate
Processes strategies to problem solving, including estimation, and               1                    5
reasonableness of the solution.
Mathematical GLE0106.1.3 Develop independent reasoning to communicate
Processes mathematical ideas and derive algorithms and/or formulas.              1                    5

Mathematical GLE0106.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve
1                    5
problems, model mathematical ideas, and communicate solution
strategies.
Mathematical GLE0106.1.5 Use mathematical ideas and processes in different
Processes settings to formulate patterns, analyze graphs, set up and solve       1                    5
problems and interpret solutions.
Mathematical GLE0106.1.6 Read and interpret the language of mathematics
Processes and use written/oral communication to express mathematical             1                    5
ideas precisely.
Introduced
Mathematics      Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common         Common Core           Mathematics Common Core Standard             TN Standard
Understanding and State Performance Indicators
Core Domain        Cluster

Mathematical GLE0106.1.8 Use technologies/manipulatives appropriately to
Processes develop understanding of mathematical algorithms, to facilitate
1                    5
problem solving, and to create accurate and reliable models of
mathematical concepts.
Mathematical CU0106.1.8 Recognize the "word clues" and mathematical
1                    3
Processes symbols for addition and subtraction.
Mathematical CU0106.1.9 Use age-appropriate books, stories, and videos to
1                    3
Processes convey ideas of mathematics.
Numbers & GLE0106.2.3 Develop strategies for learning basic addition facts
1                    3
Operations and related subtraction facts.
Numbers & GLE0106.2.4 Use multiple representations including groups of
1                    5
Operations ten to model two-digit addition and subtraction.
Numbers & CU0106.2.10 Use models such as discrete objects, connecting
Operations cubes, and number lines to represent "part-whole," "adding to,"
"taking away from," and "comparing to" situations to develop       1                    3
understanding of the meaning of addition and subtraction.

Numbers &   CU0106.2.12 Use various models to develop strategies for
1                    5
Operations  solving arithmetic problems.
Numbers &   CU0106.2.13 Solve problems that require addition and
1                    5
Operations  subtraction of numbers through 100.
Algebra    GLE0106.3.1 Identify, describe, and extend simple number
patterns to develop strategies for adding and subtracting whole    1                    5
numbers.
Algebra    CU0106.3.5 Use various strategies to find unknowns in
1                    5
problems involving addition and subtraction.
Operations & Understand and OA.1.3 Understand and apply properties of             Mathematical GLE0106.1.1 Use mathematical language, symbols, and
Algebraic   apply properties of operations and the relationship between addition Processes definitions while developing mathematical reasoning.
Thinking    operations and the and subtraction. Apply properties of operations
relationship    as strategies to add and subtract. Examples: If
between addition 8 + 3 = 11 is known, then 3 + 8 = 11 is also
and subtraction known. (Commutative property of addition.) To                                                                                      1                    3
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.)

Mathematical GLE0106.1.2 Apply and adapt a variety of appropriate strategies
Processes to problem solving, including estimation, and reasonableness of      1                    5
the solution.
Introduced
Mathematics      Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common         Common Core           Mathematics Common Core Standard            TN Standard
Understanding and State Performance Indicators
Core Domain        Cluster

Mathematical GLE0106.1.3 Develop independent reasoning to communicate
Processes mathematical ideas and derive algorithms and/or formulas.              1                    5

Mathematical GLE0106.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve
1                    5
problems, model mathematical ideas, and communicate solution
strategies.
Mathematical GLE0106.1.5 Use mathematical ideas and processes in different
Processes settings to formulate patterns, analyze graphs, set up and solve       1                    5
problems and interpret solutions.
Mathematical GLE0106.1.6 Read and interpret the language of mathematics
Processes and use written/oral communication to express mathematical             1                    5
ideas precisely.
Mathematical GLE0106.1.8 Use technologies/manipulatives appropriately to
Processes develop understanding of mathematical algorithms, to facilitate
1                    5
problem solving, and to create accurate and reliable models of
mathematical concepts.
Numbers & GLE0106.2.3 Develop strategies for learning basic addition facts
1                    3
Operations and related subtraction facts.
Numbers & CU0106.2.8 Relate "counting on" and "counting back" to addition
Operations and subtraction and understand them as inverse operations.            1                    3

Numbers &     CU0106.2.10 Use models such as discrete objects, connecting
Operations    cubes, and number lines to represent "part-whole," "adding to,"
"taking away from," and "comparing to" situations to develop       1                    3
understanding of the meaning of addition and subtraction.

Numbers &   CU0106.2.12 Use various models to develop strategies for
1                    5
Operations  solving arithmetic problems.
Numbers &   CU0106.2.13 Solve problems that require addition and
1                    5
Operations  subtraction of numbers through 100.
Algebra    CU0106.3.9 Recognize that zero is the identity element for
1                    3
Operations & Understand and OA.1.4 Understand and apply properties of             Mathematical GLE0106.1.1 Use mathematical language, symbols, and
Algebraic   apply properties of operations and the relationship between addition Processes definitions while developing mathematical reasoning.
Thinking    operations and the and subtraction. Understand subtraction as an
1                    3
relationship    unknown-addend problem. For example,
between addition subtract 10 – 8 by finding the number that
and subtraction makes 10 when added to 8.
Introduced
Mathematics     Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common        Common Core            Mathematics Common Core Standard             TN Standard
Understanding and State Performance Indicators
Core Domain       Cluster

Mathematical GLE0106.1.3 Develop independent reasoning to communicate
Processes mathematical ideas and derive algorithms and/or formulas.              1                    5

Mathematical GLE0106.1.5 Use mathematical ideas and processes in different
Processes settings to formulate patterns, analyze graphs, set up and solve       1                    5
problems and interpret solutions.
Mathematical GLE0106.1.8 Use technologies/manipulatives appropriately to
Processes develop understanding of mathematical algorithms, to facilitate
1                    5
problem solving, and to create accurate and reliable models of
mathematical concepts.
Numbers & GLE0106.2.3 Develop strategies for learning basic addition facts
1                    3
Operations and related subtraction facts.
Numbers & CU0106.2.8 Relate "counting on" and "counting back" to addition
Operations and subtraction and understand them as inverse operations.            1                    3

Numbers &     CU0106.2.10 Use models such as discrete objects, connecting
Operations    cubes, and number lines to represent "part-whole," "adding to,"
"taking away from," and "comparing to" situations to develop       1                    3
understanding of the meaning of addition and subtraction.

Numbers &     CU0106.2.12 Use various models to develop strategies for
Operations    solving arithmetic problems.                                       1                    5

Operations &   Add and subtract   OA.1.5 Add and subtract within 20. Relate        Mathematical GLE0106.1.5 Use mathematical ideas and processes in different
Algebraic        within 20       counting to addition and subtraction (e.g., by    Processes settings to formulate patterns, analyze graphs, set up and solve
Thinking                         counting on 2 to add 2).                                      problems and interpret solutions.
1                    5

Mathematical   GLE0106.1.1 Use mathematical language, symbols, and
1                    3
Processes     definitions while developing mathematical reasoning.
Mathematical   GLE0106.1.3 Develop independent reasoning to communicate
Processes     mathematical ideas and derive algorithms and/or formulas.          1                    5

Mathematical GLE0106.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve
1                    5
problems, model mathematical ideas, and communicate solution
strategies.
Introduced
Mathematics     Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common        Common Core            Mathematics Common Core Standard                TN Standard
Understanding and State Performance Indicators
Core Domain       Cluster

Mathematical GLE0106.1.6 Read and interpret the language of mathematics
Processes and use written/oral communication to express mathematical             1                    5
ideas precisely.
Mathematical GLE0106.1.8 Use technologies/manipulatives appropriately to
Processes develop understanding of mathematical algorithms, to facilitate
1                    5
problem solving, and to create accurate and reliable models of
mathematical concepts.
Numbers & GLE0106.2.3 Develop strategies for learning basic addition facts
1                    3
Operations and related subtraction facts.
Numbers & CU0106.2.8 Relate "counting on" and "counting back" to addition
Operations and subtraction and understand them as inverse operations.            1                    3

Numbers &     CU0106.2.10 Use models such as discrete objects, connecting
Operations    cubes, and number lines to represent "part-whole," "adding to,"
"taking away from," and "comparing to" situations to develop       1                    3
understanding of the meaning of addition and subtraction.

Numbers &     CU0106.2.12 Use various models to develop strategies for
1                    5
Operations    solving arithmetic problems.
Numbers &     CU0106.2.13 Solve problems that require addition and
1                    5
Operations    subtraction of numbers through 100.
Operations &   Add and subtract   OA.1.6 Add and subtract within 20. Add and          Mathematical   GLE0106.1.1 Use mathematical language, symbols, and
Algebraic        within 20       subtract within 20, demonstrating fluency for        Processes     definitions while developing mathematical reasoning.
Thinking                         addition and subtraction within 10. Use
strategies such as counting on; making ten (e.g.,
8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 – 4 = 13 – 3 –
1 = 10 – 1 = 9); using the relationship between                                                                                       1                    3
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).

Mathematical GLE0106.1.3 Develop independent reasoning to communicate
Processes mathematical ideas and derive algorithms and/or formulas.              1                    5
Introduced
Mathematics      Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common         Common Core           Mathematics Common Core Standard              TN Standard
Understanding and State Performance Indicators
Core Domain        Cluster

Mathematical GLE0106.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve
1                    5
problems, model mathematical ideas, and communicate solution
strategies.
Mathematical GLE0106.1.5 Use mathematical ideas and processes in different
Processes settings to formulate patterns, analyze graphs, set up and solve        1                    5
problems and interpret solutions.
Mathematical GLE0106.1.6 Read and interpret the language of mathematics
Processes and use written/oral communication to express mathematical              1                    5
ideas precisely.
Mathematical GLE0106.1.8 Use technologies/manipulatives appropriately to
Processes develop understanding of mathematical algorithms, to facilitate
1                    5
problem solving, and to create accurate and reliable models of
mathematical concepts.
Numbers & CU0106.2.7 Develop fluency with addition and subtraction facts
1                    5
Operations of sums through ten.
Numbers & CU0106.2.8 Relate "counting on" and "counting back" to addition
Operations and subtraction and understand them as inverse operations.             1                    3

Numbers &     CU0106.2.10 Use models such as discrete objects, connecting
Operations    cubes, and number lines to represent "part-whole," "adding to,"
"taking away from," and "comparing to" situations to develop        1                    3
understanding of the meaning of addition and subtraction.

Numbers &     GLE0106.2.3 Develop strategies for learning basic addition facts
1                    3
Operations    and related subtraction facts.
Operations & Work with addition OA.1.7 Work with addition and subtraction           Mathematical   GLE0106.1.1 Use mathematical language, symbols, and
Algebraic    and subtraction equations. Understand the meaning of the               Processes     definitions while developing mathematical reasoning.
Thinking       equations       equal sign, and determine if equations involving
addition and subtraction are true or false. For                                                                                        1                    3
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.
Mathematical GLE0106.1.3 Develop independent reasoning to communicate
Processes mathematical ideas and derive algorithms and/or formulas.               1                    5

Mathematical GLE0106.1.6 Read and interpret the language of mathematics
Processes and use written/oral communication to express mathematical              1                    5
ideas precisely.
Introduced
Mathematics      Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common         Common Core          Mathematics Common Core Standard            TN Standard
Understanding and State Performance Indicators
Core Domain        Cluster

Numbers &     CU0106.2.12 Use various models to develop strategies for
1                    5
Operations    solving arithmetic problems.
Numbers &     CU0106.2.5 Order and compare less than, greater than, or equal
1                    5
Operations    to whole numbers to 100.
Mathematical   CU0106.1.8 Recognize the "word clues" and mathematical
1                    3
Processes     symbols for addition and subtraction.
Operations & Work with addition OA.1.8 Work with addition and subtraction        Mathematical   GLE0106.1.1 Use mathematical language, symbols, and
Algebraic    and subtraction equations. Determine the unknown whole              Processes     definitions while developing mathematical reasoning.
Thinking       equations       number in an addition or subtraction equation
relating three whole numbers. For example,                                                                                        1                    3
determine the unknown number that makes the
equation true in each of the equations 8 + ? =
11, 5 = ＿ – 3, 6 + 6 = ＿.
Mathematical GLE0106.1.3 Develop independent reasoning to communicate
Processes mathematical ideas and derive algorithms and/or formulas.             1                    5

Mathematical GLE0106.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve
1                    5
problems, model mathematical ideas, and communicate solution
strategies.
Mathematical GLE0106.1.5 Use mathematical ideas and processes in different
Processes settings to formulate patterns, analyze graphs, set up and solve      1                    5
problems and interpret solutions.
Mathematical GLE0106.1.6 Read and interpret the language of mathematics
Processes and use written/oral communication to express mathematical            1                    5
ideas precisely.
Mathematical GLE0106.1.8 Use technologies/manipulatives appropriately to
Processes develop understanding of mathematical algorithms, to facilitate
1                    5
problem solving, and to create accurate and reliable models of
mathematical concepts.
Numbers & GLE0106.2.3 Develop strategies for learning basic addition facts
1                    3
Operations and related subtraction facts.
Numbers & CU0106.2.10 Use models such as discrete objects, connecting
Operations cubes, and number lines to represent "part-whole," "adding to,"
"taking away from," and "comparing to" situations to develop        1                    3
understanding of the meaning of addition and subtraction.

Numbers &     CU0106.2.12 Use various models to develop strategies for
1                    5
Operations    solving arithmetic problems.
Introduced
Mathematics      Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common         Common Core           Mathematics Common Core Standard             TN Standard
Understanding and State Performance Indicators
Core Domain        Cluster

Algebra    GLE0106.3.1 Identify, describe, and extend simple number
patterns to develop strategies for adding and subtracting whole    1                    5
numbers.
Numbers & Extend the counting NBT.1.1 Extend the counting sequence. Count         Mathematical GLE0106.1.1 Use mathematical language, symbols, and
Operations    sequence        to 120, starting at any number less than 120. In     Processes definitions while developing mathematical reasoning.
in Base Ten                    this range, read and write numerals and                                                                                             1                    3
represent a number of objects with a written
numeral.
Mathematical GLE0106.1.6 Read and interpret the language of mathematics
Processes and use written/oral communication to express mathematical           1                    5
ideas precisely.
Numbers & CU0106.2.1 Read and write numerals up to 100.
1                    5
Operations
Numbers & CU0106.2.3 Count forward and backward by ones beginning
1                    5
Operations with any number less than 100.
Numbers & Extend the counting NBT.1.2 Understand place value. Understand          Mathematical GLE0106.1.1 Use mathematical language, symbols, and
Operations    sequence.       that the two digits of a two-digit number            Processes definitions while developing mathematical reasoning.
in Base Ten                    represent amounts of tens and ones.
Understand the following as special cases:
-- a. 10 can be thought of as a bundle of ten
ones — called a “ten.”
1                    3
-- b. The numbers from 11 to 19 are composed
of a ten and one, two, three, four, five, six,
seven, eight, or nine ones.
-- c. 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).
Mathematical GLE0106.1.8 Use technologies/manipulatives appropriately to
Processes develop understanding of mathematical algorithms, to facilitate
1                    5
problem solving, and to create accurate and reliable models of
mathematical concepts.
Mathematical GLE0106.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve
1                    5
problems, model mathematical ideas, and communicate solution
strategies.
Numbers & Extend the counting NBT.1.3 Understand place value. Compare two         Mathematical GLE0106.1.1 Use mathematical language, symbols, and
Operations    sequence        two-digit numbers based on meanings of the           Processes definitions while developing mathematical reasoning.
1                    3
in Base Ten                    tens and ones digits, recording the results of
comparisons with the symbols >, =, and <.
Introduced
Mathematics     Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common        Common Core           Mathematics Common Core Standard            TN Standard
Understanding and State Performance Indicators
Core Domain       Cluster

Mathematical GLE0106.1.6 Read and interpret the language of mathematics
Processes and use written/oral communication to express mathematical            1                    5
ideas precisely.
Numbers & GLE0106.2.2 Compare and order whole numbers to 100.
1                    5
Operations
Numbers & CU0106.2.5 Order and compare less than, greater than, or equal
1                    5
Operations to whole numbers to 100.
Numbers & Extend the counting NBT.1.4 Use place value understanding and         Mathematical GLE0106.1.1 Use mathematical language, symbols, and
Operations    sequence        properties of operations to add and subtract.      Processes definitions while developing mathematical reasoning.
in Base Ten                    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,
1                    3
and/or the relationship between addition and
subtraction; relate the strategy to a written
method and explain the reasoning used.
Understand that in adding two-digit numbers,
one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.

Mathematical GLE0106.1.8 Use technologies/manipulatives appropriately to
Processes develop understanding of mathematical algorithms, to facilitate
1                    5
problem solving, and to create accurate and reliable models of
mathematical concepts.
Numbers & GLE0106.2.3 Develop strategies for learning basic addition facts
1                    3
Operations and related subtraction facts.
Numbers & CU0106.2.8 Relate "counting on" and "counting back" to addition
Operations and subtraction and understand them as inverse operations.           1                    3

Numbers &    CU0106.2.10 Use models such as discrete objects, connecting
Operations   cubes, and number lines to represent "part-whole," "adding to,"
"taking away from," and "comparing to" situations to develop       1                    3
understanding of the meaning of addition and subtraction.

Numbers &    CU0106.2.12 Use various models to develop strategies for
1                    5
Operations   solving arithmetic problems.
Algebra     GLE0106.3.1 Identify, describe, and extend simple number
patterns to develop strategies for adding and subtracting whole    1                    5
numbers.
Introduced
Mathematics    Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common       Common Core    Mathematics Common Core Standard   TN Standard
Understanding and State Performance Indicators
Core Domain      Cluster

Algebra    GLE0106.3.2 Understand that addition and subtraction are
1                    5
inverse operations.
Algebra    GLE0106.3.3 Extend the strategies for basic facts to include
1                    5
other properties of number and operations.
Algebra    CU0106.3.6 Use objects to demonstrate the inverse relationship
1                    5
between addition and subtraction.
Algebra    CU0106.3.7 Use the inverse relation between addition and
1                    5
subtraction to check arithmetic problems.
Algebra    CU0106.3.9 Recognize that zero is the identity element for
1                    3
Mathematical GLE0106.1.1 Use mathematical language, symbols, and
1                    5
Processes definitions while developing mathematical reasoning.
Mathematical GLE0106.1.3 Develop independent reasoning to communicate
Processes mathematical ideas and derive algorithms and/or formulas.           1                    5

Mathematical GLE0106.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve
1                    5
problems, model mathematical ideas, and communicate solution
strategies.
Mathematical GLE0106.1.5 Use mathematical ideas and processes in different
Processes settings to formulate patterns, analyze graphs, set up and solve    1                    5
problems and interpret solutions.
Mathematical GLE0106.1.6 Read and interpret the language of mathematics
Processes and use written/oral communication to express mathematical          1                    5
ideas precisely.
Mathematical GLE0106.1.8 Use technologies/manipulatives appropriately to
Processes develop understanding of mathematical algorithms, to facilitate
1                    5
problem solving, and to create accurate and reliable models of
mathematical concepts.
Numbers & GLE0106.2.3 Develop strategies for learning basic addition facts
1                    3
Operations and related subtraction facts.
Numbers & CU0106.2.10 Use models such as discrete objects, connecting
Operations cubes, and number lines to represent "part-whole," "adding to,"
"taking away from," and "comparing to" situations to develop      1                    3
understanding of the meaning of addition and subtraction.

Numbers &    CU0106.2.12 Use various models to develop strategies for
1                    5
Operations   solving arithmetic problems.
Numbers &    CU0106.2.13 Solve problems that require addition and
1                    5
Operations   subtraction of numbers through 100.
Introduced
Mathematics      Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common         Common Core           Mathematics Common Core Standard             TN Standard
Understanding and State Performance Indicators
Core Domain        Cluster

Algebra    GLE0106.3.1 Identify, describe, and extend simple number
patterns to develop strategies for adding and subtracting whole      1                    5
numbers.
Algebra    GLE0106.3.2 Understand that addition and subtraction are
1                    5
inverse operations.
Numbers & Extend the counting NBT.1.6 Use place value understanding and           Mathematical GLE0106.1.1 Use mathematical language, symbols, and
Operations    sequence        properties of operations to add and subtract.        Processes definitions while developing mathematical reasoning.
in Base Ten                    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
1                    3
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.
Mathematical GLE0106.1.3 Develop independent reasoning to communicate
Processes mathematical ideas and derive algorithms and/or formulas.              1                    5

Mathematical GLE0106.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve
1                    5
problems, model mathematical ideas, and communicate solution
strategies.
Mathematical GLE0106.1.5 Use mathematical ideas and processes in different
Processes settings to formulate patterns, analyze graphs, set up and solve       1                    5
problems and interpret solutions.
Mathematical GLE0106.1.6 Read and interpret the language of mathematics
Processes and use written/oral communication to express mathematical             1                    5
ideas precisely.
Mathematical GLE0106.1.8 Use technologies/manipulatives appropriately to
Processes develop understanding of mathematical algorithms, to facilitate
1                    5
problem solving, and to create accurate and reliable models of
mathematical concepts.
Numbers & CU0106.2.8 Relate "counting on" and "counting back" to addition
Operations and subtraction and understand them as inverse operations.            1                    3

Numbers &     CU0106.2.10 Use models such as discrete objects, connecting
Operations    cubes, and number lines to represent "part-whole," "adding to,"
"taking away from," and "comparing to" situations to develop       1                    3
understanding of the meaning of addition and subtraction.
Introduced
Mathematics      Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common         Common Core             Mathematics Common Core Standard              TN Standard
Understanding and State Performance Indicators
Core Domain        Cluster

Numbers &     CU0106.2.12 Use various models to develop strategies for
1                    5
Operations    solving arithmetic problems.
Numbers &     CU0106.2.13 Solve problems that require addition and
1                    5
Operations    subtraction of numbers through 100.
Algebra      GLE0106.3.1 Identify, describe, and extend simple number
patterns to develop strategies for adding and subtracting whole    1                    5
numbers.
Algebra      GLE0106.3.2 Understand that addition and subtraction are
1                    5
inverse operations.
Algebra      GLE0106.3.3 Extend the strategies for basic facts to include
1                    5
other properties of number and operations.
Algebra      CU0106.3.3 Use objects to illustrate the commutative property
with basic facts and show that subtraction is not commutative.     1                    3

Algebra    CU0106.3.7 Use the inverse relation between addition and
1                    5
subtraction to check arithmetic problems.
Algebra    CU0106.3.9 Recognize that zero is the identity element for
1                    3
Measuremen       Measure lengths MD.1.1 Measure lengths indirectly and by             Mathematical GLE0106.1.1 Use mathematical language, symbols, and
t & Data       indirectly and by iterating length units. Order three objects by      Processes definitions while developing mathematical reasoning.
1                    5
iterating length units length; compare the lengths of two objects
indirectly by using a third object.
Mathematical GLE0106.1.8 Use technologies/manipulatives appropriately to
Processes develop understanding of mathematical algorithms, to facilitate
1                    5
problem solving, and to create accurate and reliable models of
mathematical concepts.
Mathematical CU0106.1.9 Use age-appropriate books, stories, and videos to
1                    3
Processes convey ideas of mathematics.
Measuremen     Measure lengths     MD.1.2 Measure lengths indirectly and by           Mathematical GLE0106.1.1 Use mathematical language, symbols, and
t & Data     indirectly and by   iterating length units. Express the length of an    Processes definitions while developing mathematical reasoning.
iterating length   object as a whole number of length units, by
units.        laying multiple copies of a shorter object (the
length unit) end to end; understand that the
length measurement of an object is the number                                                                                        1                    3
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.
Introduced
Mathematics      Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common         Common Core           Mathematics Common Core Standard           TN Standard
Understanding and State Performance Indicators
Core Domain        Cluster

Mathematical GLE0106.1.3 Develop independent reasoning to communicate
Processes mathematical ideas and derive algorithms and/or formulas.            1                    5

Mathematical GLE0106.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve
1                    5
problems, model mathematical ideas, and communicate solution
strategies.
Mathematical GLE0106.1.6 Read and interpret the language of mathematics
Processes and use written/oral communication to express mathematical          1                    5
ideas precisely.
Mathematical GLE0106.1.8 Use technologies/manipulatives appropriately to
Processes develop understanding of mathematical algorithms, to facilitate
1                    5
problem solving, and to create accurate and reliable models of
mathematical concepts.
Measuremen Tell and write time MD.1.3 Tell and write time. Tell and write time in Mathematical GLE0106.1.1 Use mathematical language, symbols, and
t & Data                     hours and half-hours using analog and digital       Processes definitions while developing mathematical reasoning.                1                    3
clocks.
Mathematical GLE0106.1.6 Read and interpret the language of mathematics
Processes and use written/oral communication to express mathematical          1                    5
ideas precisely.
Mathematical GLE0106.1.8 Use technologies/manipulatives appropriately to
Processes develop understanding of mathematical algorithms, to facilitate
1                    5
problem solving, and to create accurate and reliable models of
mathematical concepts.
Measuremen  Represent and      MD.1.4 Represent and interpret data. Organize, Mathematical GLE0106.1.1 Use mathematical language, symbols, and
t & Data   interpret data    represent, and interpret data with up to three      Processes definitions while developing mathematical reasoning.
total number of data points, how many in each                                                                                     1                    3
category, and how many more or less are in one
category than in another.

Mathematical GLE0106.1.2 Apply and adapt a variety of appropriate strategies
Processes to problem solving, including estimation, and reasonableness of      1                    5
the solution.
Mathematical GLE0106.1.3 Develop independent reasoning to communicate
Processes mathematical ideas and derive algorithms and/or formulas.            1                    5
Introduced
Mathematics      Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common         Common Core            Mathematics Common Core Standard                 TN Standard
Understanding and State Performance Indicators
Core Domain        Cluster

Mathematical GLE0106.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve
1                    5
problems, model mathematical ideas, and communicate solution
strategies.
Mathematical GLE0106.1.5 Use mathematical ideas and processes in different
Processes settings to formulate patterns, analyze graphs, set up and solve     1                    5
problems and interpret solutions.
Mathematical GLE0106.1.6 Read and interpret the language of mathematics
Processes and use written/oral communication to express mathematical           1                    5
ideas precisely.
Mathematical GLE0106.1.8 Use technologies/manipulatives appropriately to
Processes develop understanding of mathematical algorithms, to facilitate
1                    5
problem solving, and to create accurate and reliable models of
mathematical concepts.
Geometry     Reason with shapes G.1.1 Reason with shapes and their attributes.         Mathematical GLE0106.1.1 Use mathematical language, symbols, and
and their attributes Distinguish between defining attributes (e.g.,        Processes definitions while developing mathematical reasoning.
triangles are closed and three-sided) versus non-
defining attributes (e.g., color, orientation,                                                                                       1                    3
overall size); for a wide variety of shapes; build
and draw shapes to possess defining attributes.

Mathematical GLE0106.1.2 Apply and adapt a variety of appropriate strategies
Processes to problem solving, including estimation, and reasonableness of      1                    5
the solution.
Mathematical GLE0106.1.3 Develop independent reasoning to communicate
Processes mathematical ideas and derive algorithms and/or formulas.            1                    5

Mathematical GLE0106.1.8 Use technologies/manipulatives appropriately to
Processes develop understanding of mathematical algorithms, to facilitate
1                    5
problem solving, and to create accurate and reliable models of
mathematical concepts.
Introduced
Mathematics      Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common         Common Core             Mathematics Common Core Standard               TN Standard
Understanding and State Performance Indicators
Core Domain        Cluster

Geometry     Reason with shapes G.1.2 Reason with shapes and their attributes.        Mathematical GLE0106.1.1 Use mathematical language, symbols, and
and their attributes Compose two-dimensional shapes (rectangles,          Processes definitions while developing mathematical reasoning.
squares, trapezoids, triangles, half-circles, and
quarter-circles) or three-dimensional shapes
(cubes, right rectangular prisms, right circular
1                    3
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.”)
Mathematical GLE0106.1.2 Apply and adapt a variety of appropriate strategies
Processes to problem solving, including estimation, and reasonableness of      1                    5
the solution.
Mathematical GLE0106.1.3 Develop independent reasoning to communicate
Processes mathematical ideas and derive algorithms and/or formulas.            1                    5

Mathematical GLE0106.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve
1                    5
problems, model mathematical ideas, and communicate solution
strategies.
Mathematical GLE0106.1.5 Use mathematical ideas and processes in different
Processes settings to formulate patterns, analyze graphs, set up and solve     1                    5
problems and interpret solutions.
Mathematical GLE0106.1.6 Read and interpret the language of mathematics
Processes and use written/oral communication to express mathematical           1                    5
ideas precisely.
Mathematical GLE0106.1.8 Use technologies/manipulatives appropriately to
Processes develop understanding of mathematical algorithms, to facilitate
1                    5
problem solving, and to create accurate and reliable models of
mathematical concepts.
Mathematical GLE0106.1.1 Use mathematical language, symbols, and
1                    5
Processes definitions while developing mathematical reasoning.
Mathematical GLE0106.1.2 Apply and adapt a variety of appropriate strategies
Processes to problem solving, including estimation, and reasonableness of      1                    5
the solution.
Mathematical GLE0106.1.3 Develop independent reasoning to communicate
Processes mathematical ideas and derive algorithms and/or formulas.            1                    5
Introduced
Mathematics    Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common       Common Core    Mathematics Common Core Standard   TN Standard
Understanding and State Performance Indicators
Core Domain      Cluster

Mathematical GLE0106.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve
1                    5
problems, model mathematical ideas, and communicate solution
strategies.
Mathematical GLE0106.1.6 Read and interpret the language of mathematics
Processes and use written/oral communication to express mathematical          1                    5
ideas precisely.
Mathematical GLE0106.1.5 Use mathematical ideas and processes in different
Processes settings to formulate patterns, analyze graphs, set up and solve    1                    5
problems and interpret solutions.
Mathematical GLE0106.1.8 Use technologies/manipulatives appropriately to
Processes develop understanding of mathematical algorithms, to facilitate
1                    5
problem solving, and to create accurate and reliable models of
mathematical concepts.
Introduced
Mathematics    Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common       Common Core    Mathematics Common Core Standard   TN Standard
Understanding and State Performance Indicators
Core Domain      Cluster

2nd Six Weeks

Algebra       GLE0106.3.2 Understand that addition and subtraction are
2                    5
inverse operations.
Algebra       CU0106.3.3 Use objects to illustrate the commutative property
with basic facts and show that subtraction is not commutative.      2                    5

Algebra       CU0106.3.6 Use objects to demonstrate the inverse relationship
2                    5
between addition and subtraction.
Algebra       CU0106.3.7 Use the inverse relation between addition and
2                    5
subtraction to check arithmetic problems.
Algebra       GRADE 2: CU0206.3.5 Understand and use the commutative
2                    5
and associative properties of addition and multiplication.
Algebra       GLE0106.3.3 Extend the strategies for basic facts to include
2                    5
other properties of number and operations.
Algebra       CU0106.3.5 Use various strategies to find unknowns in
2                    5
problems involving addition and subtraction.
Algebra       CU0106.3.6 Use objects to demonstrate the inverse relationship
2                    5
between addition and subtraction.
Algebra       CU0106.3.7 Use the inverse relation between addition and
2                    5
subtraction to check arithmetic problems.
Algebra       CU0106.3.4 Demonstrate understanding of the basic equation a
+ b = c by using objects to illustrate the number sentences fact    2                    5
families associated with any particular sum.
Algebra       GLE0106.3.3 Extend the strategies for basic facts to include
2                    5
other properties of number and operations.
Algebra       CU0106.3.5 Use various strategies to find unknowns in
2                    5
problems involving addition and subtraction.
Algebra       CU0106.3.4 Demonstrate understanding of the basic equation a
+ b = c by using objects to illustrate the number sentences fact    2                    5
families associated with any particular sum.
Algebra       CU0106.3.3 Use objects to illustrate the commutative property
with basic facts and show that subtraction is not commutative.      2                    5

Numbers &      CU0106.2.14 Use composition and decomposition of numbers to
2                    5
Operations     identify and discuss patterns.
Numbers &      CU0106.2.14 Use composition and decomposition of numbers to
2                    5
Operations     identify and discuss patterns.
Algebra       CU0106.3.6 Use objects to demonstrate the inverse relationship
2                    5
between addition and subtraction.
Introduced
Mathematics    Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common       Common Core    Mathematics Common Core Standard   TN Standard
Understanding and State Performance Indicators
Core Domain      Cluster

Data,        GLE0106.5.1 Use various representations to display and
Probability, &   compare data.                                                   2                    5
Statistics
Data,        CU0106.5.4 Count and compare collected data.
Probability, &                                                                   2                    5
Statistics
Data,        GLE0106.5.1 Use various representations to display and
Probability, &   compare data.                                                   2                    5
Statistics
Data,        CU0106.5.4 Count and compare collected data.
Probability, &                                                                   2                    5
Statistics
Data,        CU0106.5.3 Display data using appropriate titles and labels.
Probability, &                                                                   2                    5
Statistics
Data,        CU0106.5.4 Count and compare collected data.
Probability, &                                                                   2                    5
Statistics
Data,        GLE0106.5.1 Use various representations to display and
Probability, &   compare data.                                                   2                    5
Statistics
Introduced
Mathematics     Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common        Common Core           Mathematics Common Core Standard            TN Standard
Understanding and State Performance Indicators
Core Domain       Cluster

3rd Six Weeks

Algebra    GLE0106.3.3 Extend the strategies for basic facts to include
3                    5
other properties of number and operations.
Mathematical GLE0106.1.2 Apply and adapt a variety of appropriate strategies
Processes to problem solving, including estimation, and reasonableness of         3                    5
the solution.
Numbers & CU0106.2.3 Count forward and backward by ones beginning
3                    5
Operations with any number less than 100.
Mathematical GLE0106.1.2 Apply and adapt a variety of appropriate strategies
Processes to problem solving, including estimation, and reasonableness of         3                    5
the solution.
Numbers & CU0106.2.14 Use composition and decomposition of numbers to
3                    5
Operations identify and discuss patterns.
Numbers & CU0106.2.14 Use composition and decomposition of numbers to
3                    5
Operations identify and discuss patterns.
Numbers & CU0106.2.17 Use the number line to create visual
Operations representations of sequences such as even numbers, tens,               3                    5
multiples of five.
Numbers & Extend the counting NBT.1.5 Use place value understanding and           Algebra    CU0106.3.1 Find repeating patterns on the number line, addition
Operations    sequence        properties of operations to add and subtract.                  table, and hundreds chart.
in Base Ten                    Given a two-digit number, mentally find 10 more                                                                                      3                    5
or 10 less than the number, without having to
count; explain the reasoning used.
Numbers &      CU0106.2.17 Use the number line to create visual
Operations     representations of sequences such as even numbers, tens,           3                    5
multiples of five.
Numbers &      CU0106.2.4 Skip count by twos, fives, and tens.
3                    5
Operations
Numbers &      CU0106.2.6 Recognize the place value of numbers tens, ones.
3                    5
Operations
Numbers &      CU0106.2.17 Use the number line to create visual
Operations     representations of sequences such as even numbers, tens,           3                    5
multiples of five.
Algebra       CU0106.3.1 Find repeating patterns on the number line, addition
3                    5
table, and hundreds chart.
Algebra       CU00106.3.2 Determine a reasonable next term in a given
3                    5
sequence and describe the rule.
Introduced
Mathematics    Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common       Common Core    Mathematics Common Core Standard   TN Standard
Understanding and State Performance Indicators
Core Domain      Cluster

Geometry & GLE0106.4.1 Recognize, describe, and draw geometric figures.
Measurement                                                                   3                    5

Geometry & CU0106.4.1 Recognize and describe similarities and differences
Measurement between 2-dimensional figures geometric attributes and            3                    5
properties.
Geometry & CU0106.4.2 Recognize 2- and 3-dimensional figures from
Measurement different perspectives and orientations.                          3                    5

Geometry & GLE0106.4.2 Compose and decompose geometric shapes.
Measurement                                                                   3                    5

Geometry & CU0106.4.3 Model part-whole relationships and properties of
Measurement plane and solid figures by combining two or more shapes to
3                    5
make a larger shape or by breaking apart an object into its
smaller shapes.
Geometry & CU0106.4.4 Identify 2-dimensional shapes as faces of 3-
Measurement dimensional figures.                                              3                    5

Geometry & GLE0106.4.2 Compose and decompose geometric shapes.
Measurement                                                                   3                    5

Geometry & GLE0106.4.1 Recognize, describe, and draw geometric figures.
Measurement                                                                   3                    5

Geometry & CU0106.4.1 Recognize and describe similarities and differences
Measurement between 2-dimensional figures geometric attributes and            3                    5
properties.
Geometry & CU0106.4.2 Recognize 2- and 3-dimensional figures from
Measurement different perspectives and orientations.                          3                    5

Geometry & CU0106.4.3 Model part-whole relationships and properties of
Measurement plane and solid figures by combining two or more shapes to
3                    5
make a larger shape or by breaking apart an object into its
smaller shapes.
Geometry & CU0106.4.4 Identify 2-dimensional shapes as faces of 3-
Measurement dimensional figures.                                              3                    5
Introduced
Mathematics    Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common       Common Core    Mathematics Common Core Standard   TN Standard
Understanding and State Performance Indicators
Core Domain      Cluster

Geometry & GRADE K: CU0006.4.1 Identify, name, and describe a variety of
Measurement shapes i.e. circles, squares, triangles, rectangles, hexagons,    3                    5
trapezoids shown in various positions.
Geometry & GRADE K: CU0006.4.2 Identify, name, and describe three-
Measurement dimensional shapes such as sphere, cube, cone, cylinder.          3                    5

Geometry & GLE0106.4.1 Recognize, describe, and draw geometric figures.
Measurement                                                                   3                    5

Geometry & GLE0106.4.2 Compose and decompose geometric shapes.
Measurement                                                                   3                    5

Geometry & CU0106.4.1 Recognize and describe similarities and differences
Measurement between 2-dimensional figures geometric attributes and            3                    5
properties.
Geometry & CU0106.4.2 Recognize 2- and 3-dimensional figures from
Measurement different perspectives and orientations.                          3                    5

Geometry & CU0106.4.3 Model part-whole relationships and properties of
Measurement plane and solid figures by combining two or more shapes to
3                    5
make a larger shape or by breaking apart an object into its
smaller shapes.
Geometry & CU0106.4.4 Identify 2-dimensional shapes as faces of 3-
Measurement dimensional figures.                                              3                    5
Introduced
Mathematics    Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common       Common Core    Mathematics Common Core Standard   TN Standard
Understanding and State Performance Indicators
Core Domain      Cluster

4th Six Weeks

Numbers &       CU0106.2.9 Add three single-digit numbers.
4                    6
Operations
Numbers &       CU0106.2.9 Add three single-digit numbers.
4                    5
Operations
Numbers &       GLE0106.2.4 Use multiple representations including groups of
Operations      ten to model two-digit addition and subtraction.
4                    5

Numbers &      CU0106.2.9 Add three single-digit numbers.
4                    5
Operations
Numbers &      CU0106.2.15 Represent whole numbers between 10 and 100 in
4                    5
Operations     groups of tens and ones.
Mathematical    GLE0106.1.2 Apply and adapt a variety of appropriate strategies
Processes      to problem solving, including estimation, and reasonableness of    4                    5
the solution.
Numbers &       GLE0106.2.1 Understand and use number notation and place
4                    6
Operations      value to 100.
Numbers &       GLE0106.2.1 Understand and use number notation and place
4                    5
Operations      value to 100.
Numbers &       CU0106.2.6 Recognize the place value of numbers tens, ones.
4                    5
Operations
Numbers &       CU0106.2.15 Represent whole numbers between 10 and 100 in
4                    5
Operations      groups of tens and ones.
Numbers &       GLE0106.2.1 Understand and use number notation and place
4                    5
Operations      value to 100.
Numbers &       CU0106.2.6 Recognize the place value of numbers tens, ones.
4                    5
Operations
Numbers &       CU0106.2.15 Represent whole numbers between 10 and 100 in
4                    5
Operations      groups of tens and ones.
Numbers &       CU0106.2.16 Represent whole numbers up to 100 on a number
4                    5
Operations      line.
Numbers &       GLE0106.2.1 Understand and use number notation and place
4                    5
Operations      value to 100.
Numbers &       GLE0106.2.4 Use multiple representations including groups of
4                    5
Operations      ten to model two-digit addition and subtraction.
Numbers &       CU0106.2.6 Recognize the place value of numbers tens, ones.
4                    5
Operations
Introduced
Mathematics    Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common       Common Core    Mathematics Common Core Standard   TN Standard
Understanding and State Performance Indicators
Core Domain      Cluster

Numbers &   CU0106.2.15 Represent whole numbers between 10 and 100 in
4                    5
Operations  groups of tens and ones.
Algebra    CU0106.3.4 Demonstrate understanding of the basic equation a
+ b = c by using objects to illustrate the number sentences fact    4                    5
families associated with any particular sum.
Mathematical GLE0106.1.2 Apply and adapt a variety of appropriate strategies
Processes to problem solving, including estimation, and reasonableness of       4                    5
the solution.
Numbers & GLE0106.2.1 Understand and use number notation and place
4                    5
Operations value to 100.
Numbers & GLE0106.2.4 Use multiple representations including groups of
4                    5
Operations ten to model two-digit addition and subtraction.
Numbers & CU0106.2.6 Recognize the place value of numbers tens, ones.
4                    5
Operations
Numbers & CU0106.2.15 Represent whole numbers between 10 and 100 in
4                    5
Operations groups of tens and ones.
Mathematical GLE0106.1.2 Apply and adapt a variety of appropriate strategies
Processes to problem solving, including estimation, and reasonableness of       4                    5
the solution.
Numbers & GLE0106.2.1 Understand and use number notation and place
4                    5
Operations value to 100.
Numbers & GLE0106.2.2 Compare and order whole numbers to 100.
4                    5
Operations
Numbers & GLE0106.2.4 Use multiple representations including groups of
4                    5
Operations ten to model two-digit addition and subtraction.
Numbers & CU0106.2.15 Represent whole numbers between 10 and 100 in
4                    5
Operations groups of tens and ones.
Numbers & CU0106.2.16 Represent whole numbers up to 100 on a number
4                    5
Operations line.
Algebra    CU0106.3.4 Demonstrate understanding of the basic equation a
+ b = c by using objects to illustrate the number sentences fact    4                    5
families associated with any particular sum.
Geometry & GLE0106.4.3 Use non-standard units in linear measurement.
Measurement                                                                      4                    5

Geometry & CU0106.4.5 Estimate and measure length using non-standard
Measurement units counting by using groups of tens and ones to represent         4                    5
Introduced
Mathematics    Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common       Common Core    Mathematics Common Core Standard   TN Standard
Understanding and State Performance Indicators
Core Domain      Cluster

Geometry & CU0106.4.6 Recognize the essential role of units in
Measurement measurement, and understand the difference between standard                4                    5
and non-standard units.
Geometry & CU0106.4.7 Understand and use comparative words such as
Measurement long, longer, longest; short, shorter, shortest; tall, taller, tallest;    4                    5
high, higher, highest.
Data,      CU0106.5.1 Represent measurements and discrete data using
Probability, & concrete objects, picture graphs, and bar graphs.                       4                    5
Statistics
Geometry & GLE0106.4.3 Use non-standard units in linear measurement.
Measurement                                                                            4                    5

Geometry & CU0106.4.5 Estimate and measure length using non-standard
Measurement units counting by using groups of tens and ones to represent               4                    5
Geometry & CU0106.4.6 Recognize the essential role of units in
Measurement measurement, and understand the difference between standard                4                    5
and non-standard units.
Geometry & CU0106.4.7 Understand and use comparative words such as
Measurement long, longer, longest; short, shorter, shortest; tall, taller, tallest;    4                    5
high, higher, highest.
Data,      CU0106.5.1 Represent measurements and discrete data using
Probability, & concrete objects, picture graphs, and bar graphs.                       4                    5
Statistics
Data,      CU0106.5.1 Represent measurements and discrete data using
Probability, & concrete objects, picture graphs, and bar graphs.
Statistics                                                                           4                    5
Introduced
Mathematics    Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common       Common Core    Mathematics Common Core Standard   TN Standard
Understanding and State Performance Indicators
Core Domain      Cluster

5th Six Weeks

Numbers &      CU0106.2.13 Solve problems that require addition and
5                    5
Operations     subtraction of numbers through 100.
Numbers &      CU0106.2.13 Solve problems that require addition and
5                    5
Operations     subtraction of numbers through 100.
Numbers &      GLE0106.2.4 Use multiple representations including groups of
5                    5
Operations     ten to model two-digit addition and subtraction.
Numbers &      CU0106.2.13 Solve problems that require addition and
5                    5
Operations     subtraction of numbers through 100.
Mathematical    GLE0106.1.7 Recognize the historical development of
Processes      mathematics, mathematics in context, and the connections        5                    5
between mathematics and the real world.
Mathematical    GLE0106.1.7 Recognize the historical development of
Processes      mathematics, mathematics in context, and the connections        5                    5
between mathematics and the real world.
Mathematical    GLE0106.1.7 Recognize the historical development of
Processes      mathematics, mathematics in context, and the connections        5                    5
between mathematics and the real world.
Mathematical    CU0106.1.2 Read and write time to the hour, half-hour, and
5                    5
Processes      quarter-hour.
Mathematical    CU0106.1.3 Compare units of time.
5
Processes
Mathematical GRADE K: CU0006.1.4 Tell time to the hour.
5                    5
Processes
Mathematical GLE0106.1.7 Recognize the historical development of
Processes mathematics, mathematics in context, and the connections             5                    5
between mathematics and the real world.
Mathematical GLE0106.1.7 Recognize the historical development of
Processes mathematics, mathematics in context, and the connections             5                    5
between mathematics and the real world.
Mathematical GLE0106.1.7 Recognize the historical development of
Processes mathematics, mathematics in context, and the connections             5                    5
between mathematics and the real world.
Mathematical CU0106.1.10 Match the spoken, written, concrete, and pictorial
Processes representations of whole numbers, one- half, and one-fourth.         5                    5

Numbers &      CU0106.2.11 Recognize the "part-whole" relationship in
5                    5
Operations     representations of basic fractions such as 1⁄2 and 1⁄4.
Introduced
Mathematics      Mathematics

Taught

Tested
Correlation by Learning Expections with Aligned Checks for
Common         Common Core             Mathematics Common Core Standard                TN Standard
Understanding and State Performance Indicators
Core Domain        Cluster

Geometry     Reason with shapes G.1.3 Reason with shapes and their attributes.          Numbers &     CU0106.2.11 Recognize the "part-whole" relationship in
and their attributes Partition circles and rectangles into two and four    Operations    representations of basic fractions such as 1⁄2 and 1⁄4.
equal shares, describe the shares using the
words halves, fourths, and quarters, and use the
phrases half of, fourth of, and quarter of.                                                                                         5                    5
Describe the whole as two of, or four of the
shares. Understand for these examples that
decomposing into more equal shares creates
smaller shares.
Mathematical GLE0106.1.7 Recognize the historical development of
Processes mathematics, mathematics in context, and the connections            5                    5
between mathematics and the real world.
Mathematical CU0106.1.10 Match the spoken, written, concrete, and pictorial
Processes representations of whole numbers, one- half, and one-fourth.        5                    5
Introduced
Mathematics    Mathematics                                                                                               Correlation by Learning Expections with Aligned

Taught

Tested
Common Core    Common Core                       Mathematics Common Core Standard                        TN Standard      Checks for Understanding and State Performance
Domain         Cluster                                                                                                                    Indicators

Operations &     Represent and      OA.2.1 Represent and solve problems involving addition and           Mathematical   GLE0206.1.1 Use mathematical language, symbols, and
Algebraic      solve problems      subtraction. Use addition and subtraction within 100 to solve one-    Processes     definitions while developing mathematical reasoning.
Thinking      involving addition   and two-step word problems involving situations of adding to,
and subtraction.    taking from, putting together, taking apart, and comparing, with                                                                                  1                    5
unknowns in all positions, e.g., by using drawings and equations
with a symbol for the unknown number to represent the problem.

Mathematical   GLE0206.1.4 Move flexibly between concrete and
Processes     abstract representations of mathematical ideas in order to
1                    3
solve problems, model mathematical ideas, and
communicate solution strategies.
Mathematical   GLE0206.1.5 Use mathematical ideas and processes in
Processes     different settings to formulate patterns, analyze graphs,
1                    5
set up and solve problems and interpret solutions.

Mathematical   GLE0206.1.6 Read and interpret the language of
Processes     mathematics and use written/oral communication to             1                    5
express mathematical ideas precisely.
Mathematical   GLE0206.1.8 Use technologies/manipulatives
Processes     appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create      1                    5
accurate and reliable models of mathematical concepts.

Mathematical   CU0206.1.10 Develop a story problem that illustrates a
1                    4
Processes     given addition or subtraction number sentence.
Mathematical   CU0206.1.1 Use manipulatives to demonstrate addition
Processes     and subtraction sentences written symbolically.               1                    3

Mathematical   CU0206.1.15 Use age-appropriate books, stories, and
1                    6
Processes     videos to convey ideas of mathematics.
Numbers &     CU0206.2.6 Use various models such as number lines,
Operations    pictures, and base-ten blocks to illustrate addition and      1                    3
subtraction.
Numbers &      CU0206.2.11 Solve addition and subtraction problems in
1                    3
Operations     context using various representations.
Numbers &      CU0206.2.7 Develop fluency at recalling basic addition
1                    2
Operations     facts and related subtraction facts.
Algebra       GLE0206.3.3 Solve simple arithmetic problems using
1                    2
various methods.
Numbers &     CU0206.2.7 Develop fluency at recalling basic addition
1                    4
Operations    facts and related subtraction facts.
Mathematical   GLE0206.1.6 Read and interpret the language of
Processes     mathematics and use written/oral communication to             1                    5
express mathematical ideas precisely.
Introduced
Mathematics     Mathematics                                                                                          Correlation by Learning Expections with Aligned

Taught

Tested
Common Core     Common Core                    Mathematics Common Core Standard                      TN Standard      Checks for Understanding and State Performance
Domain          Cluster                                                                                                               Indicators

Numbers &      CU0206.2.1 Starting at any number, count by ones, twos,
1                    3
Operations     fives, tens, and hundreds up to 1000.
Numbers &      CU0206.2.12 Demonstrate skip counting on the number
Operations     line and relate to repeated addition and multiplication.      1                    5

Algebra      GLE0206.3.1 Develop pattern recognition.                      1                    2
Algebra      GLE0206.3.3 Solve simple arithmetic problems using
1                    1
various methods.
Algebra      CU0206.3.5 Understand and use the commutative and
1                    5
associative properties of addition and multiplication.
Algebra      GRADE 1: CU0106.3.8 Determine whether a number is
1                    1
odd or even by pairing objects.
Numbers &      GRADE 1: CU0106.2.17 Use the number line to create
Operations     visual representations of sequences such as even              1                    1
numbers, tens, multiples of five.
Numbers &      CU0206.2.1 Starting at any number, count by ones, twos,
1                    3
Operations     fives, tens, and hundreds up to 1000.
Algebra       GLE0206.3.1 Develop pattern recognition.                      1                    2
Numbers &      CU0206.2.6 Use various models such as number lines,
Operations     pictures, and base-ten blocks to illustrate addition and      1                    3
subtraction.
Numbers &      CU0206.2.7 Develop fluency at recalling basic addition
1                    4
Operations     facts and related subtraction facts.
Algebra       GLE0206.3.3 Solve simple arithmetic problems using
1                    2
various methods.
Numbers &      Understand place NBT.2.1 Understand place value. Understand that the three digits    Numbers &      GLE0206.1.1 Use mathematical language, symbols, and
Operations in        value       of a three-digit number represent amounts of hundreds, tens, and    Operations     definitions while developing mathematical reasoning.
Base Ten                       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                                                                                 1                    3
“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).
Mathematical   GLE0206.1.4 Move flexibly between concrete and
Processes     abstract representations of mathematical ideas in order to
solve problems, model mathematical ideas, and
communicate solution strategies.                              1                    3
Introduced
Mathematics      Mathematics                                                                                          Correlation by Learning Expections with Aligned

Taught

Tested
Common Core      Common Core                   Mathematics Common Core Standard                       TN Standard      Checks for Understanding and State Performance
Domain           Cluster                                                                                                               Indicators

Mathematical   GLE0206.1.5 Use mathematical ideas and processes in
Processes     different settings to formulate patterns, analyze graphs,
1                    5
set up and solve problems and interpret solutions.

Mathematical   GLE0206.1.6 Read and interpret the language of
Processes     mathematics and use written/oral communication to            1                    5
express mathematical ideas precisely.
Mathematical   GLE0206.1.8 Use technologies/manipulatives
Processes     appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create     1                    5
accurate and reliable models of mathematical concepts.

Numbers &     CU0206.2.2 Read and write numbers up to 1000 using
1                    3
Operations    numerals and up to 100 using words.
Numbers &      Understand place NBT.2.2 Understand place value. Count within 1000; skip-count by     Mathematical   GLE0206.1.1 Use mathematical language, symbols, and
Operations in        value       5s, 10s, and 100s.                                                    Processes     definitions while developing mathematical reasoning.         1                    5
Base Ten
Mathematical   GLE0206.1.8 Use technologies/manipulatives
Processes     appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create     1                    5
accurate and reliable models of mathematical concepts.

Mathematical   GLE0206.1.6 Read and interpret the language of
Processes     mathematics and use written/oral communication to            1                    5
express mathematical ideas precisely.
Numbers &     CU0206.2.1 Starting at any number, count by ones, twos,
1                    3
Operations    fives, tens, and hundreds up to 1000.
Numbers &      Understand place NBT.2.3 Understand place value. Read and write numbers to 1000       Mathematical   GLE0206.1.1 Use mathematical language, symbols, and
Operations in        value       using base-ten numerals, number names, and expanded form.             Processes     definitions while developing mathematical reasoning.         1                    5
Base Ten
Mathematical   GLE0206.1.6 Read and interpret the language of
Processes     mathematics and use written/oral communication to            1                    5
express mathematical ideas precisely.
Numbers &     CU0206.2.2 Read and write numbers up to 1000 using
1                    3
Operations    numerals and up to 100 using words.
Numbers &      Understand place NBT.2.4 Understand place value. Compare two three-digit numbers      Mathematical   GLE0206.1.1 Use mathematical language, symbols, and
Operations in        value       based on meanings of the hundreds, tens, and ones digits, using >,    Processes     definitions while developing mathematical reasoning.
1                    5
Base Ten                       =, and < symbols to record the results of comparisons.

Mathematical   GLE0206.1.6 Read and interpret the language of
Processes     mathematics and use written/oral communication to            1                    5
express mathematical ideas precisely.
Numbers &      CU0206.2.3 Locate and interpret numbers on a number
1                    1
Operations     line.
Introduced
Mathematics    Mathematics                                                                                             Correlation by Learning Expections with Aligned

Taught

Tested
Common Core    Common Core                     Mathematics Common Core Standard                        TN Standard      Checks for Understanding and State Performance
Domain         Cluster                                                                                                                  Indicators

Numbers &     Use place value    NBT.2.5 Use place value understanding and properties of              Numbers &      GLE0206.1.1 Use mathematical language, symbols, and
Operations in understanding and   operations to add and subtract. Fluently add and subtract within     Operations     definitions while developing mathematical reasoning.
Base Ten      properties of     100 using strategies based on place value, properties of                                                                                          1                    5
operations to add   operations, and/or the relationship between addition and
and subtract      subtraction.
Numbers &      GLE0206.1.6 Read and interpret the language of
Operations     mathematics and use written/oral communication to             1                    5
express mathematical ideas precisely.
Numbers &      CU0206.1.1 Use manipulatives to demonstrate addition
Operations     and subtraction sentences written symbolically.               1                    3

Numbers &      CU0206.2.6 Use various models such as number lines,
Operations     pictures, and base-ten blocks to illustrate addition and      1                    3
subtraction.
Numbers &      CU0206.2.7 Develop fluency at recalling basic addition
1                    4
Operations     facts and related subtraction facts.
Algebra       CU0206.3.5 Understand and use the commutative and
1                    5
associative properties of addition and multiplication.
Numbers &     GLE0206.2.2 Understand and use the base-ten
1                    3
Operations    numeration system.
Mathematical   GLE0206.1.1 Use mathematical language, symbols, and
Processes     definitions while developing mathematical reasoning.          1                    3

Mathematical   GLE0206.1.8 Use technologies/manipulatives
Processes     appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create      1                    3
accurate and reliable models of mathematical concepts.

Numbers &     Use place value    NBT.2.7 Use place value understanding and properties of              Mathematical   GLE0206.1.1 Use mathematical language, symbols, and
Operations in understanding and   operations to add and subtract. Add and subtract within 1000,         Processes     definitions while developing mathematical reasoning.
Base Ten      properties of     using concrete models or drawings and strategies based on place
operations to add   value, properties of operations, and/or the relationship between
and subtract      addition and subtraction; relate the strategy to a written method.                                                                                1                    3
Understand that in adding or subtracting three-digit numbers, one
adds or subtracts hundreds and hundreds, tens and tens, ones and
ones; and sometimes it is necessary to compose or decompose
tens or hundreds.
Mathematical   GLE0206.1.4 Move flexibly between concrete and
Processes     abstract representations of mathematical ideas in order to
1                    3
solve problems, model mathematical ideas, and
communicate solution strategies.
Mathematical   CU0206.1.1 Use manipulatives to demonstrate addition
Processes     and subtraction sentences written symbolically.               1                    3
Introduced
Mathematics      Mathematics                                                                                             Correlation by Learning Expections with Aligned

Taught

Tested
Common Core      Common Core                    Mathematics Common Core Standard                         TN Standard      Checks for Understanding and State Performance
Domain           Cluster                                                                                                                  Indicators

Numbers &      GLE0206.2.1 Understand and use place value concepts
1                    3
Operations     to 1000.
Numbers &      GLE0206.2.2 Understand and use the base-ten
1                    3
Operations     numeration system.
Numbers &      GLE0206.2.3 Use efficient and accurate strategies to
Operations     develop fluency with multi-digit addition and subtraction.    1                    6

Numbers &      CU0206.2.6 Use various models such as number lines,
Operations     pictures, and base-ten blocks to illustrate addition and      1                    6
subtraction.
Numbers &      CU0206.2.8 Use efficient procedures, and understand
Operations     why they work, to solve problems involving the addition
and subtraction of two- and three-digit whole numbers         1                    3
including those that require regrouping for addition only.

Numbers &      CU0206.2.9 Apply appropriate methods to estimate and
Operations     mentally calculate sums or differences with ones, tens,       1                    3
and hundreds.
Numbers &     Use place value    NBT.2.8 Use place value understanding and properties of                Numbers &      CU0206.2.9 Apply appropriate methods to estimate and
Operations in understanding and   operations to add and subtract. Mentally add 10 or 100 to a given      Operations     mentally calculate sums or differences with ones, tens,
Base Ten      properties of     number 100-900, and mentally subtract 10 or 100 from a given                          and hundreds.                                                 1                    6
operations to add   number 100-900.
and subtract
Numbers &     GLE0206.2.1 Understand and use place value concepts
1                    3
Operations    to 1000.
Numbers &     GLE0206.2.2 Understand and use the base-ten
1                    6
Operations    numeration system.
Numbers &     Use place value    NBT.2.9 Use place value understanding and properties of                Mathematical   GLE0206.1.1 Use mathematical language, symbols, and
Operations in understanding and   operations to add and subtract. Explain why addition and                Processes     definitions while developing mathematical reasoning.
Base Ten      properties of     subtraction strategies work, using place value and the properties of                                                                                1                    6
operations to add   operations. (Explanations may be supported by drawings or
and subtract      objects.)
Numbers &     GLE0206.2.1 Understand and use place value concepts
1                    6
Operations    to 1000.
Measurement    Measure and      MD.2.1 Measure and estimate lengths in standard units. Measure           Mathematical   GLE0206.1.1 Use mathematical language, symbols, and
& Data    estimate lengths in the length of an object by selecting and using appropriate tools          Processes     definitions while developing mathematical reasoning.
1                    4
standard units    such as rulers, yardsticks, meter sticks, and measuring tapes.

Measurement     Relate addition MD.2.5 Relate addition and subtraction to length. Use addition and       Mathematical   GLE0206.1.1 Use mathematical language, symbols, and
& Data       and subtraction to subtraction within 100 to solve word problems involving lengths that    Processes     definitions while developing mathematical reasoning.
length        are given in the same units, e.g., by using drawings (such as                                                                                       1                    4
drawings of rulers) and equations with a symbol for the unknown
number to represent the problem.
Introduced
Mathematics     Mathematics                                                                                         Correlation by Learning Expections with Aligned

Taught

Tested
Common Core     Common Core                   Mathematics Common Core Standard                      TN Standard      Checks for Understanding and State Performance
Domain          Cluster                                                                                                              Indicators

Mathematical   GLE0206.1.6 Read and interpret the language of
Processes     mathematics and use written/oral communication to              1                    5
express mathematical ideas precisely.
Mathematical   GLE0206.1.8 Use technologies/manipulatives
Processes     appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create       1                    5
accurate and reliable models of mathematical concepts.

Numbers &      CU0206.2.11 Solve addition and subtraction problems in
1                    3
Operations     context using various representations.
Algebra       GLE0206.3.3 Solve simple arithmetic problems using
1                    3
various methods.
Algebra      GLE0206.3.4 Describe quantitative change.                      1                    6
Measurement     Relate addition MD.2.6 Relate addition and subtraction to length. Represent whole   Mathematical   GLE0206.1.1 Use mathematical language, symbols, and
& Data       and subtraction to numbers as lengths from 0 on a number line diagram with equally    Processes     definitions while developing mathematical reasoning.
length        spaced points corresponding to the numbers 0, 1, 2, … , and                                                                                     1                    3
represent whole-number sums and differences within 100 on a
number line diagram.
Mathematical   GLE0206.1.4 Move flexibly between concrete and
Processes     abstract representations of mathematical ideas in order to
solve problems, model mathematical ideas, and                  1                    3
communicate solution strategies.

Mathematical   GLE0206.1.7 Recognize the historical development of
Processes     mathematics, mathematics in context, and the                   1                    3
connections between mathematics and the real world.
Mathematical   GLE0206.1.8 Use technologies/manipulatives
Processes     appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create       1                    6
accurate and reliable models of mathematical concepts.

Numbers &      CU0206.2.3 Locate and interpret numbers on a number
1                    3
Operations     line.
Numbers &      CU0206.2.6 Use various models such as number lines,
Operations     pictures, and base-ten blocks to illustrate addition and       1                    3
subtraction.
Numbers &      GLE0206.3.4 Describe quantitative change.
1                    6
Operations
Algebra       CU0206.3.8 Describe change in measures according to
quantitative criteria such as growing 2 inches in one year.    1                    6

Numbers &      GRADE 1: CU0106.2.16 Represent whole numbers up to
1                    3
Operations     100 on a number line.
Introduced
Mathematics    Mathematics                                                                                               Correlation by Learning Expections with Aligned

Taught

Tested
Common Core    Common Core                    Mathematics Common Core Standard                           TN Standard      Checks for Understanding and State Performance
Domain         Cluster                                                                                                                    Indicators

Measurement    Work with time   MD.2.7 Work with time and money. Tell and write time from analog         Mathematical   GLE0206.1.1 Use mathematical language, symbols, and
& Data        and money       and digital clocks to the nearest five minutes, using a.m. and p.m.       Processes     definitions while developing mathematical reasoning.          1                    3

Mathematical   GLE0206.1.8 Use technologies/manipulatives
Processes     appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create      1                    6
accurate and reliable models of mathematical concepts.

Measurement    Work with time   MD.2.8 Work with time and money. Solve word problems involving           Mathematical   GLE0206.1.1 Use mathematical language, symbols, and
& Data        and money       dollar bills, quarters, dimes, nickels, and pennies, using \$ (dollars)    Processes     definitions while developing mathematical reasoning.
and ¢ (cents) symbols appropriately. Example: If you have 2 dimes                                                                                     1                    6
and 3 pennies, how many cents do you have?

Mathematical   GLE0206.1.7 Recognize the historical development of
Processes     mathematics, mathematics in context, and the                  1                    6
connections between mathematics and the real world.
Mathematical   GLE0206.1.8 Use technologies/manipulatives
Processes     appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create      1                    6
accurate and reliable models of mathematical concepts.

Mathematical   CU0206.1.5 Count the value of a set of coins up to one
Processes     dollar and use the transitive property of equality to         1                    3
recognize equivalent forms of values up to \$1.00.
Measurement    Represent and    MD.2.9 Represent and interpret data. Generate measurement data           Mathematical   GLE0206.1.1 Use mathematical language, symbols, and
& Data       interpret data   by measuring lengths of several objects to the nearest whole unit,        Processes     definitions while developing mathematical reasoning.
or by making repeated measurements of the same object. Show                                                                                           1                    6
the measurements by making a line plot, where the horizontal
scale is marked off in whole-number units.
Mathematical   GLE0206.1.4 Move flexibly between concrete and
Processes     abstract representations of mathematical ideas in order to
1                    6
solve problems, model mathematical ideas, and
communicate solution strategies.
Mathematical   GLE0206.1.5 Use mathematical ideas and processes in
Processes     different settings to formulate patterns, analyze graphs,
1                    6
set up and solve problems and interpret solutions.

Mathematical   GLE0206.1.6 Read and interpret the language of
Processes     mathematics and use written/oral communication to             1                    6
express mathematical ideas precisely.
Mathematical   GLE0206.1.7 Recognize the historical development of
Processes     mathematics, mathematics in context, and the                  1                    6
connections between mathematics and the real world.
Introduced
Mathematics    Mathematics                                                                                               Correlation by Learning Expections with Aligned

Taught

Tested
Common Core    Common Core                     Mathematics Common Core Standard                          TN Standard      Checks for Understanding and State Performance
Domain         Cluster                                                                                                                    Indicators

Mathematical   GLE0206.1.8 Use technologies/manipulatives
Processes     appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create    1                    6
accurate and reliable models of mathematical concepts.

Numbers &      CU0206.2.3 Locate and interpret numbers on a number
Operations     line.
1                    2

Measurement    Represent and     MD.2.10 Represent and interpret data. Draw a picture graph and a        Numbers &      GLE0206.1.1 Use mathematical language, symbols, and
& Data       interpret data    bar graph (with single-unit scale) to represent a data set with up to   Operations     definitions while developing mathematical reasoning.
four categories. Solve simple put-together, take-apart, and                                                                                        1                    5
compare problems using information presented in a bar graph.

Data, Probability, GRADE 1: CU0106.5.1 Represent measurements and
& Statistics     discrete data using concrete objects, picture graphs, and     1                    1
bar graphs.
Data, Probability, GRADE 1: CU0106.5.4 Count and compare collected
1                    1
& Statistics     data.
Geometry        Reason with    G.2.1 Reason with shapes and their attributes. Recognize and        Mathematical      GLE0206.1.1 Use mathematical language, symbols, and
shapes and their draw shapes having specified attributes, such as a given number of    Processes       definitions while developing mathematical reasoning.
attributes    angles or a given number of equal faces. Identify triangles,
1                    6
quadrilaterals, pentagons, hexagons, and cubes. (Sizes are
compared directly or visually, not compared by measuring.)

Mathematical   GLE0206.1.6 Read and interpret the language of
Processes     mathematics and use written/oral communication to           1                    6
express mathematical ideas precisely.
Mathematical   GLE0206.1.7 Recognize the historical development of
Processes     mathematics, mathematics in context, and the                1                    6
connections between mathematics and the real world.
Mathematical   GLE0206.1.8 Use technologies/manipulatives
Processes     appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create    1                    6
accurate and reliable models of mathematical concepts.

Mathematical   GLE0206.1.1 Use mathematical language, symbols, and
Processes     definitions while developing mathematical reasoning.        1                    6

Mathematical   GLE0206.1.3 Develop independent reasoning to
Processes     communicate mathematical ideas and derive algorithms        1                    6
and/or formulas.
Introduced
Mathematics    Mathematics                                                                                              Correlation by Learning Expections with Aligned

Taught

Tested
Common Core    Common Core                     Mathematics Common Core Standard                         TN Standard      Checks for Understanding and State Performance
Domain         Cluster                                                                                                                   Indicators

Mathematical   GLE0206.1.5 Use mathematical ideas and processes in
Processes     different settings to formulate patterns, analyze graphs,
1                    5
set up and solve problems and interpret solutions.

Geometry        Reason with    G.2.3 Reason with shapes and their attributes. Partition circles and    Mathematical   GLE0206.1.1 Use mathematical language, symbols, and
shapes and their rectangles into two, three, or four equal shares, describe the           Processes     definitions while developing mathematical reasoning.
attributes    shares using the words halves, thirds, half of, a third of, etc., and
1                    6
describe the whole as two halves, three thirds, four fourths.
Recognize that equal shares of identical wholes need not have the
same shape.
Mathematical   GLE0206.1.4 Move flexibly between concrete and
Processes     abstract representations of mathematical ideas in order to
1                    5
solve problems, model mathematical ideas, and
communicate solution strategies.
Mathematical   GLE0206.1.7 Recognize the historical development of
Processes     mathematics, mathematics in context, and the                  1                    6
connections between mathematics and the real world.
Mathematical   GLE0206.1.8 Use technologies/manipulatives
Processes     appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create      1                    4
accurate and reliable models of mathematical concepts.
Introduced
Mathematics    Mathematics                                                                  Correlation by Learning Expections with Aligned

Taught

Tested
Common Core    Common Core    Mathematics Common Core Standard              TN Standard      Checks for Understanding and State Performance
Domain         Cluster                                                                                       Indicators

2nd Six Weeks

Mathematical   GLE0206.1.7 Recognize the historical development of
Processes     mathematics, mathematics in context, and the                2                    5
connections between mathematics and the real world.
Mathematical   CU0206.1.12 Write numbers and translate word clues to
2                    4
Processes     number sentences and vice versa.
Algebra      CU0206.3.1 Given rules, complete tables to reveal both
2                    4
arithmetic and geometric patterns.
Algebra   CU0206.3.2 Given a description, extend or find a missing
2                    4
term in a pattern or sequence.
Algebra   CU0206.3.1 Given rules, complete tables to reveal both
2                    4
arithmetic and geometric patterns.
Algebra   CU0206.3.2 Given a description, extend or find a missing
2                    4
term in a pattern or sequence.
Algebra   GLE0206.3.2 Extend knowledge of the properties of
2                    4
numbers and operations to multiplication.
Algebra   CU0206.3.1 Given rules, complete tables to reveal both
2                    4
arithmetic and geometric patterns.
Numbers &      GLE0206.2.2 Understand and use the base-ten
Operations     numeration system.
2                    4

Numbers &      CU0206.2.4 Recognize that place-value notation
Operations     represents the sums of multiples of powers of ten e.g.,     2                    4
853 as 8 hundreds + 5 tens + 3 ones.
Numbers &      GLE0206.2.2 Understand and use the base-ten
Operations     numeration system.

2                    4

Numbers &      GLE0206.2.2 Understand and use the base-ten
2                    4
Operations     numeration system.
Numbers &      CU0206.2.4 Recognize that place-value notation
Operations     represents the sums of multiples of powers of ten e.g.,     2                    4
853 as 8 hundreds + 5 tens + 3 ones.
Numbers &      GLE0206.2.2 Understand and use the base-ten
2                    4
Operations     numeration system.
Introduced
Mathematics    Mathematics                                                       Correlation by Learning Expections with Aligned

Taught

Tested
Common Core    Common Core    Mathematics Common Core Standard   TN Standard      Checks for Understanding and State Performance
Domain         Cluster                                                                            Indicators

Numbers &      GLE0206.2.2 Understand and use the base-ten
Operations     numeration system.
2                    4

Numbers &     GLE0206.2.1 Understand and use place value concepts
2                    4
Operations    to 1000.
Mathematical   GLE0206.1.6 Read and interpret the language of
Processes     mathematics and use written/oral communication to             2                    5
express mathematical ideas precisely.
Numbers &      GLE0206.2.3 Use efficient and accurate strategies to
Operations     develop fluency with multi-digit addition and subtraction.    2                    6

Numbers &     CU0206.2.11 Solve addition and subtraction problems in
2                    3
Operations    context using various representations.
Mathematical   GLE0206.1.4 Move flexibly between concrete and
Processes     abstract representations of mathematical ideas in order to
2                    5
solve problems, model mathematical ideas, and
communicate solution strategies.
Mathematical   GLE0206.1.6 Read and interpret the language of
Processes     mathematics and use written/oral communication to             2                    4
express mathematical ideas precisely.
Numbers &      GLE0206.2.2 Understand and use the base-ten
2                    4
Operations     numeration system.
Numbers &      CU0206.2.6 Use various models such as number lines,
Operations     pictures, and base-ten blocks to illustrate addition and      2                    5
subtraction.
Numbers &      CU0206.2.8 Use efficient procedures, and understand
Operations     why they work, to solve problems involving the addition
and subtraction of two- and three-digit whole numbers         2                    4
including those that require regrouping for addition only.

Mathematical   GLE0206.1.8 Use technologies/manipulatives
Processes     appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create      2                    5
accurate and reliable models of mathematical concepts.

Mathematical   GLE0206.1.7 Recognize the historical development of
Processes     mathematics, mathematics in context, and the                  2                    5
connections between mathematics and the real world.
Numbers &      CU0206.2.6 Use various models such as number lines,
Operations     pictures, and base-ten blocks to illustrate addition and      2                    4
subtraction.
Introduced
Mathematics    Mathematics                                                                                                Correlation by Learning Expections with Aligned

Taught

Tested
Common Core    Common Core                    Mathematics Common Core Standard                         TN Standard         Checks for Understanding and State Performance
Domain         Cluster                                                                                                                     Indicators

Numbers &        GLE0206.2.3 Use efficient and accurate strategies to
Operations       develop fluency with multi-digit addition and subtraction.    2                    4

Numbers &        GLE0206.1.6 Read and interpret the language of
Operations       mathematics and use written/oral communication to             2                    5
express mathematical ideas precisely.
Mathematical      GLE0206.1.8 Use technologies/manipulatives
Processes        appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create      2                    5
accurate and reliable models of mathematical concepts.

Mathematical     GLE0206.1.7 Recognize the historical development of
Processes       mathematics, mathematics in context, and the                   2                    5
connections between mathematics and the real world.
Data, Probability, CU0206.5.2 Read, interpret, and create tables using tally
2                    3
& Statistics     marks.
Numbers &        CU0206.2.6 Use various models such as number lines,
Operations      pictures, and base-ten blocks to illustrate addition and       2                    4
subtraction.
Mathematical      GLE0206.1.2 Apply and adapt a variety of appropriate
Processes       strategies to problem solving, including estimation, and       2                    4
reasonableness of the solution.
Geometry        Reason with    G.2.2 Reason with shapes and their attributes. Partition a rectangle  Mathematical      GLE0206.1.4 Move flexibly between concrete and
shapes and their into rows and columns of same-size squares and count to find the        Processes       abstract representations of mathematical ideas in order to
2                    5
attributes    total number of them.                                                                   solve problems, model mathematical ideas, and
communicate solution strategies.
Introduced
Mathematics      Mathematics                                                                                          Correlation by Learning Expections with Aligned

Taught

Tested
Common Core      Common Core                   Mathematics Common Core Standard                       TN Standard      Checks for Understanding and State Performance
Domain           Cluster                                                                                                               Indicators

3rd Six Weeks

Mathematical   GLE0206.1.2 Apply and adapt a variety of appropriate
Processes     strategies to problem solving, including estimation, and      3                    5
reasonableness of the solution.
Numbers &      GLE0206.2.3 Use efficient and accurate strategies to
Operations     develop fluency with multi-digit addition and subtraction.    3                    5

Algebra    CU0206.3.3 Record and study patterns in lists of
3                    5
numbers created by repeated addition or subtraction.
Algebra    CU0206.3.3 Record and study patterns in lists of
3                    5
numbers created by repeated addition or subtraction.
Numbers &      GLE0206.2.1 Understand and use place value concepts
3                    6
Operations     to 1000.
Numbers &      GLE0206.2.1 Understand and use place value concepts
3                    6
Operations     to 1000.
Numbers &      GLE0206.2.1 Understand and use place value concepts
3                    6
Operations     to 1000.
Numbers &      GLE0206.2.1 Understand and use place value concepts
3                    6
Operations     to 1000.
Numbers &      CU0206.2.5 Compare and order multi-digit numbers up to
3                    5
Operations     1000.
Numbers &      GLE0206.2.1 Understand and use place value concepts
3                    6
Operations     to 1000.
Numbers &      GLE0206.2.3 Use efficient and accurate strategies to
Operations     develop fluency with multi-digit addition and subtraction.    3                    5

Numbers &     Use place value NBT.2.6 Use place value understanding and properties of                Numbers &      CU0206.2.10 Add three two-digit numbers.
Operations in understanding and operations to add and subtract. Add up to four two-digit numbers      Operations
Base Ten      properties of   using strategies based on place value and properties of operations.                                                                                3                    6
and subtract
Numbers &      GLE0206.2.3 Use efficient and accurate strategies to
Operations     develop fluency with multi-digit addition and subtraction.    3                    5

Numbers &     CU0206.2.10 Add three two-digit numbers.
3                    5
Operations
Mathematical   GLE0206.1.5 Use mathematical ideas and processes in
Processes     different settings to formulate patterns, analyze graphs,
3                    5
set up and solve problems and interpret solutions.

Numbers &      GLE0206.2.3 Use efficient and accurate strategies to
Operations     develop fluency with multi-digit addition and subtraction.    3                    5
Introduced
Mathematics     Mathematics                                                                                       Correlation by Learning Expections with Aligned

Taught

Tested
Common Core     Common Core                   Mathematics Common Core Standard                    TN Standard      Checks for Understanding and State Performance
Domain          Cluster                                                                                                            Indicators

Numbers &      CU0206.2.4 Recognize that place-value notation
Operations     represents the sums of multiples of powers of ten e.g.,        3                    5
853 as 8 hundreds + 5 tens + 3 ones.
Mathematical   GLE0206.1.2 Apply and adapt a variety of appropriate
Processes     strategies to problem solving, including estimation, and       3                    5
reasonableness of the solution.
Mathematical   GLE0206.1.7 Recognize the historical development of
Processes     mathematics, mathematics in context, and the                   3                    5
connections between mathematics and the real world.
Measurement    Measure and      MD.2.3 Measure and estimate lengths in standard units. Estimate   Mathematical   GLE0206.1.2 Apply and adapt a variety of appropriate
& Data    estimate lengths in lengths using units of inches, feet, centimeters, and meters.      Processes     strategies to problem solving, including estimation, and       3                    5
standard units                                                                                     reasonableness of the solution.
Algebra      CU0206.3.7 Find unknowns in number sentences and
problems involving addition, subtraction and                   3                    5
multiplication.
Algebra      CU0206.3.8 Describe change in measures according to
quantitative criteria such as growing 2 inches in one year.    3                    5

Numbers &      GLE0206.2.1 Understand and use place value concepts
3                    5
Operations     to 1000.
Numbers &      CU0206.2.11 Solve addition and subtraction problems in
3                    5
Operations     context using various representations.
Numbers &      CU0206.2.13 Relate patterns in skip counting to
3                    5
Operations     multiplication.
Numbers &      GRADE 3: CU0306.2.7 Represent multiplication using
Operations     various representations such as equal-size groups,
3                    5
arrays, area models, and equal jumps on number lines.
Introduced
Mathematics     Mathematics                                                                                              Correlation by Learning Expections with Aligned

Taught

Tested
Common Core     Common Core                      Mathematics Common Core Standard                         TN Standard     Checks for Understanding and State Performance
Domain          Cluster                                                                                                                   Indicators

4th Six Weeks

Numbers &     CU0206.2.8 Use efficient procedures, and understand
Operations    why they work, to solve problems involving the addition
and subtraction of two- and three-digit whole numbers          4                    5
including those that require regrouping for addition only.

Numbers &     CU0206.2.9 Apply appropriate methods to estimate and
Operations    mentally calculate sums or differences with ones, tens,        4                    5
and hundreds.
Algebra   CU0206.3.7 Find unknowns in number sentences and
problems involving addition, subtraction and                   4                    6
multiplication.
Numbers &     CU0206.2.9 Apply appropriate methods to estimate and
Operations    mentally calculate sums or differences with ones, tens,        4                    5
and hundreds.
Operations &   Work with equal      OA.2.3 Work with equal groups of objects to gain foundations for      Numbers &     GLE0206.2.4 Develop an initial understanding of
Algebraic    groups of objects     multiplication. Determine whether a group of objects (up to 20) has   Operations    multiplication.
Thinking    to gain foundations    an odd or even number of members, e.g., by pairing objects or                                                                                      4                    6
for multiplication   counting them by 2s; write an equation to express an even number
as a sum of two equal addends.
Numbers &     CU0206.2.13 Relate patterns in skip counting to
4                    6
Operations    multiplication.
Algebra      GLE0206.3.2 Extend knowledge of the properties of
4                    6
numbers and operations to multiplication.
Algebra   CU0206.3.4 Generalize the patterns resulting from the
addition, subtraction and multiplication of combinations of    4                    6
odd and even numbers.
Operations &   Work with equal      OA.2.4 Work with equal groups of objects to gain foundations for      Numbers &     GLE0206.2.4 Develop an initial understanding of
Algebraic    groups of objects     multiplication. Use addition to find the total number of objects      Operations    multiplication.
Thinking    to gain foundations    arranged in rectangular arrays with up to 5 rows and up to 5                                                                                       4                    6
for multiplication   columns; write an equation to express the total as a sum of equal
Numbers &     CU0206.2.13 Relate patterns in skip counting to
4                    6
Operations    multiplication.
Numbers &     CU0206.2.9 Apply appropriate methods to estimate and
Operations    mentally calculate sums or differences with ones, tens,        4                    5
and hundreds.
Algebra   GLE0206.3.2 Extend knowledge of the properties of
4                    6
numbers and operations to multiplication.
Introduced
Mathematics    Mathematics                                                       Correlation by Learning Expections with Aligned

Taught

Tested
Common Core    Common Core    Mathematics Common Core Standard   TN Standard      Checks for Understanding and State Performance
Domain         Cluster                                                                            Indicators

Numbers &      CU0206.2.8 Use efficient procedures, and understand
Operations     why they work, to solve problems involving the addition
and subtraction of two- and three-digit whole numbers         4                    5
including those that require regrouping for addition only.

Algebra      GLE0206.3.2 Extend knowledge of the properties of
4                    6
numbers and operations to multiplication.
Algebra      CU0206.3.5 Understand and use the commutative and
4                    6
associative properties of addition and multiplication.
Mathematical   GLE0206.1.6 Read and interpret the language of
Processes     mathematics and use written/oral communication to             4                    6
express mathematical ideas precisely.
Mathematical   GLE0206.1.8 Use technologies/manipulatives
Processes     appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create      4                    6
accurate and reliable models of mathematical concepts.

Numbers &      CU0206.2.4 Recognize that place-value notation
Operations     represents the sums of multiples of powers of ten e.g.,       4                    6
853 as 8 hundreds + 5 tens + 3 ones.
Algebra      GLE0206.3.2 Extend knowledge of the properties of
4                    6
numbers and operations to multiplication.
Algebra      CU0206.3.5 Understand and use the commutative and
4                    6
associative properties of addition and multiplication.
Mathematical   GLE0206.1.3 Develop independent reasoning to
Processes     communicate mathematical ideas and derive algorithms          4                    6
and/or formulas.
Mathematical   GLE0206.1.3 Develop independent reasoning to
Processes     communicate mathematical ideas and derive algorithms          4                    6
and/or formulas.
Mathematical   GLE0206.1.3 Develop independent reasoning to
Processes     communicate mathematical ideas and derive algorithms          4                    6
and/or formulas.
Mathematical   GLE0206.1.4 Move flexibly between concrete and
Processes     abstract representations of mathematical ideas in order to
solve problems, model mathematical ideas, and                 4                    6
communicate solution strategies.

Geometry &     GLE0206.4.2 Understand the meaning and process of
4                    6
Measurement    linear measurement.
Geometry &     GLE0206.4.3 Add, subtract, compare, compute and
4                    6
Measurement    estimate linear measurements.
Introduced
Mathematics       Mathematics                                                                                            Correlation by Learning Expections with Aligned

Taught

Tested
Common Core       Common Core                    Mathematics Common Core Standard                        TN Standard      Checks for Understanding and State Performance
Domain            Cluster                                                                                                                 Indicators

Geometry &     CU0206.4.4 Estimate, measure, and calculate length to
Measurement    the nearest unit: meter, centimeter, yard, foot, and inch.    4                    6

Geometry &     CU0206.4.5 Use rulers to measure the lengths of sides
Measurement    and diagonals of common 2-dimensional figures and             4                    6
polygons.
Geometry &     CU0206.4.6 Understand the inverse relationship between
Measurement    the size of a unit and the number of units used in a
4                    6
particular measurement the smaller the unit, the more
iterations needed to cover the length.
Measurement    Measure and      MD.2.2 Measure and estimate lengths in standard units. Measure           Geometry &     CU0206.4.5 Use rulers to measure the lengths of sides
& Data    estimate lengths in the length of an object twice, using length units of different lengths   Measurement    and diagonals of common 2-dimensional figures and
4                    6
standard units    for the two measurements; describe how the two measurements                             polygons.
relate to the size of the unit chosen.
Geometry &     CU0206.4.6 Understand the inverse relationship between
Measurement    the size of a unit and the number of units used in a
4                    6
particular measurement the smaller the unit, the more
iterations needed to cover the length.
Geometry &     GLE0206.4.2 Understand the meaning and process of
4                    6
Measurement    linear measurement.
Geometry &     GLE0206.4.3 Add, subtract, compare, compute and
4                    6
Measurement    estimate linear measurements.
Geometry &     CU0206.4.4 Estimate, measure, and calculate length to
Measurement    the nearest unit: meter, centimeter, yard, foot, and inch.    4                    6

Mathematical   GLE0206.1.2 Apply and adapt a variety of appropriate
Processes     strategies to problem solving, including estimation, and      4                    6
reasonableness of the solution.
Geometry &     GLE0206.4.2 Understand the meaning and process of
4                    6
Measurement    linear measurement.
Geometry &     GLE0206.4.3 Add, subtract, compare, compute and
4                    6
Measurement    estimate linear measurements.
Geometry &     CU0206.4.4 Estimate, measure, and calculate length to
Measurement    the nearest unit: meter, centimeter, yard, foot, and inch.    4                    6

Measurement    Measure and      MD.2.4 Measure and estimate lengths in standard units. Measure           Mathematical   GLE0206.1.2 Apply and adapt a variety of appropriate
& Data    estimate lengths in to determine how much longer one object is than another,                  Processes     strategies to problem solving, including estimation, and
4                    6
standard units    expressing the length difference in terms of a standard length unit.                    reasonableness of the solution.

Mathematical   GLE0206.1.2 Apply and adapt a variety of appropriate
Processes     strategies to problem solving, including estimation, and      4                    6
reasonableness of the solution.
Introduced
Mathematics    Mathematics                                                           Correlation by Learning Expections with Aligned

Taught

Tested
Common Core    Common Core    Mathematics Common Core Standard     TN Standard        Checks for Understanding and State Performance
Domain         Cluster                                                                                Indicators

Mathematical      GLE0206.1.4 Move flexibly between concrete and
Processes        abstract representations of mathematical ideas in order to
4                    6
solve problems, model mathematical ideas, and
communicate solution strategies.
Mathematical      GLE0206.1.5 Use mathematical ideas and processes in
Processes        different settings to formulate patterns, analyze graphs,
4                    6
set up and solve problems and interpret solutions.

Numbers &       GLE0206.2.3 Use efficient and accurate strategies to
Operations      develop fluency with multi-digit addition and subtraction.    4                    6

Geometry &        GLE0206.4.2 Understand the meaning and process of
4                    6
Measurement       linear measurement.
Geometry &        GLE0206.4.3 Add, subtract, compare, compute and
4                    6
Measurement       estimate linear measurements.
Geometry &        CU0206.4.4 Estimate, measure, and calculate length to
Measurement       the nearest unit: meter, centimeter, yard, foot, and inch.    4                    6

Geometry &        CU0206.4.5 Use rulers to measure the lengths of sides
Measurement       and diagonals of common 2-dimensional figures and             4                    6
polygons.
Geometry &        GLE0206.4.3 Add, subtract, compare, compute and
4                    6
Measurement       estimate linear measurements.
Geometry &        CU0206.4.4 Estimate, measure, and calculate length to
Measurement       the nearest unit: meter, centimeter, yard, foot, and inch.    4                    6

Mathematical      GLE0206.1.7 Recognize the historical development of
Processes        mathematics, mathematics in context, and the                  4                    6
connections between mathematics and the real world.
Mathematical      CU0206.1.1 Read and write time up to five-minute
4                    6
Processes        intervals.
Mathematical      CU0206.1.3 Use strategies to make estimates of time.
4                    6
Processes
Mathematical      CU0206.1.4 Solve problems involving elapsed time in
4                    6
Processes        hour and half-hour intervals.
Mathematical      GLE0206.1.2 Apply and adapt a variety of appropriate
Processes        strategies to problem solving, including estimation, and      4                    6
reasonableness of the solution.

Data, Probability, GLE0206.5.1 Use and understand various
& Statistics     representations to depict and analyze data                    4                    6
measurements.
Data, Probability, CU0206.5.1 Read, interpret, and analyze data shown in
4                    6
& Statistics     tables, bar graphs and picture graphs.
Introduced
Mathematics    Mathematics                                                       Correlation by Learning Expections with Aligned

Taught

Tested
Common Core    Common Core    Mathematics Common Core Standard   TN Standard      Checks for Understanding and State Performance
Domain         Cluster                                                                            Indicators

Geometry &     GLE0206.4.1 Recognize, classify, and transform 2- and 3-
4                    6
Measurement    dimensional geometric figures.
Geometry &     CU0206.4.1 Describe common geometric attributes of
4                    6
Measurement    familiar plane and solid objects.
Geometry &     CU0206.4.8 Combine polygons to form other polygons
4                    6
Measurement    and subdivide a polygon into other polygons.
Geometry &     CU0206.4.9 Recognize the composition and
4                    6
Measurement    decomposition of polygons.
Numbers &     GRADE 3: GLE0306.2.2 Develop understanding of
Operations    multiplication and related division facts through multiple      4                    6
strategies and representations.
Mathematical   CU0206.1.8 Use concrete models or pictures to show
Processes     whether a fraction is less than a half, more than a half, or    4                    6
equal to a half.
Mathematical   CU0206.1.9 Match the spoken, written, concrete, and
4                    6
Processes     pictorial representations of halves, thirds, and fourths.
Geometry &     CU0206.4.8 Combine polygons to form other polygons
4                    6
Measurement    and subdivide a polygon into other polygons.
Introduced
Mathematics    Mathematics                                                                                            Correlation by Learning Expections with Aligned

Taught

Tested
Common Core    Common Core                    Mathematics Common Core Standard                        TN Standard      Checks for Understanding and State Performance
Domain         Cluster                                                                                                                 Indicators

5th Six Weeks
Mathematical   GLE0206.1.3 Develop independent reasoning to
Processes     communicate mathematical ideas and derive algorithms          5                    5
and/or formulas.
Operations &   Add and subtract OA.2.2 Add and subtract within 20. Fluently add and subtract within   Numbers &      GLE0206.2.3 Use efficient and accurate strategies to
Algebraic        within 20     20 using mental strategies. By end of Grade 2, know from memory       Operations     develop fluency with multi-digit addition and subtraction.    5                    6
Thinking                       all sums of two one-digit numbers.
Algebra      CU0206.3.6 Relate repeated addition to multiplication.        5                    6
Algebra      CU0206.3.6 Relate repeated addition to multiplication.        5                    6
Numbers &     CU0206.2.10 Add three two-digit numbers.
5                    6
Operations
Mathematical   GLE0206.1.8 Use technologies/manipulatives
Processes     appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create      5                    6
accurate and reliable models of mathematical concepts.

Algebra    GLE0206.3.2 Extend knowledge of the properties of
5                    6
numbers and operations to multiplication.
Algebra    CU0206.3.5 Understand and use the commutative and
5                    6
associative properties of addition and multiplication.
Mathematical   GLE0206.1.7 Recognize the historical development of
Processes     mathematics, mathematics in context, and the                  5                    6
connections between mathematics and the real world.
Geometry &     GLE0206.4.2 Understand the meaning and process of
5                    6
Measurement    linear measurement.
Geometry &     GLE0206.4.3 Add, subtract, compare, compute and
5                    6
Measurement    estimate linear measurements.
Geometry &     CU0206.4.3 Understand the property of transitivity as it
Measurement    relates to linear measurement for example: If A is longer
5                    6
than B, and B is longer then C, then A is longer than C.

Mathematical   GLE0206.1.3 Develop independent reasoning to
Processes     communicate mathematical ideas and derive algorithms          5                    6
and/or formulas.
Numbers &      GLE0206.2.4 Develop an initial understanding of
5                    6
Operations     multiplication.
Teachers made all decisions on six weeks introduced and tested. If information is not correct or SPI do not match see your 2nd grade teachers
Crosswalk
Mathematics      Mathematics                                                                                                                                                                  Correlation
Correlation by Learning Expections with Aligned Cchecks for            Notes
Common Core      Common Core                    Mathematics Common Core Standard                          TN Standard
Understanding and State Performance Indicators               (Shaded rows
Domain           Cluster
indicated
Operations & Represent and        OA.3.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as    Mathematical GLE0306.1.1 Use mathematical language, symbols, and definitions
Algebraic   solve problems       the total number of objects in 5 groups of 7 objects each. For           Processes while developing mathematical reasoning.
Thinking    involving            example, describe a context in which a total number of objects can be
multiplication and   expressed as 5 × 7.
division

Mathematical GLE0306.1.2 Apply and adapt a variety of appropriate strategies to
Processes problem solving, including estimation, and reasonableness of the
solution.
Mathematical GLE0306.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve problems,
model mathematical ideas, and communicate solution strategies.
Mathematical GLE0306.1.6 Read and interpret the language of mathematics and
Processes use written/oral communication to express mathematical ideas
precisely.
Mathematical GLE0306.1.8 Use technologies/manipulatives appropriately to develop
Processes understanding of mathematical algorithms, to facilitate problem
solving, and to create accurate and reliable models of mathematical
concepts.
Mathematical CU0306.1.5 Determine when and how to break a problem into simpler
Processes parts.
Mathematical SPI0306.1.5 Represent problems mathematically using diagrams,
Processes numbers, and symbolic expressions.
Number &    GLE0306.2.2 Develop understanding of multiplication and related
Operations division facts through multiple strategies and representations.
Number &    GLE0306.2.4 Solve multiplication and division problems using various
Operations representations.
Number &    CU0306.2.7 Represent multiplication using various representations
Operations such as equal-size groups, arrays, area models, and equal jumps on
number lines.
Number &    SPI0306.2.5 Identify various representations of multiplication and
Operations division.
Operations & Represent and        OA.3.2 . Interpret whole-number quotients of whole numbers, e.g.,         Mathematical GLE0306.1.6 Read and interpret the language of mathematics and
Algebraic   solve problems       interpret 56 ÷ 8 as the number of objects in each share when 56            Processes use written/oral communication to express mathematical ideas
Thinking    involving            objects are partitioned equally into 8 shares, or as a number of shares                precisely.
multiplication and   when 56 objects are partitioned into equal shares of 8 objects each.
division             For example, describe a context in which a number of shares or a
number of groups can be expressed as 56 ÷ 8.
Number &      GLE0306.2.4 Solve multiplication and division problems using various
Operations    representations.
Number &      CU0306.2.8 Represent division using various representations such as
Operations    successive subtraction, the number of equal jumps, partitioning, and
sharing.
Number &      CU0306.2.9 Describe contexts for multiplication and division facts.
Operations
Mathematical GLE0306.1.8 Use technologies/manipulatives appropriately to develop
Processes understanding of mathematical algorithms, to facilitate problem
solving, and to create accurate and reliable models of mathematical
concepts.
Number &    SPI0306.2.5 Identify various representations of multiplication and
Operations division.
Operations & Represent and        OA.3.3 Use multiplication and division within 100 to solve word           Mathematical GLE0306.1.1 Use mathematical language, symbols, and definitions
Algebraic   solve problems       problems in situations involving equal groups, arrays, and                 Processes while developing mathematical reasoning.
Thinking    involving            measurement quantities, e.g., by using drawings and equations with a
multiplication and   symbol for the unknown number to represent the problem.
division
Mathematical GLE0306.1.2 Apply and adapt a variety of appropriate strategies to
Processes problem solving, including estimation, and reasonableness of the
solution.
Mathematical GLE0306.1.6 Read and interpret the language of mathematics and
Processes use written/oral communication to express mathematical ideas
precisely.
Mathematical SPI0306.1.7 Select appropriate units and tools to solve problems
Processes involving measures.
Mathematical CU0306.1.5 Determine when and how to break a problem into simpler
Processes parts.
Number &    GLE0306.2.2 Develop understanding of multiplication and related
Operations division facts through multiple strategies and representations.
Number &    GLE0306.2.4 Solve multiplication and division problems using various
Operations representations.
Number &      CU0306.2.7 Represent multiplication using various representations
Operations    such as equal-size groups, arrays, area models, and equal jumps on
number lines.
Number &      CU0306.2.8 Represent division using various representations such as
Operations    successive subtraction, the number of equal jumps, partitioning, and
sharing.
Number &      CU0306.2.9 Describe contexts for multiplication and division facts.
Operations
Number &      SPI0306.2.8 Solve problems that involve the inverse relationship
Operations    between multiplication and division.
Operations & Represent and        OA.3.4 Determine the unknown whole number in a multiplication or          Mathematical   GLE0306.1.1 Use mathematical language, symbols, and definitions
Algebraic   solve problems       division equation relating three whole numbers. For example,               Processes     while developing mathematical reasoning.
Thinking    involving            determine the unknown number that makes the equation true in each
multiplication and   of the equations 8 × ? = 48, 5 = __÷ 3, 6 × 6 = ?.
division
Mathematical GLE0306.1.2 Apply and adapt a variety of appropriate strategies to
Processes problem solving, including estimation, and reasonableness of the
solution.
Algebra    GLE0306.3.2 Develop understanding that a letter or a symbol can
represent an unknown quantity in a simple mathematical
expression/equation.
Algebra    CU0306.3.5 Find unknowns in number sentences and problems
involving addition, subtraction, multiplication, or division.
Algebra    SPI0306.3.3 Find the missing values in simple multiplication and
division equations.
Operations & Understand           OA.3.5 Apply properties of operations as strategies to multiply and       Mathematical GLE0306.1.1 Use mathematical language, symbols, and definitions
Algebraic   properties of        divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also          Processes while developing mathematical reasoning.
Thinking    multiplication and   known. Commutative property of multiplication. 3 × 5 × 2 can be found
the relationship     by 3 × 5 = 15 then 15 × 2 = 30, or by 5 × 2 = 10 then 3 × 10 = 30.
between              Associative property of multiplication. Knowing that 8 × 5 = 40 and 8 ×
multiplication and   2 = 16, one can find 8 × 7 as 8 × 5 + 2 = 8 × 5 + 8 × 2 = 40 + 16 = 56.
division             Distributive property. Students need not use formal terms for these
properties.
Mathematical   CU0306.1.8 Explain and justify answers on the basis of mathematical
Processes     properties, structures, and relationships.
Number &      GLE0306.2.2 Develop understanding of multiplication and related
Operations    division facts through multiple strategies and representations.
Algebra      GLE0306.3.1 Develop meaning for and apply the commutative,
associative, and distributive properties using various representations.
Algebra      CU0306.3.2 Show that subtraction and division are not commutative
operations.
Algebra      CU0306.3.3 Use commutative, associative, and distributive properties
to multiply whole numbers.
Algebra      CU0306.3.1 Show that addition and multiplication are commutative
operations.
Algebra      CU0306.3.4 Solve problems using the commutative, associative, and
distributive properties.
Algebra      SPI0306.3.2 Express mathematical relationships using number
sentences/equations.
Algebra      SPI0306.3.3 Find the missing values in simple multiplication and
division equations.
Operations & Understand            OA.3.6 Understand division as an unknown-factor problem. For             Number &      GLE0306.2.3 Relate multiplication and division as inverse operations.
Algebraic   properties of         example, divide 32 ÷ 8 by finding the number that makes 32 when          Operations
Thinking    multiplication and    multiplied by 8.
the relationship
between
multiplication and
division
Algebra    GLE0306.3.2 Develop understanding that a letter or a symbol can
represent an unknown quantity in a simple mathematical
expression/equation.
Algebra    CU0306.3.2 Show that subtraction and division are not commutative
operations.
Mathematical GLE0306.1.2 Apply and adapt a variety of appropriate strategies to
Processes problem solving, including estimation, and reasonableness of the
solution.
Algebra    SPI0306.3.3 Find the missing values in simple multiplication and
division equations.
Operations & Multiply and divide   OA.3.7 Fluently multiply and divide within 100, using strategies such    Number &    SPI0306.2.6 Recall basic multiplication facts through 10 times10 and
Algebraic   within 100            as the relationship between multiplication and division e.g., knowing    Operations the related division facts.
Thinking                          that 8 × 5 = 40, one knows 40 ÷ 5 = 8 or properties of operations. By
the end of Grade 3, know from memory all products of one-digit
numbers.
Number &      CU0306.2.4 Use a variety of methods to perform mental computations
Operations    and compare the efficiency of those methods.
Number &      GLE0306.2.2 Develop understanding of multiplication and related
Operations    division facts through multiple strategies and representations.
Number &      GRADE 4: GLE0406.2.2 Develop fluency with multiplication and single- *** Common
Operations    digit division.                                                      Core Standard
below TN GLE.
Operations & Solve problems         OA.3.8 Solve two-step word problems using the four operations.             Algebra      GLE0306.3.2 Develop understanding that a letter or a symbol can
Algebraic   involving the four     Represent these problems using equations with a letter standing for                     represent an unknown quantity in a simple mathematical
Thinking    operations, and        the unknown quantity. Assess the reasonableness of answers using                        expression/equation.
identify and explain   mental computation and estimation strategies including rounding. This
patterns in            standard is limited to problems posed with whole numbers and having
arithmetic             whole-number answers; students should know how to perform
operations in the conventional order when there are no parentheses to
specify a particular order Order of Operations.

Algebra    CU0306.3.5 Find unknowns in number sentences and problems
involving addition, subtraction, multiplication, or division.
Algebra    SPI0306.3.2 Express mathematical relationships using number
sentences/equations.
Mathematical GLE0306.1.2 Apply and adapt a variety of appropriate strategies to
Processes problem solving, including estimation, and reasonableness of the
solution.
Mathematical GLE0306.1.3 Develop independent reasoning to communicate
Processes mathematical ideas and derive algorithms and/or formulas.
Operations & Solve problems         OA.3.9 Identify arithmetic patterns including patterns in the addition     Algebra    GLE0306.3.3 Describe and analyze patterns and relationships in
Algebraic   involving the four     table or multiplication table, and explain them using properties of                   contexts.
Thinking    operations, and        operations. For example, observe that 4 times a number is always
identify and explain   even, and explain why 4 times a number can be decomposed into two
patterns in            equal addends.
arithmetic
Algebra    CU0306.3.6 Analyze patterns in words, tables, and graphs to draw
conclusions.
Algebra    SPI0306.3.4 Describe or extend including finding missing terms
geometric and numeric patterns.
Algebra    CU0306.3.7 Create different representations of a pattern given a
verbal description.
Algebra    CU0306.3.8 Analyze patterns in quantitative change resulting from
computation.
Mathematical GLE0306.1.3 Develop independent reasoning to communicate
Processes mathematical ideas and derive algorithms and/or formulas.
Numbers & Use place value          NBT.3.1 Use place value understanding to round whole numbers to             Number &      GLE0306.2.1 Understand the place value of whole numbers to ten-
Operations in understanding and     the nearest 10 or 100.                                                      Operations    thousands place including expanded notation for all arithmetic
Base Ten    properties of                                                                                                   operations.
operations to
perform multi-digit
arithmetic
Number &    CU0306.2.5 Use highest order value such as tens or hundreds digit to
Operations  make simple estimates.
Number &    SPI0306.2.2 Identify the place value of numbers in the ten-thousands,
Operations  thousands, hundreds, tens, and ones positions.
Algebra    GLE0306.1.2 Apply and adapt a variety of appropriate strategies to
problem solving, including estimation, and reasonableness of the
solution.
Numbers & Use place value          NBT.3.2 Use place value understanding and properties of operations         Mathematical GLE0306.1.3 Develop independent reasoning to communicate
Operations in understanding and     to perform multi-digit arithmetic. Fluently add and subtract within 1000    Processes mathematical ideas and derive algorithms and/or formulas.
Base Ten    properties of         using strategies and algorithms based on place value, properties of
operations to         operations, and/or the relationship between addition and subtraction. A
perform multi-digit   range of algorithms may be used.
arithmetic
Number &      CU0306.2.6 Solve a variety of addition and subtraction story problems
Operations    including those with irrelevant information.
Number &      SPI0306.2.9 Solve contextual problems involving the addition with and
Operations    without regrouping and subtraction without regrouping of two- and
three digit whole numbers.
Numbers & Use place value          NBT.3.3 Multiply one-digit whole numbers by multiples of 10 in the          Number &      SPI0306.2.7 Compute multiplication problems that involve multiples of
Operations in understanding and     range 10-90 e.g., 9 × 80, 5 × 60 using strategies based on place value      Operations    ten using basic number facts.
Base Ten    properties of         and properties of operations. A range of algorithms may be used.
operations to
perform multi-digit
arithmetic
Number &      GLE0306.2.2 Develop understanding of multiplication and related
Operations    division facts through multiple strategies and representations.
Algebra      GLE0306.1.3 Develop independent reasoning to communicate
mathematical ideas and derive algorithms and/or formulas.
Numbers & Develop                   NF.3.1 Understand a fraction 1/b as the quantity formed by 1 part           Number &      GLE0306.2.5 Understand the meaning and uses of fractions.
Operations - understanding of       when a whole is partitioned into b equal parts; understand a fraction       Operations
Fractions   fractions as           a/b as the quantity formed by a parts of size 1/b. Grade 3
numbers                expectations in this domain are limited to fractions with denominators
2, 3, 4, 6, and 8.
Number &      CU0306.2.10 Understand that symbols such as 1⁄2, 1/3, and 1⁄4
Operations    represent numbers called unit fractions.
Number &      CU0306.2.11 Identify fractions as parts of whole units, as parts of sets,
Operations    as locations on number lines, and as division of two whole numbers.

Number &      CU0306.2.13 Understand that when a whole is divided into equal parts
Operations    to create unit fractions, the sum of all the parts adds up to one.

Number &      SPI0306.2.11 Recognize and use different interpretations of fractions.
Operations
Number &      SPI0306.2.13 Recognize, compare, and order fractions benchmark
Operations    fractions, common numerators, or common denominators.

Numbers & Develop                     NF.3.2 Understand a fraction as a number on the number line;                 Number &      CU0306.2.10 Understand that symbols such as 1⁄2, 1/3, and 1⁄4
Operations - understanding of         represent fractions on a number line diagram. Grade 3 expectations           Operations    represent numbers called unit fractions.
Fractions   fractions as             in this domain are limited to fractions with denominators 2, 3, 4, 6, and
numbers                  8.
Number &      CU0306.2.11 Identify fractions as parts of whole units, as parts of sets,
Operations    as locations on number lines, and as division of two whole numbers.

Number &      CU0306.2.13 Understand that when a whole is divided into equal parts
Operations    to create unit fractions, the sum of all the parts adds up to one.

Mathematical GLE0306.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve problems,
model mathematical ideas, and communicate solution strategies.
Number &    SPI0306.2.11 Recognize and use different interpretations of fractions.
Operations
Numbers & Represent a fraction        NF.3.2.a Recognize that each part has size 1/b and that the endpoint        Mathematical SPI0306.1.4 Match the spoken, written, concrete, and pictorial
Operations - 1/b on a number line     of the part based at 0 locates the number 1/b on the number line.            Processes representations of fractions with denominators up to ten.
Fractions   diagram by defining      Grade 3 expectations in this domain are limited to fractions with
the interval from 0 to   denominators 2, 3, 4, 6, and 8.
1 as the whole and
partitioning it into b
equal parts

Number &      CU0306.2.11 Identify fractions as parts of whole units, as parts of sets,
Operations    as locations on number lines, and as division of two whole numbers.
MM        GLE0306.1.4 Move flexibly between concrete and abstract
representations of mathematical ideas in order to solve problems,
model mathematical ideas, and communicate solution strategies.
Numbers & Represent a fraction      NF.3.2.b Recognize that the resulting interval has size a/b and that its     Algebra      GLE0306.1.4 Move flexibly between concrete and abstract
Operations - a/b on a number line   endpoint locates the number a/b on the number line. Grade 3                               representations of mathematical ideas in order to solve problems,
Fractions   diagram by marking     expectations in this domain are limited to fractions with denominators                    model mathematical ideas, and communicate solution strategies.
off a lengths 1/b      2, 3, 4, 6, and 8.
from 0

Number &      CU0306.2.11 Identify fractions as parts of whole units, as parts of sets,
Operations    as locations on number lines, and as division of two whole numbers.

Mathematical SPI0306.1.4 Match the spoken, written, concrete, and pictorial
Processes representations of fractions with denominators up to ten.
Numbers & Develop                   NF.3.3 Explain equivalence of fractions in special cases, and               Number &    GLE0306.2.5 Understand the meaning and uses of fractions.
Operations - understanding of       compare fractions by reasoning about their size. Grade 3                    Operations
Fractions   fractions as           expectations in this domain are limited to fractions with denominators
numbers                2, 3, 4, 6, and 8.
Number &    SPI0306.2.12 Name fractions in various contexts that are less than,
Operations  equal to, or greater than one.
Mathematical GLE0306.1.4 Move flexibly between concrete and abstract
Processes   representations of mathematical ideas in order to solve problems,
model mathematical ideas, and communicate solution strategies.
Numbers & Understand two            NF.3.3.a Grade 3 expectations in this domain are limited to fractions      Mathematical GLE0306.1.4 Move flexibly between concrete and abstract
Operations - fractions as           with denominators 2, 3, 4, 6, and 8.                                        Processes representations of mathematical ideas in order to solve problems,
Fractions   equivalent equal if                                                                                            model mathematical ideas, and communicate solution strategies.
they are the same
size, or the same
point on a number
line
Number &      GLE0306.2.6 Use various strategies and models to compare and order
Operations    fractions and identify equivalent fractions.
Numbers & Recognize and           NF.3.3.b Explain why the fractions are equivalent, e.g., by using a          Mathematical   GLE0306.1.8 Use technologies/manipulatives appropriately to develop
Operations - generate simple      visual fraction model. Grade 3 expectations in this domain are limited        Processes     understanding of mathematical algorithms, to facilitate problem
Fractions   equivalent fractions to fractions with denominators 2, 3, 4, 6, and 8.                                           solving, and to create accurate and reliable models of mathematical
eg, 1/2 = 2/4, 4/6 =                                                                                             concepts.
2/3
Mathematical GLE0306.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve problems,
model mathematical ideas, and communicate solution strategies.
Number &      SPI0306.2.10 Identify equivalent fractions given by various
Operations    representations.
Numbers & Express whole            NF.3.3.c Examples: Express 3 in the form 3 = 3/1; recognize that 6/1     Mathematical   GLE0306.1.4 Move flexibly between concrete and abstract
Operations - numbers as            = 6; locate 4/4 and 1 at the same point of a number line diagram.         Processes     representations of mathematical ideas in order to solve problems,
Fractions   fractions, and        Grade 3 expectations in this domain are limited to fractions with                       model mathematical ideas, and communicate solution strategies.
recognize fractions   denominators 2, 3, 4, 6, and 8.
that are equivalent
to whole numbers
Number &      GLE0306.2.6 Use various strategies and models to compare and order
Operations    fractions and identify equivalent fractions.
Number &      SPI0306.2.13 Recognize, compare, and order fractions benchmark
Operations    fractions, common numerators, or common denominators.

Numbers & Compare two              NF.3.3.d Recognize that valid comparisons rely on the two fractions      Mathematical GLE0306.1.1 Use mathematical language, symbols, and definitions
Operations - fractions with the    referring to the same whole. Record the results of comparisons with       Processes while developing mathematical reasoning.
Fractions   same numerator or     the symbols >, =, or <, and justify the conclusions, e.g., by using a
the same              visual fraction model. Grade 3 expectations in this domain are limited
denominator, by       to fractions with denominators 2, 3, 4, 6, and 8.
their size
Mathematical GLE0306.1.8 Use technologies/manipulatives appropriately to develop
Processes understanding of mathematical algorithms, to facilitate problem
solving, and to create accurate and reliable models of mathematical
concepts.
Number &    CU0306.2.12 Compare fractions using drawings, concrete objects, and
Operations benchmark fractions.
Number &    SPI0306.2.13 Recognize, compare, and order fractions benchmark
Operations fractions, common numerators, or common denominators.

Number &      CU0306.2.2 Understand and use the symbols =, < and > to signify
Operations    order and comparison.
Measurement Solve problems         MD.3.1 Tell and write time to the nearest minute and measure time        Mathematical   GLE0306.1.1 Use mathematical language, symbols, and definitions
& Data    involving              intervals in minutes. Solve word problems involving addition and          Processes     while developing mathematical reasoning.
measurement and        subtraction of time intervals in minutes, e.g., by representing the
estimation of          problem on a number line diagram.
intervals of time,
liquid volumes, and
masses of objects
Mathematical GLE0306.1.7 Recognize the historical development of mathematics,
Processes mathematics in context, and the connections between mathematics
and the real world.
Mathematical CU0306.1.1 Read and write time to the nearest minute.
Processes
Mathematical SPI0306.1.2 Solve problems involving elapsed time.
Processes
Measurement Solve problems        MD.3.2 Measure and estimate liquid volumes and masses of objects        Mathematical GLE0306.1.1 Use mathematical language, symbols, and definitions
& Data    involving             using standard units of grams g, kilograms kg, and liters l. Excludes    Processes while developing mathematical reasoning.
measurement and       compound units such as cm^3 and finding the geometric volume of a
estimation of         container. Add, subtract, multiply, or divide to solve one-step word
intervals of time,    problems involving masses or volumes that are given in the same
liquid volumes, and   units, e.g., by using drawings such as a beaker with a measurement
masses of objects     scale to represent the problem. Excludes multiplicative comparison
problems problems involving notions of “times as much.”

Mathematical GLE0306.1.5 Use mathematical ideas and processes in different
Processes settings to formulate patterns, analyze graphs, set up and solve
problems and interpret solutions.
Mathematical GLE0306.1.7 Recognize the historical development of mathematics,
Processes mathematics in context, and the connections between mathematics
and the real world.
Mathematical SPI0306.1.7 Select appropriate units and tools to solve problems
Processes involving measures.
Geometry & CU03064.5 Understand that all measurements require units.
Measurement
Geometry & GLE0306.4.5 Solve measurement problems involving fractional parts
Measurement of linear units and capacity units.
Geometry & CU03064.6 Recognize the use of fractions in liquid measures.
Measurement
Geometry & CU03064.7 Recognize the relationships among cups, pints, quarts,
Measurement and gallons.
Geometry & CU03064.8 Estimate and/or measure the capacity of a container.
Measurement
Geometry & CU03064.9 Measure weight to the nearest ounce or gram.
Measurement
Geometry & SPI0306.4.5 Choose reasonable units of measure, estimate common
Measurement measurements using benchmarks, and use appropriate tools to make
measurements.
Measurement Represent and    MD.3.3 Draw a scaled picture graph and a scaled bar graph to            Mathematical GLE0306.1.1 Use mathematical language, symbols, and definitions
& Data    interpret data   represent a data set with several categories. Solve one- and two-step    Processes while developing mathematical reasoning.
“how many more” and “how many less” problems using information
presented in scaled bar graphs. For example, draw a bar graph in
which each square in the bar graph might represent 5 pets.

Mathematical GLE0306.1.2 Apply and adapt a variety of appropriate strategies to
Processes problem solving, including estimation, and reasonableness of the
solution.
Mathematical GLE0306.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve problems,
model mathematical ideas, and communicate solution strategies.
Mathematical GLE0306.1.5 Use mathematical ideas and processes in different
Processes settings to formulate patterns, analyze graphs, set up and solve
problems and interpret solutions.
Mathematical GLE0306.1.7 Recognize the historical development of mathematics,
Processes mathematics in context, and the connections between mathematics
and the real world.
Data,      GLE0306.5.1 Organize, display, and analyze data using various
Probability, & representations to solve problems.
Statistics
Data,      CU0306.5.1 Collect and organize data using observations, surveys,
Probability, & and experiments.
Statistics
Data,      CU0306.5.2 Construct a frequency table, bar graph, pictograph, or line
Probability, & plot of collected data.
Statistics
Data,      CU0306.5.4 Solve problems using data from frequency tables, bar
Probability, & graphs, pictographs, or line plots.
Statistics
Data,      SPI0306.5.2 Solve problems in which data is represented in tables or
Probability, & graph.
Statistics
Mathematical SPI0306.1.8 Express answers clearly in verbal, numerical, or graphical
Processes bar and picture form, using units when appropriate.
Measurement Represent and    MD.3.4 Generate measurement data by measuring lengths using             Mathematical GLE0306.1.1 Use mathematical language, symbols, and definitions
& Data    interpret data   rulers marked with halves and fourths of an inch. Show the data by       Processes while developing mathematical reasoning.
making a line plot, where the horizontal scale is marked off in
appropriate units—whole numbers, halves, or quarters.
Mathematical GLE0306.1.7 Recognize the historical development of mathematics,
Processes mathematics in context, and the connections between mathematics
and the real world.
Mathematical GLE0306.1.8 Use technologies/manipulatives appropriately to develop
Processes understanding of mathematical algorithms, to facilitate problem
solving, and to create accurate and reliable models of mathematical
concepts.
Mathematical CU0306.1.13 Create and use representations to organize, record, and
Processes communicate mathematical ideas.
Number &    GLE0306.2.5 Understand the meaning and uses of fractions.
Operations
Geometry & GLE0306.4.4 Use appropriate units, strategies and tools to solve
Measurement problems involving perimeter.
Geometry & CU03064.12 Make and record measurements that use mixed units
Measurement within the same system of measurement such as feet and inches,
meters and centimeters.
Geometry & CU03064.11 Know common equivalences for length 1 meter = 100
Measurement centimeters, 1 yard = 3 feet, 1 foot = 12 inches.
Geometry & CU03064.13 Use common abbreviations: km, m, cm, in, ft, yd, mi.
Measurement
Geometry & CU03064.10 Use reasonable units of length i.e. kilometer, meter,
Measurement centimeter; mile, yard, foot, inch in estimates and measures.
Measurement Geometric               MD.3.5 Recognize area as an attribute of plane figures and                    Geometry & GRADE 4: GLE0406.4.2 Understand and use measures of length,           *** Common
& Data    measurement:            understand concepts of area measurement.                                      Measurement area, capacity, and weight.                                          Core Standard
understand               -- a. A square with side length 1 unit, called “a unit square,” is said to                                                                                    is one grade
concepts of area        have “one square unit” of area, and can be used to measure area.                                                                                               below TN GLE.
and relate area to       -- b. A plane figure which can be covered without gaps or overlaps
multiplication and to   by n unit squares is said to have an area of n square units.

Geometry & GRADE 4: CU0406.4.8 Recognize that a measure of area represents       Common Core
Measurement the total number of same-sized units /that cover the shape without   Standard is
gaps or overlaps.                                                    one grade
below TN
Check for
Understanding.
Number &   GRADE 4: CU0406.2.7 Identify factors of whole numbers and model         Common Core
Operations factors and products beyond basic multiplication facts using arrays and Standard is
area models.                                                            one grade
below TN
Measurement Geometric             MD.3.6 Measure areas by counting unit squares square cm, square            Geometry & GRADE 4: CU0406.4.11 Estimate areas of rectangles in square inches Common Core
& Data    measurement:          m, square in, square ft, and improvised units.                             Measurement and square centimeters.                                                 Standard is
concepts of area                                                                                                                                                                     below TN
and relate area to                                                                                                                                                                   Check for
multiplication and to                                                                                                                                                                Understanding.
Number &      GRADE 4: CU0406.2.7 Identify factors of whole numbers and model         Common Core
Operations    factors and products beyond basic multiplication facts using arrays and Standard is
area models.                                                            one grade
below TN
Check for
Understanding.

Measurement Geometric               MD.3.7 Relate area to the operations of multiplication and addition.     Geometry & GRADE 4: CU0406.4.10 Connect area measure to multiplication using Common Core
& Data    measurement:                                                                                     Measurement a rectangular area model.                                        Standard is
concepts of area                                                                                                                                                              below TN
and relate area to                                                                                                                                                            Check for
multiplication and to                                                                                                                                                         Understanding.
Measurement Geometric               MD.3.7.a Find the area of a rectangle with whole-number side lengths     Geometry & GRADE 4: CU0406.4.8 Recognize that a measure of area represents           Common Core
& Data    measurement:            by tiling it, and show that the area is the same as would be found by    Measurement the total number of same-sized units /that cover the shape without       Standard is
understand              multiplying the side lengths.                                                        gaps or overlaps.                                                        one grade
concepts of area                                                                                                                                                                      below TN
and relate area to                                                                                                                                                                    Check for
multiplication and to                                                                                                                                                                 Understanding.
Measurement Geometric               MD.3.7.b Multiply side lengths to find areas of rectangles with whole-   Geometry & GRADE 4: GLE0406.4.3 Solve problems that involve estimating and           Common Core
& Data    measurement:            number side lengths in the context of solving real world and             Measurement measuring length, area, capacity and weight.                             Standard is
understand              mathematical problems, and represent whole-number products as                                                                                                 one grade
concepts of area        rectangular areas in mathematical reasoning.                                                                                                                  below TN
and relate area to                                                                                                                                                                    Check for
multiplication and to                                                                                                                                                                 Understanding.
Geometry & GRADE 4: CU0406.4.10 Connect area measure to multiplication using Common Core
Measurement a rectangular area model.                                        Standard is
below TN
Measurement Geometric               MD.3.7.c Use tiling to show in a concrete case that the area of a          Geometry & GRADE 4: CU0406.4.8 Recognize that a measure of area represents Check for Core
Common
& Data    measurement:            rectangle with whole-number side lengths a and b + c is the sum of a       Measurement the total number of same-sized units /that cover the shape without   Standard is
understand              × b and a × c. Use area models to represent the distributive property in               gaps or overlaps.                                                    one grade
concepts of area        mathematical reasoning.                                                                                                                                     below TN
and relate area to                                                                                                                                                                  Check for
multiplication and to                                                                                                                                                               Understanding.
Measurement Geometric               MD.3.7.d Recognize area as additive. Find areas of rectilinear figures     Geometry & GRADE 4: GLE0406.4.3 Solve problems that involve estimating and       *** Common
& Data    measurement:            by decomposing them into non-overlapping rectangles and adding the         Measurement measuring length, area, capacity and weight.                         Core Standard
understand              areas of the non-overlapping parts, applying this technique to solve                                                                                        is one grade
concepts of area        real world problems.                                                                                                                                        below TN GLE.
and relate area to
multiplication and to
Geometry & GRADE 4: CU0406.4.8 Recognize that a measure of area represents      Common Core
Measurement the total number of same-sized units /that cover the shape without  Standard is
gaps or overlaps.                                                   one grade
below TN
Geometry & GRADE 4: CU0406.4.12 Estimate the size of an object with respect to Common Core
Measurement a given measurement attribute length, perimeter, area, or capacity. Standard is
below TN
Measurement Geometric               MD.3.8 Solve real world and mathematical problems involving                Geometry & GLE0306.4.4 Use appropriate units, strategies and tools to solve
& Data    measurement:            perimeters of polygons, including finding the perimeter given the side     Measurement problems involving perimeter.
recognize perimeter     lengths, finding an unknown side length, and exhibiting rectangles with
as an attribute of      the same perimeter and different area or with the same area and
plane figures and       different perimeter.
distinguish between
linear and area
measures

Geometry & SPI0306.4.4 Calculate the perimeter of shapes made from polygons.
Measurement
Geometry & GRADE 4: SPI0406.4.9 Solve problems involving area and/or             Common Core
Measurement perimeter of rectangular figures.                                    Standard is
below TN SPI.
Geometry   Reason with shapes G.3.1 Understand that shapes in different categories e.g., rhombuses,    Geometry & GLE0306.4.1 Describe, compare, and analyze properties of polygons.
and their attributes rectangles, and others may share attributes e.g., having four sides,   Measurement
and that the shared attributes can define a larger category e.g.,
quadrilaterals. Recognize rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw examples of quadrilaterals that
do not belong to any of these subcategories.

Geometry &     GLE0306.4.3 Understand and use attributes of 2- and 3-dimensional
Measurement    figures to solve problems.
Geometry &     CU0306.4.1 Describe properties of plane figures such as circles,
Measurement    triangles, squares and rectangles and solid shapes such as spheres,
cubes and cylinders.
Geometry &     CU0306.4.2 Classify polygons according to the number of their sides
Measurement    and angles.
Geometry &     CU0306.4.3 Classify lines and segments as parallel, perpendicular, or
Measurement    intersecting.
Geometry &     SPI0306.4.1 Recognize polygons and be able to identify examples
Measurement    based on geometric definitions.
Geometry &     SPI0306.4.2 Determine if two figures are congruent based on size and
Measurement    shape.
Mathematical   SPI0306.1.6 Identify and use vocabulary to describe attributes of two-
Processes     and three-dimensional shapes.
Number &      GLE0306.2.6 Use various strategies and models to compare and order
Operations    fractions and identify equivalent fractions.
Number &      CU0306.2.10 Understand that symbols such as 1⁄2, 1/3, and 1⁄4
Operations    represent numbers called unit fractions.
Number &      CU0306.2.11 Identify fractions as parts of whole units, as parts of sets,
Operations    as locations on number lines, and as division of two whole numbers.

Number &      CU0306.2.13 Understand that when a whole is divided into equal parts
Operations    to create unit fractions, the sum of all the parts adds up to one.

Number &      SPI0306.2.10 Identify equivalent fractions given by various
Operations    representations.
Number &      SPI0306.2.11 Recognize and use different interpretations of fractions.
Operations
Number &      SPI0306.2.12 Name fractions in various contexts that are less than,
Operations    equal to, or greater than one.
Number &     SPI0306.2.13 Recognize, compare, and order fractions benchmark
Operations   fractions, common numerators, or common denominators.

Geometry   Reason with shapes G.3.2 Partition shapes into parts with equal areas. Express the area of    Mathematical GLE0306.1.5 Use mathematical ideas and processes in different
and their attributes each part as a unit fraction of the whole. For example, partition a       Processes settings to formulate patterns, analyze graphs, set up and solve
shape into 4 parts with equal area, and describe the area of each part                problems and interpret solutions.
is 1/4 of the area of the shape.
Correlation by Learning Expections with Aligned           Crosswalk Correlation Notes
Mathematics Common     Mathematics Common Core
Mathematics Common Core Standard                          TN Standard    Checks for Understanding and State Performance           (Shaded rows indicated grade
Core Domain                 Cluster
Indicators                                      change)

Operations &        Use the four operations with  OA.4.1 Use the four operations with whole numbers to solve            Mathematical   SPI0406.1.1 Verify a conclusion using the
Algebraic Thinking   whole numbers to solve problems problems. Interpret a multiplication equation as a comparison,         Processes     commutative, associative and distributive properties.
e.g., interpret 35 = 5 x 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.
Mathematical   CU0406.1.4 Use commutative, associative, and
Processes     distributive properties of numbers including oral
descriptions of mathematical reasoning.
Operations &        Use the four operations with  OA.4.2 Use the four operations with whole numbers to solve                 Algebra   GLE0406.3.1 Extend understanding of a variable to
Algebraic Thinking   whole numbers to solve problems problems. Multiply or divide to solve word problems involving                        equations involving whole numbers, fractions,
multiplicative comparison, e.g., by using drawings and                               decimals, and/or mixed numbers.
equations with a symbol for the unknown number to represent
the problem, distinguishing multiplicative comparison from
Algebra   CU0406.3.1 Find an unknown quantity in simple
equations using whole numbers, fractions, decimals,
and mixed numbers.
Algebra   SPI0406.3.1 Use letters and symbols to represent an
unknown quantity and write a simple mathematical
expression.
Mathematical   GLE0406.1.1 Use mathematical language, symbols,
Processes     and definitions while developing mathematical
reasoning.
Mathematical   GLE0406.1.6 Read and interpret the language of
Processes     mathematics and use written/oral communication to
express mathematical ideas precisely.
Algebra   CU0406.3.2 Translate between symbols and words to
represent quantities in expressions or equations.
Algebra   CU0406.3.4 Translate between symbolic, numerical,
verbal, or pictorial representations of a whole number
pattern or relationship.

Page 94 of 180
Operations &        Use the four operations with   OA.4.3 Use the four operations with whole numbers to solve         Mathematical   GLE0406.1.2 Apply and adapt a variety of appropriate
Algebraic Thinking       whole numbers to solve       problems. Solve multistep word problems posed with whole            Processes     strategies to problem solving, including estimation, and
problems.             numbers and having whole-number answers using the four                            reasonableness of the solution.
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.

Number &      GLE0406.2.2 Develop fluency with multiplication and
Operations    single-digit division.
Number &      GLE0406.2.6 Solve problems involving whole
Operations    numbers, fractions, and/or decimals using all four
arithmetic operations.
Number &      CU0406.2.14 Understand the role of the remainder in
Operations    division.
Algebra      SPI0406.3.1 Use letters and symbols to represent an
unknown quantity and write a simple mathematical
expression.
Mathematical   GLE0406.1.1 Use mathematical language, symbols,
Processes     and definitions while developing mathematical
reasoning.
Mathematical   GLE0406.1.4 Move flexibly between concrete and
Processes     abstract representations of mathematical ideas in order
to solve problems, model mathematical ideas, and
communicate solution strategies.
Mathematical   CU0406.1.2 Identify the range of appropriate
Processes     estimates, including over-estimate and under-estimate.

Operations &        Use the four operations with  OA.4.4 Gain familiarity with factors and multiples. Find all         Number &      GLE0406.2.3 Identify prime and composite numbers.
Algebraic Thinking   whole numbers to solve problems factor pairs for a whole number in the range 1-100.                  Operations
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.
Number &      CU0406.2.4 Understand and use a reliable algorithm
Operations    for multiplying multi-digit numbers and dividing
numbers by a single-digit divisor accurately and
efficiently.
Number &      CU0406.2.7 Identify factors of whole numbers and
Operations    model factors and products beyond basic multiplication
facts using arrays and area models.
Number &      SPI0406.2.4 Find factors, common factors, multiples,
OperationsM    and common multiples of two numbers.

Page 95 of 180
GLE0406.1.1 Use mathematical language, symbols,
and definitions while developing mathematical
reasoning.
Operations &      Generate and analyze patterns    OA.4.5 Generate and analyze patterns. Generate a number                  Mathematical    GLE0406.1.2 Apply and adapt a variety of appropriate
Algebraic Thinking                                    or shape pattern that follows a given rule. Identify apparent             Processes      strategies to problem solving, including estimation, and
features of the pattern that were not explicit in the rule itself.                       reasonableness of the solution.
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.
Mathematical    GLE0406.1.5 Use mathematical ideas and processes
Processes      in different settings to formulate patterns, analyze
graphs, set up and solve problems and interpret
solutions.
Algebra    GLE0406.3.2 Use mathematical language and
modeling to develop descriptions, rules and extensions
of patterns.
Algebra    CU0406.3.3 Create, explain and use a rule to generate
terms of a pattern or sequence.
Algebra    SPI0406.3.2 Make generalizations about geometric
and numeric patterns.
Algebra    SPI0406.3.3 Represent and analyze patterns using
words, function tables, and graphs.
Numbers &            Generalize place value        NBT.4.1 Generalize place value understanding for multi-digit             Mathematical    GLE0406.1.1 Use mathematical language, symbols,
Operations in Base    understanding for multi-digit   whole numbers. Recognize that in a multi-digit whole number,              Processes      and definitions while developing mathematical
Ten                 whole numbers              a digit in one place represents ten times what it represents in                          reasoning.
the place to its right. For example, recognize that 700 ÷ 70 =
10 by applying concepts of place value and division. (Grade
4 expectations in this domain are limited to whole numbers
less than or equal to 1,000,000.)

Number &      GLE0406.2.1 Understand place value of numbers from
Operationsumber & hundredths to the hundred-thousands place.
OperatioNumber &
Operationss

Number &      CU0406.2.1 Compose and decompose quantities
Operationsumber & according to place value.
OperatioNumber &
Operationss

Page 96 of 180
Numbers &            Generalize place value         NBT.4.2 Generalize place value understanding for multi-digit          Mathematical   GLE0406.1.6 Read and interpret the language of
Operations in Base    understanding for multi-digit    whole numbers. Read and write multi-digit whole numbers                Processes     mathematics and use written/oral communication to
Ten                 whole numbers               using base-ten numerals, number names, and expanded                                  express mathematical ideas precisely.
form. 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.)
Number &      CU0306.2.1 Represent whole numbers up to 10,000           Common Core Standard is one
Operations    using various models such as base-ten blocks, number      grade above TN Check for
lines, place-value charts and in standard form, written   Understanding.
form, and expanded form.
Number &      CU0306.2.2 Understand and use the symbols =, < and        Common Core Standard is one
Operations    > to signify order and comparison.                        grade above TN Check for
Understanding.
Number &      SPI0406.2.1 Read and write numbers from hundredths
Operations    to hundred-thousands in numerals and in words.

Number &      SPI0406.2.3 Identify the place value of a specified digit
Operations    in a number and the quantity it represents.
Mathematical   GLE0406.1.5 Use mathematical ideas and processes
Processes     in different settings to formulate patterns, analyze
graphs, set up and solve problems and interpret
solutions.
Algebra   GLE0406.3.3 Translate between different forms of
representations of whole number relationships.
Numbers &            Generalize place value         NBT.4.3 Generalize place value understanding for multi-digit          Mathematical   GRADE 5: CU0506.1.3 Explore different methods of          Common Core Standard is one
Operations in Base    understanding for multi-digit    whole numbers. Use place value understanding to round                  Processes     estimation including rounding and truncating.             grade below TN Check for
Ten                 whole numbers               multi-digit whole numbers to any place. (Grade 4                                                                                               Understanding.
expectations in this domain are limited to whole numbers less
than or equal to 1,000,000.)
Mathematical   CU0406.1.2 Identify the range of appropriate
Processes     estimates, including over-estimate and under-estimate.

Numbers &         Use place value understanding     NBT.4.4 Use place value understanding and properties of                Number &      GRADE 2: GLE0206.2.3 Use efficient and accurate           *** Common Core Standard is two
Operations in Base   and properties of operations to   operations to perform multi-digit arithmetic. Fluently add and         Operations    strategies to develop fluency with multi-digit addition   grades above TN GLE.
Ten            perform multi-digit arithmetic   subtract multi-digit whole numbers using the standard                                and subtraction.
algorithm. (Grade 4 expectations in this domain are limited to
whole numbers less than or equal to 1,000,000. A range of
algorithms may be used.)

Number &      GLE0406.2.6 Solve problems involving whole
Operations    numbers, fractions, and/or decimals using all four
arithmetic operations.

Page 97 of 180
Numbers &         lace value understanding and      NBT.4.5 Use place value understanding and properties of                Number &      GLE0406.2.2 Develop fluency with multiplication and
Operations in Base     properties of operations to     operations to perform multi-digit arithmetic. Multiply a whole         Operations    single-digit division.
Ten            perform multi-digit arithmetic   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. (Grade 4 expectations in this domain
are limited to whole numbers less than or equal to 1,000,000.
A range of algorithms may be used.)

Number &      CU0406.2.3 Multiply two- and three-digit whole
Operations    numbers.
Number &      CU0406.2.4 Understand and use a reliable algorithm
Operations    for multiplying multi-digit numbers and dividing
numbers by a single-digit divisor accurately and
efficiently.
Number &      CU0406.2.10 Use models to understand division as the
Operations    inverse of multiplication, partitioning, and repeated
subtraction.
Number &      SPI0406.2.11 Solve problems using whole number
Operations    multi-digit multiplication.
Mathematical   GLE0406.1.2 Apply and adapt a variety of appropriate
Processes     strategies to problem solving, including estimation, and
reasonableness of the solution.
Mathematical   CU0406.1.10 Use age-appropriate books, stories, and
Processes     videos to convey ideas of mathematics.
Geometry &    CU0406.4.9 Recognize that area does not change
Measurement    when 2-dimensional figures are cut apart and
rearranged.
Geometry &    CU0406.4.10 Connect area measure to multiplication
Measurement    using a rectangular area model.
Geometry &    SPI0406.4.9 Solve problems involving area and/or
Measurement    perimeter of rectangular figures.

Page 98 of 180
Numbers &             lace value understanding and      NBT.4.6 Use place value understanding and properties of                Mathematical   GLE0406.1.2 Apply and adapt a variety of appropriate
Operations in Base         properties of operations to     operations to perform multi-digit arithmetic. Find whole-               Processes     strategies to problem solving, including estimation, and
Ten                perform multi-digit arithmetic   number quotients and remainders with up to four-digit                                 reasonableness of the solution.
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. (Grade 4 expectations in this domain
are limited to whole numbers less than or equal to 1,000,000.
A range of algorithms may be used.)

Number &     GLE0406.2.2 Develop fluency with multiplication and
Operations    single-digit division.
Number &     CU0406.2.14 Understand the role of the remainder in
Operations    division.
Number &     CU0406.2.6 Divide three-digit whole numbers by one-
Operations    digit divisors fluently with pencil and paper.
Number &     SPI0406.2.4 Find factors, common factors, multiples,
Operations    and common multiples of two numbers.
Number &     SPI0406.2.12 Solve problems using whole number
Operations    division with one- or two-digit divisors.
Mathematical   CU0406.1.10 Use age-appropriate books, stories, and
Processes     videos to convey ideas of mathematics.
Geometry &    CU0406.4.10 Connect area measure to multiplication
Measurement    using a rectangular area model.
Geometry &    SPI0406.4.9 Solve problems involving area and/or
Measurement    perimeter of rectangular figures.
Numbers &         Extend understanding of fraction NF.4.1 Extend understanding of fraction equivalence and                     Mathematical   GLE0406.1.4 Move flexibly between concrete and
Operations: Fractions    equivalence and ordering      ordering. Explain why a fraction a/b is equivalent to a fraction             Processes     abstract representations of mathematical ideas in order
(n × a)/(n × b) by using visual fraction models, with attention                            to solve problems, model mathematical ideas, and
to how the number and size of the parts differ even though                                 communicate solution strategies.
the two fractions themselves are the same size. Use this
principle to recognize and generate equivalent fractions.
(Grade 4 expectations in this domain are limited to fractions
with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)

Mathematical   GLE0406.1.8 Use technologies/manipulatives
Processes     appropriately to develop understanding of
mathematical algorithms, to facilitate problem solving,
and to create accurate and reliable models of
mathematical concepts.
Mathematical   GLE0406.1.5 Use mathematical ideas and processes
Processes     in different settings to formulate patterns, analyze
graphs, set up and solve problems and interpret
solutions.

Page 99 of 180
Number &      CU0406.2.9 Compare equivalent forms whole
Operations    numbers, fractions, and decimals to each other and to
benchmark numbers.
Mathematical   CU0406.1.10 Use age-appropriate books, stories, and
Processes     videos to convey ideas of mathematics.
Numbers &         Extend understanding of fraction NF.4.2 Extend understanding of fraction equivalence and                   Mathematical   GLE0406.1.1 Use mathematical language, symbols,
Operations: Fractions    equivalence and ordering      ordering. Compare two fractions with different numerators                  Processes     and definitions while developing mathematical
and different denominators, e.g., by creating common                                     reasoning.
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. (Grade 4 expectations in this domain are limited to
fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)

Mathematical   GLE0406.1.4 Move flexibly between concrete and
Processes     abstract representations of mathematical ideas in order
to solve problems, model mathematical ideas, and
communicate solution strategies.
Mathematical   GLE0406.1.8 Use technologies/manipulatives
Processes     appropriately to develop understanding of
mathematical algorithms, to facilitate problem solving,
and to create accurate and reliable models of
mathematical concepts.
Number &      CU0406.2.11 Use models, benchmarks, and
Operations    equivalent forms to compare fractions/decimals and
locate them on the number line.
Number &      SPI0406.2.5 Generate equivalent forms of common
Operations    fractions and decimals and use them to compare size.

Mathematical   GLE0406.1.6 Read and interpret the language of
Processes     mathematics and use written/oral communication to
express mathematical ideas precisely.
Numbers &         Build fractions from unit fractions   NF.4.3 Build fractions from unit fractions by applying and            Number &      GRADE 3: SPI0306.2.13 Recognize, compare, and             Common Core Standard is one
Operations: Fractions    by applying and extending          extending previous understandings of operations on whole              Operations    order fractions benchmark fractions, common               grade above TN SPI.
previous understandings of          numbers. Understand a fraction a/b with a > 1 as a sum of                           numerators, or common denominators.
operations on whole numbers          fractions 1/b. (Grade 4 expectations in this domain are limited
to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and
100.)

Page 100 of 180
Numbers &         Build fractions from unit fractions NF.4.3.a Understand addition and subtraction of fractions as            Number &      SPI0406.2.8 Add and subtract proper fractions with like
Operations: Fractions    by applying and extending        joining and                                                             Operations    and unlike denominators and simplify the answer.
previous understandings of        separating parts referring to the same whole.
operations on whole numbers

Number &      GLE0406.2.5 Add and subtract fractions with like and
Operations    unlike denominators.
Number &      GLE0406.2.6 Solve problems involving whole
Operations    numbers, fractions, and/or decimals using all four
arithmetic operations.
Numbers &         Build fractions from unit fractions   NF.4.3.b Decompose a fraction into a sum of fractions with            Number &      GRADE 3: SPI0306.2.13 Recognize, compare, and             Common Core Standard is one
Operations: Fractions    by applying and extending          the same denominator in more than one way, recording each             Operations    order fractions benchmark fractions, common               grade above TN SPI.
previous understandings of          decomposition by an equation. Justify decompositions, e.g.,                         numerators, or common denominators.
operations on whole numbers          by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 +
1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

Mathematical   GLE0406.1.8 Use technologies/manipulatives
Processes     appropriately to develop understanding of
mathematical algorithms, to facilitate problem solving,
and to create accurate and reliable models of
mathematical concepts.
Numbers &         Build fractions from unit fractions   NF.4.3.c Add and subtract mixed numbers with like                     Number &      GLE0406.2.5 Add and subtract fractions with like and
Operations: Fractions    by applying and extending          denominators, e.g., by replacing each mixed number with an            Operations    unlike denominators.
previous understandings of          equivalent fraction, and/or by using properties of operations
operations on whole numbers          and the relationship between addition and subtraction.

Number &      SPI0406.2.8 Add and subtract proper fractions with like
Operations    and unlike denominators and simplify the answer.

Mathematical   GLE0406.1.8 Use technologies/manipulatives
Processes     appropriately to develop understanding of
mathematical algorithms, to facilitate problem solving,
and to create accurate and reliable models of
mathematical concepts.

Page 101 of 180
Numbers &         Build fractions from unit fractions   NF.3d Solve word problems involving addition and                             Algebra   GLE0406.3.1 Extend understanding of a variable to
Operations: Fractions    by applying and extending          subtraction of fractions referring to the same whole and                               equations involving whole numbers, fractions,
previous understandings of          having like denominators, e.g., by using visual fraction                               decimals, and/or mixed numbers.
operations on whole numbers          models and equations to represent the problem.

Mathematical    GLE0406.1.4 Move flexibly between concrete and
Processes      abstract representations of mathematical ideas in order
to solve problems, model mathematical ideas, and
communicate solution strategies.
Mathematical    GLE0406.1.8 Use technologies/manipulatives
Processes      appropriately to develop understanding of
mathematical algorithms, to facilitate problem solving,
and to create accurate and reliable models of
mathematical concepts.
Algebra   CU0406.3.1 Find an unknown quantity in simple
equations using whole numbers, fractions, decimals,
and mixed numbers.
Numbers &         Build fractions from unit fractions   NF.4.4 Build fractions from unit fractions by applying and             Mathematical    GLE0406.1.3 Develop independent reasoning to
Operations: Fractions    by applying and extending          extending previous understandings of operations on whole                Processes      communicate mathematical ideas and derive
previous understandings of          numbers. Apply and extend previous understandings of                                   algorithms and/or formulas.
operations on whole numbers          multiplication to multiply a fraction by a whole number. (Grade
4 expectations in this domain are limited to fractions with
denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)

Number &       CU0406.2.13 Solve multi-step problems of various
Operations     types using whole numbers, fractions, and decimals.

Numbers &         Build fractions from unit fractions   NF.4.4.a Understand a fraction a/b as a multiple of 1/b. For           Mathematical    GLE0406.1.3 Develop independent reasoning to
Operations: Fractions    by applying and extending          example, use a visual fraction model to represent 5/4 as the            Processes      communicate mathematical ideas and derive
previous understandings of          product 5 × (1/4), recording the conclusion by the equation                            algorithms and/or formulas.
operations on whole numbers          5/4 = 5 × (1/4).

Mathematical    GLE0406.1.1 Use mathematical language, symbols,
Processes      and definitions while developing mathematical
reasoning.
Mathematical    GLE0406.1.4 Move flexibly between concrete and
Processes      abstract representations of mathematical ideas in order
to solve problems, model mathematical ideas, and
communicate solution strategies.
Number &       CU0406.2.13 Solve multi-step problems of various
Operations     types using whole numbers, fractions, and decimals.

Page 102 of 180
Numbers &         Build fractions from unit fractions   NF.4.4.b Understand a multiple of a/b as a multiple of 1/b,           Mathematical   GLE0406.1.1 Use mathematical language, symbols,
Operations: Fractions    by applying and extending          and use this understanding to multiply a fraction by a whole           Processes     and definitions while developing mathematical
previous understandings of          number. For example, use a visual fraction model to express                          reasoning.
operations on whole numbers          3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In
general, n × (a/b) = (n × a)/b.)

Mathematical   GLE0406.1.3 Develop independent reasoning to
Processes     communicate mathematical ideas and derive
algorithms and/or formulas.
Mathematical   GLE0406.1.4 Move flexibly between concrete and
Processes     abstract representations of mathematical ideas in order
to solve problems, model mathematical ideas, and
communicate solution strategies.
Number &      CU0406.2.13 Solve multi-step problems of various
Operations    types using whole numbers, fractions, and decimals.

Numbers &         Build fractions from unit fractions   NF.4.4.c Solve word problems involving multiplication of a            Mathematical   GLE0406.1.1 Use mathematical language, symbols,
Operations: Fractions    by applying and extending          fraction by a whole number, e.g., by using visual fraction             Processes     and definitions while developing mathematical
previous understandings of          models and equations to represent the problem. For example,                          reasoning.
operations on whole numbers          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
Mathematical   GLE0406.1.3 Develop independent reasoning to
Processes     communicate mathematical ideas and derive
algorithms and/or formulas.
Mathematical   GLE0406.1.4 Move flexibly between concrete and
Processes     abstract representations of mathematical ideas in order
to solve problems, model mathematical ideas, and
communicate solution strategies.
Number &      CU0406.2.13 Solve multi-step problems of various
Operations    types using whole numbers, fractions, and decimals.

Numbers &            Understand decimal notation for NF.4.5 Express a fraction with denominator 10 as an                       Number &      SPI0406.2.9 Add and subtract decimals through
Operations: Fractions    fractions, and compare decimal equivalent fraction withdenominator 100, and use this                      Operations    hundredths.
fractions           technique to add two fractions with respective denominators
10 and 100.

Page 103 of 180
Numbers &           Understand decimal notation for NF.4.6 Use decimal notation for fractions with denominators        Mathematical   GLE0406.1.8 Use technologies/manipulatives
Operations: Fractions   fractions, and compare decimal 10 or 100.                                                           Processes     appropriately to develop understanding of
fractions                                                                                             mathematical algorithms, to facilitate problem solving,
and to create accurate and reliable models of
mathematical concepts.

Mathematical   SPI0406.1.2 Compare decimals using concrete and
Processes     pictorial representations.
Number &      SPI0406.2.2 Locate and place mixed numbers on the
Operations    number line.
Number &      GLE0406.2.6 Solve problems involving whole
Operations    numbers, fractions, and/or decimals using all four
arithmetic operations.
Geometry &    CU0406.4.6 Recognize the use of decimals in metric
Measurement    measures.

Numbers &           Understand decimal notation for NF.4.7 Compare two decimals to hundredths by reasoning             Mathematical   GLE0406.1.3 Develop independent reasoning to
Operations: Fractions   fractions, and compare decimal about their size. Recognize that comparisons are valid only          Processes     communicate mathematical ideas and derive
fractions           when the two decimals refer to the same whole.                                    algorithms and/or formulas.

Mathematical   GLE0406.1.7 Recognize the historical development of
Processes     mathematics, mathematics in context, and the
connections between mathematics and the real world.

Number &      GLE0406.2.4 Understand and use the connections
Operations    between fractions and decimals.
Mathematical   CU0406.1.1 Understand the relationship between use
Processes     of answers and the accuracy of the number.
Number &      CU0406.2.8 Generate equivalent forms of whole
Operations    numbers, decimals, and common fractions e.g., 1/10,
1⁄4, 1⁄2, 3⁄4.
Number &      CU0406.2.12 Understand and use decimal numbers up
Operations    to hundredths and write them as fractions.
Mathematical   SPI0406.1.2 Compare decimals using concrete and
Processes     pictorial representations.

Page 104 of 180
Number &      SPI0406.2.6 Use the symbols < , > and = to compare
Operations    common fractions and decimals in both increasing and
decreasing order.
Measurement & Data      Solve problems involving       MD.4.1 Solve problems involving measurement and                       Mathematical   GLE0406.1.3 Develop independent reasoning to
measurement and conversion of     conversion of measurements from a larger unit to a smaller             Processes     communicate mathematical ideas and derive
measurements from a larger unit   unit. Know relative sizes of measurement units within one                            algorithms and/or formulas.
to a smaller unit          system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr,
min, sec. Within a single system of measurement, express
measurements in a larger unit in terms of a smaller unit.
Record measurement equivalents in a two-column table. For
example: Know that 1 ft is 12 times as long as 1 in. Express
the length of a 4 ft snake as 48 in. Generate a conversion
table for feet and inches listing the number pairs (1, 12), (2,
24), (3, 36), ….
Mathematical   CU0406.1.5 Measure using ruler, meter stick, clock,
Processes     thermometer, or other scaled instruments.
Mathematical   CU0406.1.6 Identify geometric or physical attributes
Processes     that are appropriate to measure in a given situation.
Mathematical   CU0406.1.10 Use age-appropriate books, stories, and
Processes     videos to convey ideas of mathematics.
Geometry &    CU0406.4.6 Recognize the use of decimals in metric
Measurement    measures.
Geometry &    CU0406.4.7 Measure liquids using both standard units
Measurement    and metric units.
Geometry &    CU0406.4.12 Estimate the size of an object with
Measurement    respect to a given measurement attribute length,
perimeter, area, or capacity.
Geometry &    CU0406.4.13 Compare objects with respect to a given
Measurement    attribute such as length, area, and capacity.
Geometry &    GLE0406.4.2 Understand and use measures of length,
Measurement    area, capacity, and weight.
Geometry &    GLE0406.4.3 Solve problems that involve estimating
Measurement    and measuring length, area, capacity and weight.
Geometry &    SPI0406.4.7 Determine appropriate size of unit of
Measurement    measurement in problem situations involving length,
capacity or weight.
Geometry &    SPI0406.4.8 Convert measurements within a
Measurement    sinGLEsystem that are common in daily life e.g., hours
and minutes, inches and feet, centimeters and meters,
quarts and gallons, liters and milliliters.

Page 105 of 180
Measurement & Data      Solve problems involving       MD.4.2 Solve problems involving measurement and                      Mathematical   GLE0406.1.1 Use mathematical language, symbols,
measurement and conversion of     conversion of measurements from a larger unit to a smaller            Processes     and definitions while developing mathematical
measurements from a larger unit   unit. Use the four operations to solve word problems involving                      reasoning.
to a smaller unit          distances, intervals of time, liquid volumes, masses of
objects, and money, including problems involving simple
fractions or decimals, and problems that require expressing
measurements given in a larger unit in terms of a smaller
unit. Represent measurement quantities using diagrams such
as number line diagrams that feature a measurement scale.

Mathematical   GLE0406.1.4 Move flexibly between concrete and
Processes     abstract representations of mathematical ideas in order
to solve problems, model mathematical ideas, and
communicate solution strategies.
Mathematical   GLE0406.1.7 Recognize the historical development of
Processes     mathematics, mathematics in context, and the
connections between mathematics and the real world.

Geometry &    GLE0406.4.3 Solve problems that involve estimating
Measurement    and measuring length, area, capacity and weight.
Mathematical   CU0406.1.5 Measure using ruler, meter stick, clock,
Processes     thermometer, or other scaled instruments.
Mathematical   CU0406.1.6 Identify geometric or physical attributes
Processes     that are appropriate to measure in a given situation.
Mathematical   CU0406.1.7 Translate the details of a contextual
Processes     problem into diagrams and/or numerical expressions,
and express answers using appropriate units.

Geometry &    CU0406.4.7 Measure liquids using both standard units
Measurement    and metric units.
Number &     SPI0406.2.10 Solve contextual problems using whole
Operations    numbers, fractions, and decimals.
Geometry &    SPI0406.4.6 Determine situations in which a highly
Measurement    accurate measurement is important.
Geometry &    SPI0406.4.7 Determine appropriate size of unit of
Measurement    measurement in problem situations involving length,
capacity or weight.
Measurement & Data      Solve problems involving       MD.4.3 Solve problems involving measurement and                      Mathematical   GLE0406.1.7 Recognize the historical development of
measurement and conversion of     conversion of measurements from a larger unit to a smaller            Processes     mathematics, mathematics in context, and the
measurements from a larger unit   unit. Apply the area and perimeter formulas for rectangles in                       connections between mathematics and the real world.
to a smaller unit          real world and mathematical problems. For example, find the
width of a rectangular room given the area of the flooring and
the length, by viewing the area formula as a multiplication
equation with an unknown factor.

Page 106 of 180
Mathematical        GLE0406.1.2 Apply and adapt a variety of appropriate
Processes          strategies to problem solving, including estimation, and
reasonableness of the solution.
Geometry &         CU0406.4.8 Recognize that a measure of area
Measurement         represents the total number of same-sized units /that
cover the shape without gaps or overlaps.
Geometry &         CU0406.4.11 Estimate areas of rectangles in square
Measurement         inches and square centimeters.
Geometry &         SPI0406.4.9 Solve problems involving area and/or
Measurement         perimeter of rectangular figures.
Measurement & Data   Represent and interpret data   MD.4.4 Represent and interpret data. Make a line plot to               Mathematical        GLE0406.1.3 Develop independent reasoning to
display a data set of measurements in fractions of a unit (1/2,         Processes          communicate mathematical ideas and derive
1/4, 1/8). Solve problems involving addition and subtraction of                            algorithms and/or formulas.
fractions by using information presented in line plots. For
example, from a line plot find and interpret the difference in
length between the longest and shortest specimens in an
insect collection.
Data, Probability, & GLE0406.5.1 Collect, record, arrange, present, and
Statistics      interpret data using tables and various representations.

Data, Probability, & SPI0406.5.1 Depict data using various representations
Statistics      e.g., tables, pictographs, line graphs, bar graphs.

Data, Probability, &   SPI0406.5.2 Solve problems using estimation and
Statistics        comparison within a sinGLEset of data.
Measurement & Data     Geometric measurement:       MD.4.5 Geometric measurement: understand concepts of                   Geometry &          GLE0406.4.1 Understand and use the properties of
understand concepts of angle   angle and measure angles. Recognize angles as geometric               Measurement          lines, segments, angles, polygons, and circles.
and measure angles         shapes that are formed wherever two rays share a common
endpoint, and understand concepts of angle measurement:
-- a. 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. An angle that turns through n one-degree angles is
said to have an angle measure of n degrees.

Mathematical        GLE0406.1.7 Recognize the historical development of
Processes          mathematics, mathematics in context, and the
connections between mathematics and the real world.

Geometry &         GLE0406.4.2 Understand and use measures of length,
Measurement         area, capacity, and weight.

Page 107 of 180
Geometry &          CU0406.4.2 Understand the definition of degree as it
Measurement          relates to the circle.
Data, Probability, &   CU0406.5.3 Interpret and prepare pie charts using
Statistics        appropriate measurements of angles.
Geometry &          SPI0406.4.6 Determine situations in which a highly
Measurement          accurate measurement is important.
Measurement & Data     Geometric measurement:         MD.4.6 Geometric measurement: understand concepts of                   Geometry &          GLE0406.4.1 Understand and use the properties of
understand concepts of angle     angle and measure angles. Measure angles in whole-number              Measurement          lines, segments, angles, polygons, and circles.
and measure angles           degrees using a protractor. Sketch angles of specified
measure.
Geometry &         CU0406.4.4 Measure and draw angles.
Measurement
Measurement & Data     Geometric measurement:         MD.4.7 Geometric measurement: understand concepts of                    Geometry &         CU0406.4.4 Measure and draw angles.
understand concepts of angle     angle and measure angles. Recognize angle measure as                   Measurement
and measure angles           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 &          SPI0406.4.6 Determine situations in which a highly
Measurement          accurate measurement is important.
Data, Probability, &   CU0406.5.3 Interpret and prepare pie charts using
Statistics        appropriate measurements of angles.
Geometry          Draw and identify lines and     G.4.1 Draw and identify lines and angles, and classify shapes          Geometry &          GLE0406.4.1 Understand and use the properties of
angles, and classify shapes by   by properties of their lines and angles. Draw points, lines, line     Measurement          lines, segments, angles, polygons, and circles.
properties of their lines and   segments, rays, angles (right, acute, obtuse), and
angles               perpendicular and parallel lines. Identify these in two-
dimensional figures.
Geometry &         GLE0406.4.4 Understand the representation of
Measurement         location and movement within the first quadrant of a
coordinate system.
Mathematical        GLE0406.1.7 Recognize the historical development of
Processes          mathematics, mathematics in context, and the
connections between mathematics and the real world.

GLE0406.1.8 Use technologies/manipulatives
appropriately to develop understanding of
mathematical algorithms, to facilitate problem solving,
and to create accurate and reliable models of
mathematical concepts.
Geometry &         CU0406.4.4 Measure and draw angles.
Measurement

Page 108 of 180
Geometry &    SPI0406.4.4 Identify acute, obtuse, and right angles in
Measurement    2-dimensional shapes.
Geometry &    SPI0406.4.5 Identify attributes of simple and
Measurement    compound figures composed of 2- and 3- dimensional
shapes.
Geometry    Draw and identify lines and     G.4.2 Draw and identify lines and angles, and classify shapes       Mathematical   GLE0406.1.1 Use mathematical language, symbols,
angles, and classify shapes by   by properties of their lines and angles. Classify two-               Processes     and definitions while developing mathematical
properties of their lines and   dimensional figures based on the presence or absence of                            reasoning.
angles               parallel or perpendicular lines, or the presence or absence of
angles of a specified size. Recognize right triangles as a
category, and identify right triangles.
Mathematical   GLE0406.1.6 Read and interpret the language of
Processes     mathematics and use written/oral communication to
express mathematical ideas precisely.
Mathematical   GLE0406.1.8 Use technologies/manipulatives
Processes     appropriately to develop understanding of
mathematical algorithms, to facilitate problem solving,
and to create accurate and reliable models of
mathematical concepts.
Geometry &    GLE0406.4.1 Understand and use the properties of
Measurement    lines, segments, angles, polygons, and circles.
Geometry &    CU0406.4.3 Classify angles and triangles as obtuse,
Measurement    acute, or right.
Geometry &    CU0406.4.5 Determine if a figure is a polygon.
Measurement
Geometry &    SPI0406.4.4 Identify acute, obtuse, and right angles in
Measurement    2-dimensional shapes.
Geometry &    SPI0406.4.5 Identify attributes of simple and
Measurement    compound figures composed of 2- and 3- dimensional
shapes.
Geometry    Draw and identify lines and     G.4.3 Draw and identify lines and angles, and classify shapes       Mathematical   GLE0406.1.7 Recognize the historical development of
angles, and classify shapes by   by properties of their lines and angles. Recognize a line of         Processes     mathematics, mathematics in context, and the
properties of their lines and   symmetry for a two-dimensional figure as a line across the                         connections between mathematics and the real world.
angles               figure such that the figure can be folded along the line into
matching parts. Identify line-symmetric figures and draw lines
of symmetry.
Geometry &    CU0406.4.18 Determine whether a geometric shape
Measurement    has line and/or rotational symmetry.
Geometry &    CU0406.4.20 Draw lines of symmetry in 2-dimensional
Measurement    figures.

Page 109 of 180
Mathematics                                                                                                                                                                                            Crosswalk Correlation Notes
Mathematics Common Core                                                                                    Correlation by Learning Expections with Aligned Cchecks for
Common Core                                                 Mathematics Common Core Standard                   TN Standard                                                                             (Shaded rows indicated grade
Cluster                                                                                                 Understanding and State Performance Indicators
Domain                                                                                                                                                                                                        change)

Operations &         Write and interpret numerical   OA.5.1 Write and interpret numerical expressions.       Mathematical      GLE0506.1.1 Use mathematical language, symbols, and definitions
Algebraic Thinking              expressions             Use parentheses, brackets, or braces in numerical        Processes        while developing mathematical reasoning.
expressions, and evaluate expressions with these
symbols.

Algebra        GLE0506.3.1 Understand and use order of operations.
Algebra        SPI0506.3.2 Evaluate multi-step numerical expressions involving
fractions using order of operations.
Operations &         Write and interpret numerical   OA.5.2 Write and interpret numerical expressions.          Algebra        GRADE 3: GLE0306.3.1 Develop meaning for and apply the
Algebraic Thinking              expressions             Write simple expressions that record calculations                         commutative, associative, and distributive properties using various
with numbers, and interpret numerical expressions                         representations.
without evaluating them. For example, express the
calculation “add 8 and 7, then multiply by 2” as 2 ×
(8 + 7). Recognize that 3 × (18932 + 921) is three
times as large as 18932 + 921, without having to
calculate the indicated sum or product.

Mathematical      CU0506.1.5 Solve problems in more than one way and explain why
Processes        one process may be more effective than another.
Operations &    Analyze patterns and relationships OA.5.3 Analyze patterns and relationships. Generate        Geometry &       CU0506.4.8 Identify characteristics of the set of points that define
Algebraic Thinking                                    two numerical patterns using two given rules. Identify    Measurement       vertical and horizontal line segments.
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.

Data, Probability, CU0506.5.2 Represent data using ordered pairs in the first
& Statistics     quadrant of the coordinate system.

Page 110 of 180
Numbers &         Understand the place value   NBT.5.1 Understand the place value system.                  Number and       CU0506.2.7 Understand the placement of the decimal point in
Operations in Base            system              Recognize that in a multi-digit number, a digit in one      Operations       calculations of multiplication and long division, including the
Ten                                        place represents 10 times as much as it represents                           placement in the estimation of the answer.
in the place to its right and 1/10 of what it represents
in the place to its left.
Number and       SPI0506.2.1 Read and write numbers from millions to millionths in
Operations       various contexts.
Number and       SPI0506.2.9 Compare whole numbers, decimals and fractions
Operations       using the symbols <, >, and =.
Numbers &         Understand the place value   NBT.5.2 Understand the place value system. Explain          Number and       CU0506.2.10 Use exponential notation to represent repeated
Operations in Base            system              patterns in the number of zeros of the product when         Operations       multiplication of whole numbers.
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.
Mathematical      GLE0506.1.1 Use mathematical language, symbols, and definitions
Processes        while developing mathematical reasoning.
Mathematical      GLE0506.1.6 Read and interpret the language of mathematics and
Processes        use written/oral communication to express mathematical ideas
precisely.
Numbers &         Understand the place value   NBT.5.3 Understand the place value system. Read,            Number and       GLE0506.2.1 Extend the understanding of place value through
Operations in Base            system              write, and compare decimals to thousandths.                 Operations       millions and millionths in various contexts and representations.
Ten
Number and       SPI0506.2.1 Read and write numbers from millions to millionths in
Operations       various contexts.
Numbers &         Understand the place value   NBT.5.3.a Read and write decimals to thousandths            Number and       SPI0506.2.1 Read and write numbers from millions to millionths in
Operations in Base            system              using base-ten numerals, number names, and                  Operations       various contexts.
Ten                                        expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7
× 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).

Number and       GLE0506.2.1 Extend the understanding of place value through
Operations       millions and millionths in various contexts and representations.
Numbers &         Understand the place value   NBT.5.3.b Compare two decimals to thousandths               Number and       SPI0506.2.1 Read and write numbers from millions to millionths in
Operations in Base            system              based on meanings of the digits in each place, using        Operations       various contexts.
Ten                                        >, =, and < symbols to record the results of
comparisons.
Number and       GLE0506.2.1 Extend the understanding of place value through
Operations       millions and millionths in various contexts and representations.
Number and       SPI0506.2.9 Compare whole numbers, decimals and fractions
Operations       using the symbols <, >, and =.
Numbers &         Understand the place value   NBT.5.4 Understand the place value system. Use                               CU0506.1.3 Explore different methods of estimation including
Operations in Base            system              place value understanding to round decimals to any                           rounding and truncating.
Ten                                        place.

Page 111 of 180
SPI0506.2.3 Select a reasonable solution to a real-world division
problem in which the remainder must be considered.
Numbers &       Perform operations with multi-digit NBT.5.5 Perform operations with multi-digit whole          Number and       GRADE 4: GLE0406.2.2 Develop fluency with multiplication and
Operations in Base whole numbers and with decimals numbers and with decimals to hundredths. Fluently              Operations       single-digit division.
Ten                  to hundredths              multiply multi-digit whole numbers using the
standard algorithm.
Number and       GRADE 4: CU0406.2.3 Multiply two- and three-digit whole numbers.
Operations
Number and       GRADE 4: SPI0406.2.11 Solve problems using whole number multi-
Operations       digit multiplication.
Numbers &       Perform operations with multi-digit NBT.5.6 Perform operations with multi-digit whole          Number and       GLE0506.2.3 Develop fluency with division of whole numbers.
Operations in Base whole numbers and with decimals numbers and with decimals to hundredths. Find                  Operations       Understand the relationship of divisor, dividend, and quotient in
Ten                  to hundredths              whole-number quotients of whole numbers with up to                          terms of multiplication and division.
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.

Number and        CU0506.2.4 Use divisibility rules to factor numbers.
Operations
Number and        SPI0506.2.4 Solve problems involving the division of two- and three-
Operations       digit whole numbers by one- and two-digit whole numbers.
Numbers &       Perform operations with multi-digit NBT.5.7 Perform operations with multi-digit whole         Mathematical      GLE0506.1.4 Move flexibly between concrete and abstract
Operations in Base whole numbers and with decimals numbers and with decimals to hundredths. Add,                  Processes        representations of mathematical ideas in order to solve problems,
Ten                  to hundredths              subtract, multiply, and divide decimals to                                  model mathematical ideas, and communicate solution strategies.
hundredths, using concrete models or drawings and
strategies based on place value, properties of
operations, and/or the relationship between addition
and subtraction; relate the strategy to a written
method and explain the reasoning used.

Mathematical      GLE0506.1.8 Use technologies/manipulatives appropriately to
Processes        develop understanding of mathematical algorithms, to facilitate
problem solving, and to create accurate and reliable models of
mathematical concepts.
Number and        GLE0506.2.5 Develop fluency in solving multi-step problems using
Operations       whole numbers, fractions, mixed numbers, and decimals.
Mathematical      CU0506.1.2 Make reasonable estimates of fraction and decimal
Processes        sums or differences using models.
Number and        CU0506.2.5 Make reasonable estimates of fraction and decimal
Operations       sums and differences.

Page 112 of 180
Number and       CU0506.2.7 Understand the placement of the decimal point in
Operations       calculations of multiplication and long division, including the
placement in the estimation of the answer.
Mathematical      SPI0506.1.2 Estimate fraction and decimal sums or differences.
Processes
Number and        SPI0506.2.5 Solve addition and subtraction problems involving both
Operations       fractions and decimals.
Numbers &     Use equivalent fractions as a   NF.5.1 Use equivalent fractions as a strategy to add     Number and        GRADE 4: GLE0406.2.5 Add and subtract fractions with like and
Operations:   strategy to add and subtract    and subtract fractions. Add and subtract fractions        Operations       unlike denominators.
Fractions              fractions             with unlike denominators (including mixed numbers)
by replacing given fractions with equivalent fractions
in such a way as to produce an equivalent sum or
difference of fractions with like denominators. For
example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In
general, a/b + c/d = (ad + bc)/bd.)

Number and        GRADE 4: SPI0406.2.8 Add and subtract proper fractions with like
Operations       and unlike denominators and simplify the answer.
Mathematical      CU0506.1.2 Make reasonable estimates of fraction and decimal
Processes        sums or differences using models.
Number and        CU0506.2.3 Use visual models, benchmarks, and equivalent forms
Operations       to add and subtract commonly used fractions and decimals.

Mathematical      SPI0506.1.2 Estimate fraction and decimal sums or differences.
Processes
Number and        SPI0506.2.7 Recognize equivalent representations for the same
Operations       number.
Numbers &     Use equivalent fractions as a   NF.5.2 Use equivalent fractions as a strategy to add     Mathematical      CU0506.1.2 Make reasonable estimates of fraction and decimal
Operations:   strategy to add and subtract    and subtract fractions. Solve word problems               Processes        sums or differences using models.
Fractions              fractions             involving addition and subtraction of fractions
referring to the same whole, including cases of
unlike denominators, e.g., by using visual fraction
models or equations to represent the problem. Use
benchmark fractions and number sense of fractions
to estimate mentally and assess the reasonableness
of answers. For example, recognize an incorrect
result 2/5 + 1/2 = 3/7 by observing that 3/7 < 1/2.

Mathematical      CU0506.1.6 Communicate answers in correct verbal and numerical
Processes        form; including use of mixed numbers or fractions and use of units.

Mathematical      CU0506.1.7 Organize and consolidate verbal statements involving
Processes        fractions and mixed numbers into diagrams, symbols, and
numerical expressions.

Page 113 of 180
Mathematical      SPI0506.1.2 Estimate fraction and decimal sums or differences.
Processes
Number and        SPI0506.2.9 Compare whole numbers, decimals and fractions
Operations       using the symbols <, >, and =.
Mathematical      GLE0506.1.2 Apply and adapt a variety of appropriate strategies to
Processes        problem solving, including estimation, and reasonableness of the
solution.
Number and        GRADE 4: GLE0406.2.5 Add and subtract fractions with like and        *** Common Core Standard is one
Operations       unlike denominators.                                                 grade above TN GLE.
Number and        GRADE 4: SPI0406.2.8 Add and subtract proper fractions with like     Common Core Standard is one grade
Operations       and unlike denominators and simplify the answer.                     above TN SPI.
Numbers &        Apply and extend previous          NF.5.3 Apply and extend previous understandings of       Mathematical      GLE0506.1.2 Apply and adapt a variety of appropriate strategies to
Operations:    understandings of multiplication     multiplication and division to multiply and divide        Processes        problem solving, including estimation, and reasonableness of the
Fractions    and division to multiply and divide   fractions. Interpret a fraction as division of the                         solution.
fractions                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?

Mathematical      GLE0506.1.7 Recognize the historical development of
Processes        mathematics, mathematics in context, and the connections between
mathematics and the real world.
Number and       GRADE 6: CU0606.2.4 Understand ratio as a fraction used to       Common Core Standard is one grade
Operations       compare two quantities by division.                              below TN Check for Understanding.

Number and        GRADE6: SPI0606.2.1 Solve problems involving the multiplication Common Core Standard is one grade
Operations       and division of fractions.                                        below TN SPI.
Mathematical      SPI0506.1.3 Recognize the unit associated with the remainder in a
Processes        division problem or the meaning of the fractional part of a whole
given in either decimal or fraction form.
Number and       SPI0506.2.3 Select a reasonable solution to a real-world division
Operations       problem in which the remainder must be considered.

Page 114 of 180
Numbers &        Apply and extend previous          NF.5.4 Apply and extend previous understandings of           Number and       GRADE 4: GLE0406.2.6 Solve problems involving whole numbers, *** Common Core Standard is one
Operations:    understandings of multiplication     multiplication and division to multiply and divide           Operations       fractions, and/or decimals using all four arithmetic operations. grade above TN GLE.
Fractions    and division to multiply and divide   fractions. Apply and extend previous
fractions                understandings of multiplication to multiply a fraction
or whole number by a fraction.

Numbers &        Apply and extend previous          NF.5.4.a Interpret the product (a/b) × q as a parts of       Number and       GRADE 6: CU0606.2.2 Use area models to represent multiplication Common Core Standard is one grade
Operations:    understandings of multiplication     a partition of q into b equal parts; equivalently, as the    Operations       of fractions.                                                   below TN Check for Understanding.
Fractions    and division to multiply and divide   result of a sequence of operations a × q ÷ b. For
fractions                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) = 8/1 (In general, (a/b)
× (c/d) = ac/bd.)

Number and       GRADE 6: CU0606.2.3 Create and solve contextual problems that       Common Core Standard is one grade
Operations       lead naturally to division of fractions.                            below TN Check for Understanding.

Number and       GRADE 6: CU0606.2.4 Understand ratio as a fraction used to          Common Core Standard is one grade
Operations       compare two quantities by division.                                 below TN Check for Understanding.

Numbers &        Apply and extend previous          NF.5.4.b Find the area of a rectangle with fractional        Geometry &       GLE0506.4.1 Use basic formulas and visualization to find the area
Operations:    understandings of multiplication     side lengths by tiling it with unit squares of the          Measurement       of geometric figures.
Fractions    and division to multiply and divide   appropriate unit fraction side lengths, and show that
fractions                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.

Geometry &       SPI0506.4.1 Solve contextual problems that require calculating the
Measurement       area of triangles and parallelograms.
Number and        GRADE 6: CU0606.2.2 Use area models to represent multiplication Common Core Standard is one grade
Operations       of fractions.                                                      below TN Check for Understanding.

Number and       GRADE 6: SPI0606.2.1 Solve problems involving the multiplication Common Core Standard is one grade
Operations       and division of fractions.                                       below TN SPI.

Page 115 of 180
Numbers &        Apply and extend previous          NF.5.5 Apply and extend previous understandings of          Number and       CU0506.2.3 Use visual models, benchmarks, and equivalent forms
Operations:    understandings of multiplication     multiplication and division to multiply and divide          Operations       to add and subtract commonly used fractions and decimals.
Fractions    and division to multiply and divide   fractions. Interpret multiplication as scaling
fractions                (resizing) by:
-- a. Comparing 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. Explaining 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.

Number and       GLE0506.2.5 Develop fluency in solving multi-step problems using
Operations       whole numbers, fractions, mixed numbers, and decimals.
Number and       GRADE 6: GLE0606.2.1 Understand and explain the procedures for        *** Common Core Standard is one
Operations       multiplication and division of fractions, mixed numbers, and          grade below TN GLE.
decimals.
Number and       GRADE 6 CU0606.2.2 Use area models to represent multiplication        Common Core Standard is one grade
Operations       of fractions.                                                         below TN Check for Understanding.

Numbers &        Apply and extend previous          NF.5.6 Apply and extend previous understandings of            Algebra        SPI0506.3.2 Evaluate multi-step numerical expressions involving
Operations:    understandings of multiplication     multiplication and division to multiply and divide                           fractions using order of operations.
Fractions    and division to multiply and divide   fractions. Solve real world problems involving
fractions                multiplication of fractions and mixed numbers, e.g.,
by using visual fraction models or equations to
represent the problem.
Mathematical      CU0506.1.6 Communicate answers in correct verbal and numerical
Processes        form; including use of mixed numbers or fractions and use of units.

Mathematical      CU0506.1.7 Organize and consolidate verbal statements involving
Processes        fractions and mixed numbers into diagrams, symbols, and
numerical expressions.

Page 116 of 180
Numbers &        Apply and extend previous          NF.5.7 Apply and extend previous understandings of         Mathematical      GLE0506.1.7 Recognize the historical development of
Operations:    understandings of multiplication     multiplication and division to multiply and divide          Processes        mathematics, mathematics in context, and the connections between
Fractions    and division to multiply and divide   fractions. Apply and extend previous                                         mathematics and the real world.
fractions                understandings of division to divide unit fractions by
whole numbers and whole numbers by unit fractions.
(Students able to multiply fractions in general can
develop strategies to divide fractions in general, by
reasoning about the relationship between
multiplication and division. But division of a fraction
by a fraction is not a requirement at this grade.)

Number and       GRADE 6: SPI0606.2.1 Solve problems involving the multiplication   Common Core Standard is one grade
Operations       and division of fractions.                                         below TN SPI.
Numbers &        Apply and extend previous          NF.5.7.a Interpret division of a unit fraction by a non-    Number and       GRADE 6: CU0606.2.2 Use area models to represent multiplication    Common Core Standard is one grade
Operations:    understandings of multiplication     zero whole number, and compute such quotients.              Operations       of fractions.                                                      below TN Check for Understanding.
Fractions    and division to multiply and divide   For example, create a story context for (1/3) ÷ 4 and
fractions                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.
Number and       GRADE 6: CU0606.2.3 Create and solve contextual problems that      Common Core Standard is one grade
Operations       lead naturally to division of fractions.                           below TN Check for Understanding.

Numbers &        Apply and extend previous          NF.5.7.b Interpret division of a whole number by a          Number and       GRADE 6: CU0606.2.2 Use area models to represent multiplication Common Core Standard is one grade
Operations:    understandings of multiplication     unit fraction, and compute such quotients. For              Operations       of fractions.                                                   below TN Check for Understanding.
Fractions    and division to multiply and divide   example, create a story context for 4 ÷ (1/5) and use
fractions                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.

Number and       CU0606.2.3 Create and solve contextual problems that lead          Common Core Standard is one grade
Operations       naturally to division of fractions.                                below TN Check for Understanding.

Numbers &        Apply and extend previous          NF.5.7.c Solve real-world problems involving division       Number and       GRADE 6: CU0606.2.3 Create and solve contextual problems that      Common Core Standard is one grade
Operations:    understandings of multiplication     of unit fractions by non-zero whole numbers and             Operations       lead naturally to division of fractions.                           below TN Check for Understanding.
Fractions    and division to multiply and divide   division of whole numbers by unit fractions, e.g., by
fractions                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
lb of chocolate equally? How many 1/3-cup servings
are in 2 cups of raisins?

Page 117 of 180
Measurement &    Convert like measurement units       MD.5.1 Convert like measurement units within a             Geometry &       SPI0406.4.8 Convert measurements within a sinGLEsystem that           Common Core Standard is one grade
Data          within a given measurement          given measurement system. Convert among                   Measurement       are common in daily life e.g., hours and minutes, inches and feet,    above TN SPI.
system                  different-sized standard measurement units within a                         centimeters and meters, quarts and gallons, liters and milliliters.
given measurement system (e.g., convert 5 cm to
0.05 m), and use these conversions in solving multi-
step real world problems.
Geometry &       GRADE 6: GLE0406.4.2 Understand and use measures of length,           *** Common Core Standard is one
Measurement       area, capacity, and weight.                                           grade above TN GLE.
Geometry &       GRADE 6: GLE0406.4.3 Solve problems that involve estimating           *** Common Core Standard is one
Measurement       and measuring length, area, capacity and weight.                      grade above TN GLE.
Measurement &     Represent and interpret data        MD.5.2 Represent and interpret data. Make a line           Geometry &       SPI0506.4.5 Find the length of vertical or horizontal line segments
Data                                              plot to display a data set of measurements in             Measurement       in the first quadrant of the coordinate system, including problems
fractions of a unit (1/2, 1/4, 1/8). Use operations on                      that require the use of fractions and decimals.
fractions for this grade to solve problems involving
information presented in line plots. For example,
given different measurements of liquid in identical
beakers, find the amount of liquid each beaker would
contain if the total amount in all the beakers were
redistributed equally.
Data, Probability, GLE0506.5.1 Make, record, display and interpret data and graphs
& Statistics     that include whole numbers, decimals, and fractions.

Mathematical      GLE0506.1.5 Use mathematical ideas and processes in different
Processes        settings to formulate patterns, analyze graphs, set up and solve
problems and interpret solutions.
Measurement &       Geometric measurement:            MD.5.3 Geometric measurement: understand                   Geometry &       GLE0506.4.2 Describe polyhedral solids and analyze their
Data         understand concepts of volume        concepts of volume and relate volume to                   Measurement       properties, including volume and surface area.
and relate volume to multiplication   multiplication and to addition. Recognize volume as
and to addition             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.

Geometry &       CU0506.4.5 Quantify total volume as filling space with same-sized
Measurement       units of volume without gaps or overlap.
Geometry &       CU0506.4.6 Decompose prisms to calculate surface area and
Measurement       volume.

Page 118 of 180
Measurement &       Geometric measurement:            MD.5.4 Geometric measurement: understand                  Geometry &       CU0506.4.5 Quantify total volume as filling space with same-sized
Data         understand concepts of volume        concepts of volume and relate volume to                  Measurement       units of volume without gaps or overlap.
and relate volume to multiplication   multiplication and to addition. Measure volumes by
and to addition             counting unit cubes, using cubic cm, cubic in, cubic
ft, and improvised units.
Geometry &       GLE0506.4.2 Describe polyhedral solids and analyze their
Measurement       properties, including volume and surface area.
Measurement &       Geometric measurement:            MD.5.5 Geometric measurement: understand                  Geometry &       GLE0506.4.2 Describe polyhedral solids and analyze their
Data         understand concepts of volume        concepts of volume and relate volume to                  Measurement       properties, including volume and surface area.
and relate volume to multiplication   multiplication and to addition. Relate volume to the
and to addition             operations of multiplication and addition and solve
real world and mathematical problems involving
volume.
Geometry &       CU0506.4.3 Build, draw, and work with prisms by means of
Measurement       orthogonal views, projective views, and nets.
Geometry &       CU0506.4.5 Quantify total volume as filling space with same-sized
Measurement       units of volume without gaps or overlap.
Geometry &       CU0506.4.6 Decompose prisms to calculate surface area and
Measurement       volume.
Geometry &       SPI0506.4.4 Solve problems involving surface area and volume of
Measurement       rectangular prisms and polyhedral solids.
Measurement &       Geometric measurement:            MD.5.5.a Find the volume of a right rectangular           Geometry &       GLE0506.4.2 Describe polyhedral solids and analyze their
Data         understand concepts of volume        prism with whole-number side lengths by packing it       Measurement       properties, including volume and surface area.
and relate volume to multiplication   with unit cubes, and show that the volume is the
and to addition             same as would be found by multiplying the edge
lengths, equivalently by multiplying the height by the
area of the base. Represent three-fold whole-
number products as volumes, e.g., to represent the
associative property of multiplication.
Geometry &       CU0506.4.3 Build, draw, and work with prisms by means of
Measurement       orthogonal views, projective views, and nets.
Geometry &       CU0506.4.5 Quantify total volume as filling space with same-sized
Measurement       units of volume without gaps or overlap.
Geometry &       CU0506.4.6 Decompose prisms to calculate surface area and
Measurement       volume.
Geometry &       SPI0506.4.4 Solve problems involving surface area and volume of
Measurement       rectangular prisms and polyhedral solids.
Measurement &       Geometric measurement:            MD.5.5.b Apply the formulas V =(l)(w)(h) and V =         Mathematical      GLE0506.1.7 Recognize the historical development of
Data         understand concepts of volume        (b)(h) for rectangular prisms to find volumes of right    Processes        mathematics, mathematics in context, and the connections between
and relate volume to multiplication   rectangular prisms with whole-number edge lengths                          mathematics and the real world.
and to addition             in the context of solving real world and mathematical
problems.
Geometry &       SPI0506.4.4 Solve problems involving surface area and volume of
Measurement       rectangular prisms and polyhedral solids.

Page 119 of 180
Measurement &       Geometric measurement:            MD.5.5.c Recognize volume as additive. Find                 Geometry &       CU0506.4.5 Quantify total volume as filling space with same-sized
Data         understand concepts of volume        volumes of solid figures composed of two non-              Measurement       units of volume without gaps or overlap.
and relate volume to multiplication   overlapping right rectangular prisms by adding the
and to addition             volumes of the non-overlapping parts, applying this
technique to solve real world problems.
Geometry &       CU0506.4.6 Decompose prisms to calculate surface area and
Measurement       volume.
Geometry       Graph points on the coordinate       G.5.1 Graph points on the coordinate plane to solve         Geometry &       GLE0506.4.3 Describe length/distance relationships using the first
plane to solve real-world and       real-world and mathematical problems. Use a pair of        Measurement       quadrant of the coordinate system.
mathematical problems            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 &       GRADE 4: CU0406.4.14 Explain how the components of a                    Common Core Standard is one grade
Measurement       coordinate system are used to determine location.                       above TN Check for Understanding.

Geometry &       GRADE 4: CU0406.4.15 Explore properties of paths between                Common Core Standard is one grade
Measurement       points.                                                                 above TN Check for Understanding.

Geometry &       SPI0506.4.5 Find the length of vertical or horizontal line segments
Measurement       in the first quadrant of the coordinate system, including problems
that require the use of fractions and decimals.

Geometry       Graph points on the coordinate       G.5.2 Graph points on the coordinate plane to solve         Geometry &       GRADE 4: SPI0406.4.2 Graph and interpret points with whole              Common Core Standard is one grade
plane to solve real-world and       real-world and mathematical problems. Represent            Measurement       number or letter coordinates on grids or in the first quadrant of the   above TN SPI.
mathematical problems            real world and mathematical problems by graphing                             coordinate plane.
points in the first quadrant of the coordinate plane,
and interpret coordinate values of points in the
context of the situation.

Page 120 of 180
Geometry   Classify two-dimensional figures G.5.3 Classify two-dimensional figures into             Geometry &       GRADE 3: GLE0306.4.1 Describe, compare, and analyze                   *** Common Core Standard is two
into categories based on their  categories based on their properties. Understand       Measurement       properties of polygons.                                               grades above TN GLE.
properties            that attributes belonging to a category of two-
dimensional figures also belong to all subcategories
of that category. For example, all rectangles have
four right angles and squares are rectangles, so all
squares have four right angles.

Geometry &       GRADE 3: GLE0306.4.3 Understand and use attributes of 2- and 3- *** Common Core Standard is two
Measurement       dimensional figures to solve problems.                          grades above TN GLE.
Geometry &       GRADE 3: CU03064.1 Describe properties of plane figures such as Common Core Standard is two
Measurement                                                                       grades above TN Check for
circles, triangles, squares and rectangles and solid shapes such as
spheres, cubes and cylinders.                                   Understanding.
Geometry &       GRADE 3: CU03064.2 Classify polygons according to the number    Common Core Standard is two
Measurement       of their sides and angles.                                      grades above TN Check for
Understanding.
Geometry &       GRADE 3: SPI0306.4.1 Recognize polygons and be able to identify Common Core Standard is two
Measurement       examples based on geometric definitions.                        grades above TN SPI.
Geometry   Classify two-dimensional figures G.5.4 Classify two-dimensional figures into             Geometry &       GRADE 3: GLE0306.4.3 Understand and use attributes of 2- and 3- *** Common Core Standard is two
into categories based on their  categories based on their properties. Classify two-    Measurement       dimensional figures to solve problems.                          grades above TN GLE.
properties            dimensional figures in a hierarchy based on
properties.
Geometry &       GRADE 3; CU03064.2 Classify polygons according to the number          Common Core Standard is two
Measurement       of their sides and angles.                                            grades above TN Check for
Understanding.

Page 121 of 180
Mathematics                                                                                                                                                                                               Crosswalk Correlation Notes
Mathematics Common                                                                                                       Correlation by Learning Expections with Aligned Checks
Common Core                                                 Mathematics Common Core Standard                               TN Standard                                                                       (Shaded rows indicated
Core Cluster                                                                                                          for Understanding and State Performance Indicators

Ratios &    Understand ratio concepts   RP.6.1 Understand the concept of a ratio and use ratio language to               Number &      GLE0606.2.3 Understand and use ratios, rates and percents.
Proportional and use ratio reasoning to   describe a ratio relationship between two quantities. For example, “The          Operations
Relationships solve problems              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,

Number &      CU0606.2.4 Understand ratio as a fraction used to compare
Operations    two quantities by division.
Number &      CU0606.2.5 Recognize a:b, a/b, and "a to b" as notations for
Operations    ratios.
Ratios &    Understand ratio concepts   RP.6.2 Understand ratio concepts and use ratio reasoning to solve                Number &      CU0606.2.7 Connect ratio and rate to multiplication and
Proportional and use ratio reasoning to   problems. Understand the concept of a unit rate a/b associated with a ratio      Operations    division.
Relationships solve problems              a:b with b ≠ 0 (b not equal to zero), 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."
(Expectations for unit rates in this grade are limited to non-complex                          CU0606.3.4 Generate data and graph relationships concerning
Algebra
measurement of length, area, volume, weight, time,
temperature, money, and information.
Number &      SPI0606.2.6 Solve problems involving ratios, rates and
Operations    percents.
Ratios &    Understand ratio concepts   RP.6.3 Use ratio and rate reasoning to solve real-world and mathematical         Number &      GLE0606.2.4 Understand and convert between fraction,
Proportional and use ratio reasoning to   problems, e.g., by reasoning about tables of equivalent ratios, tape             Operations    decimal, and percent forms of rational numbers.
Relationships solve problems              diagrams, double number line diagrams, or equations.
Number &      SPI0606.2.5 Transform numbers from one form to another
Operations    fractions, decimals, percents, and mixed numbers.
Number &      SPI0606.2.6 Solve problems involving ratios, rates and
Operations    percents.
Algebra      SPI0606.3.8 Select the qualitative graph that models a
contextual situation e.g., water filling then draining from a
bathtub.
Algebra     CU0606.3.7 Move fluently between different representations
such as verbal, tabular, numerical, algebraic, and graphical of
equations and expressions.
Algebra     CU0606.3.9 Write a contextual story modeled by a given graph.

Page 122 of 180
Ratios &    Understand ratio concepts   RP.6.3.a Make tables of equivalent ratios relating quantities with whole-        Algebra     GLE0606.3.6 Understand and use the Cartesian coordinate
Proportional and use ratio reasoning to   number measurements, find missing values in the tables, and plot the                         system.
Relationships solve problems              pairs of values on the coordinate plane. Use tables to compare ratios.
Number &     CU0606.2.7 Connect ratio and rate to multiplication and
Operations   division.
Algebra     CU0606.3.7 Move fluently between different representations
such as verbal, tabular, numerical, algebraic, and graphical of
equations and expressions.
Algebra     CU0606.3.10 Understand that in an ordered pair x, y, the x
represents horizontal location and y represents vertical
location.
Algebra     CU0606.3.11 Identify the quadrant of the coordinate system in
which a point lies.
Number &     SPI0606.2.6 Solve problems involving ratios, rates and
Operations   percents.
Algebra     SPI0606.3.4 Rewrite expressions to represent quantities in
different ways.
Algebra     SPI0606.3.9 Graph ordered pairs of integers in all four
quadrants of the Cartesian coordinate system.
Ratios &    Understand ratio concepts   RP.6.3.b Solve unit rate problems including those involving unit pricing        Number &     SPI0606.2.6 Solve problems involving ratios, rates and
Proportional and use ratio reasoning to   and constant speed. For example, If it took 7 hours to mow 4 lawns, then        Operations   percents.
Relationships solve problems              at that rate, how many lawns could be mowed in 35 hours? At what rate
were lawns being mowed?
Algebra     CU0606.3.4 Generate data and graph relationships concerning
measurement of length, area, volume, weight, time,
temperature, money, and information.
Ratios &    Understand ratio concepts   RP.6.3.c Find a percent of a quantity as a rate per 100 (e.g., 30% of a         Number &     SPI0606.2.6 Solve problems involving ratios, rates and
Proportional and use ratio reasoning to   quantity means 30/100 times the quantity); solve problems involving             Operations   percents.
Relationships solve problems              finding the whole given a part and the percent.
Algebra    SPI0606.3.4 Rewrite expressions to represent quantities in
different ways.
Number & CU0606.2.6 Recognize common percentages as ratios based
Operations on fractions whose denominators are 2, 3, 4, 5, or 10.
Ratios &    Understand ratio concepts   RP.6.3.d Use ratio reasoning to convert measurement units; manipulate          Mathematical GLE0606.1.2 Apply and adapt a variety of appropriate
Proportional and use ratio reasoning to   and transform units appropriately when multiplying or dividing quantities.      Processes strategies to problem solving, including estimation, and
Relationships solve problems                                                                                                          reasonableness of the solution.
Algebra    CU0606.3.4 Generate data and graph relationships concerning
measurement of length, area, volume, weight, time,
temperature, money, and information.
Algebra    SPI0606.3.4 Rewrite expressions to represent quantities in
different ways.

Page 123 of 180
Number System Apply and extend previous        NS.6.1 Interpret and compute quotients of fractions, and solve word             Number &      GLE0606.2.1 Understand and explain the procedures for
understandings of                problems involving division of fractions by fractions, e.g., by using visual    Operations    multiplication and division of fractions, mixed numbers, and
multiplication and division to   fraction models and equations to represent the problem. For example,                          decimals.
divide fractions by fractions    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 lb 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?

Number &      GLE0606.2.2 Solve multi-step mathematical, contextual and
Operations    verbal problems using fractions, mixed numbers, and decimals.

Number &    CU0606.2.2 Use area models to represent multiplication of
Operations  fractions.
Number &    CU0606.2.3 Create and solve contextual problems that lead
Operations  naturally to division of fractions.
Number &    CU0606.2.7 Connect ratio and rate to multiplication and
Operations  division.
Number &    SPI0606.2.1 Solve problems involving the multiplication and
Operations  division of fractions.
Number &    SPI0606.2.2 Solve problems involving the addition, subtraction,
Operations  multiplication, and division of mixed numbers.
Number &    SPI0606.2.4 Solve multi-step arithmetic problems using
Operations  fractions, mixed numbers, and decimals.
Mathematical GLE0606.1.4 Move flexibly between concrete and abstract
Processes   representations of mathematical ideas in order to solve
problems, model mathematical ideas, and communicate
solution strategies.
Mathematical GLE0606.1.8 Use technologies/manipulatives appropriately to
Processes develop understanding of mathematical algorithms, to facilitate
problem solving, and to create accurate and reliable models of
mathematical concepts.
Number System Compute fluently with multi-     NS.6.2 Fluently divide multi-digit numbers using the standard algorithm.        Number & GRADE 5: SPI0506.2.4 Solve problems involving the division of Common Core Standard is one
digit numbers and find                                                                                           Operations two- and three-digit whole numbers by one- and two-digit whole grade above TN Check for
common factors and                                                                                                           numbers.                                                        Understanding.
multiples
Number System Compute fluently with multi-     NS.6.3 Fluently add, subtract, multiply, and divide multi-digit decimals        Number &      SPI0606.2.3 Solve problems involving the addition, subtraction,
digit numbers and find           using the standard algorithm for each operation.                                Operations    multiplication, and division of decimals.
common factors and
multiples
Number &      SPI0606.2.4 Solve multi-step arithmetic problems using
Operations    fractions, mixed numbers, and decimals.

Page 124 of 180
Number System Compute fluently with multi-   NS.6.4 Find the greatest common factor of two whole numbers less than          Mathematical SPI0606.1.4 Select the representation that models one of the
digit numbers and find         or equal to 100 and the least common multiple of two whole numbers less         Processes arithmetic properties commutative, associative, or distributive.
common factors and             than or equal to 12. Use the distributive property to express a sum of two
multiples                      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).
Algebra      CU0606.3.5 Use the commutative, associative and distributive
properties to show that two expressions are equivalent.

Number System Apply and extend previous      NS.6.5 Apply and extend previous understandings of numbers to the               Number &      GLE0606.2.5 Develop meaning for integers; represent and
understandings of numbers      system of rational numbers. Understand that positive and negative               Operations    compare quantities with integers.
to the system of rational      numbers are used together to describe quantities having opposite
numbers                        directions or values (e.g., temperature above/below zero, elevation
above/below sea level, debits/credits, positive/negative electric charge);
use positive and negative numbers to represent quantities in real-world
contexts, explaining the meaning of 0 in each situation.

Number &      CU0606.2.10 Explore contexts that can be described with
Operations    negative numbers such as money, elevation, and temperature.

Number &      SPI0606.2.7 Locate positive rational numbers on the number
Operations    line.
Number &      SPI0606.2.8 Locate integers on the number line.
Operations
Mathematical   GLE0606.1.4 Move flexibly between concrete and abstract
Processes     representations of mathematical ideas in order to solve
problems, model mathematical ideas, and communicate
solution strategies.
Number System Apply and extend previous      NS.6.6 Understand a rational number as a point on the number line.              Number &      GLE0606.2.5 Develop meaning for integers; represent and
understandings of numbers      Extend number line diagrams and coordinate axes familiar from previous          Operations    compare quantities with integers.
to the system of rational      grades to represent points on the line and in the plane with negative
numbers                        number coordinates.
Number &      CU0606.2.1 Efficiently compare and order fractions, decimals
Operations    and percents; determine their approximate locations on a
number line.
Number &      CU0606.2.10 Explore contexts that can be described with
Operations    negative numbers such as money, elevation, and temperature.

Number &      SPI0606.2.7 Locate positive rational numbers on the number
Operations    line.
Number &      SPI0606.2.8 Locate integers on the number line.
Operations

Page 125 of 180
Number System Apply and extend previous   NS.6.6.a Recognize opposite signs of numbers as indicating locations on            Number &     GRADE 7: CU0706.2.4 Understand that a and -a are additive       Common Core Standard is one
understandings of numbers   opposite sides of 0 on the number line; recognize that the opposite of the         Operations   inverses and are located the same distance from zero on the     grade beloe TN Check for
to the system of rational   opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its                   number line; relate distance from zero to absolute value.       Understanding.
numbers                     own opposite.                                                                      Number &     GRADE 7: CU0706.2.5 Understand that --a = a for any number      Common Core Standard is one
Operations   a.                                                              grade below TN Check for
Understanding.
Number System Apply and extend previous   NS.6.6.b Understand signs of numbers in ordered pairs as indicating                 Algebra     GLE0606.3.6 Understand and use the Cartesian coordinate
understandings of numbers   locations in quadrants of the coordinate plane; recognize that when two                         system.
to the system of rational   ordered pairs differ only by signs, the locations of the points are related by
numbers                     reflections across one or both axes.                                                Algebra     CU0606.3.10 Understand that in an ordered pair x, y, the x
represents horizontal location and y represents vertical
location.
Algebra     CU0606.3.11 Identify the quadrant of the coordinate system in
which a point lies.
Algebra     SPI0606.3.9 Graph ordered pairs of integers in all four
quadrants of the Cartesian coordinate system.
Number System Apply and extend previous   NS.6.6.c Find and position integers and other rational numbers on a                Number &     SPI0606.2.7 Locate positive rational numbers on the number
understandings of numbers   horizontal or vertical number line diagram; find and position pairs of             Operations   line.
to the system of rational   integers and other rational numbers on a coordinate plane.
numbers                                                                                                        Number &     SPI0606.2.8 Locate integers on the number line.
Operations
Number System Apply and extend previous   NS.6.7 Understand ordering and absolute value of rational numbers.                 Number &     CU0606.2.1 Efficiently compare and order fractions, decimals
understandings of numbers                                                                                      Operations   and percents; determine their approximate locations on a
to the system of rational                                                                                                   number line.
numbers
Number &     CU0606.2.10 Explore contexts that can be described with
Operations   negative numbers such as money, elevation, and temperature.

Number &     SPI0606.2.7 Locate positive rational numbers on the number
Operations   line.
Number &     SPI0606.2.8 Locate integers on the number line.
Operations
Number System Apply and extend previous   NS.6.7.a Interpret statements of inequality as statements about the                Number &     CU0606.2.10 Explore contexts that can be described with
understandings of numbers   relative position of two numbers on a number line diagram. For example,            Operations   negative numbers such as money, elevation, and temperature.
to the system of rational   interpret –3 > –7 as a statement that –3 is located to the right of –7 on a
numbers                     number line oriented from left to right.
Number &     SPI0606.2.7 Locate positive rational numbers on the number
Operations   line.
Number &     SPI0606.2.8 Locate integers on the number line.
Operations
Number System Apply and extend previous   NS.6.7b Write, interpret, and explain statements of order for rational             Number &     CU0606.2.10 Explore contexts that can be described with
understandings of numbers   numbers in real-world contexts. For example, write –3°C > –7°C to                  Operations   negative numbers such as money, elevation, and temperature.
to the system of rational   express the fact that –3°C is warmer than –7°C.
numbers

Page 126 of 180
Number &      SPI0606.2.7 Locate positive rational numbers on the number
Operations    line.
Number &      SPI0606.2.8 Locate integers on the number line.
Operations
Number System Apply and extend previous     NS.6.7.c Understand the absolute value of a rational number as its              Number &      GRADE 7: CU0706.2.4 Understand that a and -a are additive      Common Core Standard is one
understandings of numbers     distance from 0 on the number line; interpret absolute value as magnitude       Operations    inverses and are located the same distance from zero on the    grade below TN Check for
to the system of rational     for a positive or negative quantity in a real-world situation. For example,                   number line; relate distance from zero to absolute value.      Understanding.
numbers                       for an account balance of –30 dollars, write |–30| = 30 to describe the size
of the debt in dollars.

Number &      GRADE 7: CU0706.2.5 Understand that --a = a for any number Common Core Standard is one
Operations    a.                                                         grade below TN Check for
Understanding.

Number System Apply and extend previous     NS.6.7.d Distinguish comparisons of absolute value from statements              Number &      CU0606.2.1 Efficiently compare and order fractions, decimals
understandings of numbers     about order. For example, recognize that an account balance less than           Operations    and percents; determine their approximate locations on a
to the system of rational     –30 dollars represents a debt greater than 30 dollars.                                        number line.
numbers
Number System Apply and extend previous     NS.6.8 Solve real-world and mathematical problems by graphing points in         Geometry & GRADE 5: GLE0506.4.3 Describe length/distance relationships *** Common Core Standard is
understandings of numbers     all four quadrants of the coordinate plane. Include use of coordinates and     Measurement using the first quadrant of the coordinate system.          one grade above TN GLE.
to the system of rational     absolute value to find distances between points with the same first
numbers                       coordinate or the same second coordinate.
Geometry & GRADE 5: CU0506.4.8 Identify characteristics of the set of        Common Core Standard is one
Measurement points that define vertical and horizontal line segments.         grade above TN Check for
Understanding.

Data Analysis, GRADE 5: CU0506.5.2 Represent data using ordered pairs in      Common Core Standard is one
Probability, the first quadrant of the coordinate system.                    grade above TN Check for
Statistics                                                                  Understanding.

Geometry & GRADE 5: SPI0506.4.5 Find the length of vertical or horizontal    Common Core Standard is one
Measurement line segments in the first quadrant of the coordinate system,     grade above TN Check for
including problems that require the use of fractions and         Understanding.
decimals.
Algebra    GLE0606.3.6 Understand and use the Cartesian coordinate
system.
Mathematical GLE0606.1.2 Apply and adapt a variety of appropriate
Processes strategies to problem solving, including estimation, and
reasonableness of the solution.
Expressions & Apply and extend previous    EE.6.1 Write and evaluate numerical expressions involving whole-                  Algebra    GLE0606.3.3 Extend order of operations to include grouping
Equations   understandings of arithmetic number exponents.                                                                            symbols and exponents.
to algebraic expressions

Page 127 of 180
Algebra   CU0606.3.7 Move fluently between different representations
such as verbal, tabular, numerical, algebraic, and graphical of
equations and expressions.
Algebra   CU0606.3.8 Represent patterns using words, graphs, and
simple symbolic notation.
Algebra   SPI0606.3.2 Use order of operations and parentheses to
simplify expressions and solve problems.
Algebra   SPI0606.3.4 Rewrite expressions to represent quantities in
different ways.
Algebra   SPI0606.3.7 Use algebraic expressions and properties to
analyze numeric and geometric patterns.
Expressions & Apply and extend previous    EE.6.2 Write, read, and evaluate expressions in which letters stand for        Algebra   GLE0606.3.1 Write and solve two-step equations and
Equations   understandings of arithmetic numbers.                                                                                 inequalities.
to algebraic expressions
Algebra   GLE0606.3.2 Interpret and represent algebraic relationships
with variables in expressions, simple equations and
inequalities.
Algebra   CU0606.3.3 Recognize the use of juxtaposition such as 3x, ab
to stand for multiplication, and the convention in these cases of
writing numbers before letters.
Algebra   CU0606.3.5 Use the commutative, associative and distributive
properties to show that two expressions are equivalent.

Algebra   CU0606.3.7 Move fluently between different representations
such as verbal, tabular, numerical, algebraic, and graphical of
equations and expressions.
Algebra   SPI0606.3.4 Rewrite expressions to represent quantities in
different ways.
Algebra   SPI0606.3.5 Translate between verbal expressions/sentences
and algebraic expressions/equations.

Expressions & Apply and extend previous    EE.6.2.a Write expressions that record operations with numbers and with        Algebra   GRADE 5: GLE0506.3.1 Understand and use order of                    *** Common Core Standard is
Equations   understandings of arithmetic letters standing for numbers. For example, express the calculation                       operations.                                                         one grade above TN GLE.
to algebraic expressions     “Subtract y from 5” as 5 – y.
Algebra   GRADE 5: GLE0506.3.2 Develop and apply the concept of               *** Common Core Standard is
variable.                                                           one grade above TN GLE.

Algebra   GRADE 5: GLE0506.3.3 Understand and apply the substitution          *** Common Core Standard is
property.                                                           one grade above TN GLE.
Algebra   GRADE 5: CU0506.3.1 Evaluate an expression by substituting          Common Core Standard is one
non-negative rational number values for letter variables in the     grade above TN Check for
expression.                                                         Understanding.
Algebra   GRADE 5: SPI0506.3.1 Evaluate algebraic expressions                 Common Core Standard is one
involving decimals and fractions using order of operations.         grade above TN SPI.

Page 128 of 180
Expressions & Apply and extend previous    EE.6.2.b Identify parts of an expression using mathematical terms (sum,        Mathematical GLE0606.1.1 Use mathematical language, symbols, and
Equations   understandings of arithmetic term, product, factor, quotient, coefficient); view one or more parts of an     Processes definitions while developing mathematical reasoning.
to algebraic expressions     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.

Algebra      CU0606.3.3 Recognize the use of juxtaposition such as 3x, ab
to stand for multiplication, and the convention in these cases of
writing numbers before letters.
Expressions & Apply and extend previous    EE.6.2.c Evaluate expressions at specific values for their variables.            Algebra      GRADE 5: GLE0506.3.3 Understand and apply the substitution *** Common Core Standard is
Equations   understandings of arithmetic Include expressions that arise from formulas in real-world problems.                          property.                                                         one grade above TN GLE.
to algebraic expressions     Perform arithmetic operations, including those involving whole-number
exponents, in the conventional order when there are no parentheses to
specify a particular order (Order of Operations). For example, use the
formulas V = s^3 and A = 6 s^2 to find the volume and surface area of a
cube with sides of length s = 1/2.

Algebra   GRADE 5: CU0506.3.1 Evaluate an expression by substituting             Common Core Standard is one
non-negative rational number values for letter variables in the        grade above TN Check for
expression.                                                            Understanding.
Algebra   GRADE 5: SPI0506.3.1 Evaluate algebraic expressions                    Common Core Standard is one
involving decimals and fractions using order of operations.            grade above TN SPI.
Algebra   GRADE 5: SPI0506.3.2 Evaluate multi-step numerical                     Common Core Standard is one
expressions involving fractions using order of operations.             grade above TN SPI.
Algebra   GLE0606.3.3 Extend order of operations to include grouping
symbols and exponents.
Algebra   GLE0606.3.4 Use expressions, equations and formulas to solve
problems.
Geometry & SPI0606.4.5 Determine the surface area and volume of prisms,
Measurement pyramids and cylinders.

Expressions & Apply and extend previous    EE.6.3 Apply the properties of operations to generate equivalent                 Algebra      GLE0606.3.2 Interpret and represent algebraic relationships
Equations   understandings of arithmetic expressions. For example, apply the distributive property to the expression                   with variables in expressions, simple equations and
to algebraic expressions     3(2 + x) to produce the equivalent expression 6 + 3x; apply the distributive                  inequalities.
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.
Algebra      CU0606.3.3 Recognize the use of juxtaposition such as 3x, ab
to stand for multiplication, and the convention in these cases of
writing numbers before letters.
Algebra      CU0606.3.5 Use the commutative, associative and distributive
properties to show that two expressions are equivalent.

Page 129 of 180
Algebra     CU0606.3.7 Move fluently between different representations
such as verbal, tabular, numerical, algebraic, and graphical of
equations and expressions.
Algebra     SPI0606.3.2 Use order of operations and parentheses to
simplify expressions and solve problems.
Algebra     SPI0606.3.4 Rewrite expressions to represent quantities in
different ways.
Algebra     SPI0606.3.5 Translate between verbal expressions/sentences
and algebraic expressions/equations.

Expressions & Apply and extend previous    EE.6.4 Identify when two expressions are equivalent (i.e., when the two      Mathematical GLE0606.1.8 Use technologies/manipulatives appropriately to
Equations   understandings of arithmetic expressions name the same number regardless of which value is                 Processes develop understanding of mathematical algorithms, to facilitate
to algebraic expressions     substituted into them). For example, the expressions y + y + y and 3y are                 problem solving, and to create accurate and reliable models of
equivalent because they name the same number regardless of which                          mathematical concepts.
Mathematical CU0606.1.5 Illustrate properties of operations by showing that
Processes two expressions are equivalent in a given context e.g., using an
area model for distributive property, and grouping/set models
for commutative and associative properties.
Mathematical CU0606.1.11 Model algebraic expressions with manipulatives,
Processes technology, and pencil and paper.
Mathematical SPI0606.1.5 Model algebraic expressions using algebra tiles.
Processes
Expressions & Reason about and solve one- EE.6.5 Understand solving an equation or inequality as a process of             Algebra    GRADE 5: GLE0506.3.3 Understand and apply the substitution *** Common Core Standard is
Equations   variable equations and      answering a question: which values from a specified set, if any, make the                  property.                                                      one grade above TN GLE.
inequalities                equation or inequality true? Use substitution to determine whether a given
number in a specified set makes an equation or inequality true.

Algebra     GRADE 5: CU0506.3.5 Determine if a given value is a solution Common Core Standard is one
to a linear equation/inequality.                             grade above TN Check for
Understanding.
Expressions & Reason about and solve one- EE.6.6 Use variables to represent numbers and write expressions when            Algebra     GRADE 4: GLE0406.3.1 Extend understanding of a variable to Common Core Standard is two
Equations   variable equations and      solving a real-world or mathematical problem; understand that a variable                    equations involving whole numbers, fractions, decimals, and/or grades above TN Check for
inequalities                can represent an unknown number, or, depending on the purpose at hand,                      mixed numbers.                                                 Understanding.
any number in a specified set.
Algebra     GRADE 4: CU0406.3.1 Find an unknown quantity in simple            Common Core Standard is two
equations using whole numbers, fractions, decimals, and mixed     grades above TN Check for
numbers.                                                          Understanding.
Algebra     GRADE 4: CU0406.3.2 Translate between symbols and words           Common Core Standard is two
to represent quantities in expressions or equations.              grades above TN Check for
Understanding.
Algebra     GRADE 4: SPI0406.3.1 Use letters and symbols to represent         Common Core Standard is two
an unknown quantity and write a simple mathematical               grades above TN SPI.
expression.

Page 130 of 180
Algebra   GRADE 5: CU0506.3.2 Use variables appropriately to                Common Core Standard is one
represent numbers whose values are not yet known.                 grade above TN Check for
Understanding.
Expressions & Reason about and solve one- EE.6.7 Solve real-world and mathematical problems by writing and                   Algebra   GLE0606.3.4 Use expressions, equations and formulas to solve
Equations   variable equations and      solving equations of the form x + p = q and px = q for cases in which p, q                   problems.
inequalities                and x are all nonnegative rational numbers.
Algebra   GLE0606.3.5 Use multiple representations including symbolic
algebra to model and/or solve contextual problems that involve
linear relationships.
Algebra   CU0606.3.1 Write and solve two-step linear equations
corresponding to given situations non-negative numbers only.

Algebra   CU0606.3.2 Write and solve one-step inequalities
corresponding to given situations non-negative numbers only.

Algebra   SPI0606.3.3 Write equations that correspond to given
situations or represent a given mathematical relationship.
Expressions & Reason about and solve one- EE.6.8 Write an inequality of the form x > c or x < c to represent a               Algebra   GLE0606.3.4 Use expressions, equations and formulas to solve
Equations   variable equations and      constraint or condition in a real-world or mathematical problem. Recognize                   problems.
inequalities                that inequalities of the form x > c or x < c have infinitely many solutions;
represent solutions of such inequalities on number line diagrams.

Algebra   GLE0606.3.5 Use multiple representations including symbolic
algebra to model and/or solve contextual problems that involve
linear relationships.
Algebra   CU0606.3.1 Write and solve two-step linear equations
corresponding to given situations non-negative numbers only.

Algebra   CU0606.3.2 Write and solve one-step inequalities
corresponding to given situations non-negative numbers only.

Algebra   SPI0606.3.1 Represent on a number line the solution of a linear
inequality.
Expressions & Represent and analyze          EE.6.9 Use variables to represent two quantities in a real-world problem        Algebra   GLE0606.3.2 Interpret and represent algebraic relationships
Equations   quantitative relationships     that change in relationship to one another; write an equation to express                  with variables in expressions, simple equations and
between dependent and          one quantity, thought of as the dependent variable, in terms of the other                 inequalities.
independent variables          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.

Page 131 of 180
Algebra    GLE0606.3.5 Use multiple representations including symbolic
algebra to model and/or solve contextual problems that involve
linear relationships.
Mathematical GRADE 7: CU0706.1.6 Develop meaning of intercept and rate
Processes of change in contextual problems.
Geometry   Solve real-world and            G.6.1 Solve real-world and mathematical problems involving area, surface    Geometry & GRADE 5: GLE0506.4.1 Use basic formulas and visualization *** Common Core Standard is
mathematical problems           area, and volume. Find area of right triangles, other triangles, special   Measurement to find the area of geometric figures.                          one grade above TN GLE.
involving area, surface area,   quadrilaterals, and polygons by composing into rectangles or
and volume                      decomposing into triangles and other shapes; apply these techniques in
the context of solving real-world and mathematical problems.

Geometry & GRADE 5: CU0506.4.2 Find the area of a convex polygon by          Common Core Standard is one
Measurement decomposing it into triangles/rectangles.                         grade above TN Check for
Understanding.

Geometry & GRADE 5: SPI0506.4.1 Solve contextual problems that require Common Core Standard is one
Measurement calculating the area of triangles and parallelograms.       grade above TN SPI.

Geometry & GRADE 5: SPI0506.4.2 Decompose irregular shapes to find           Common Core Standard is one
Measurement perimeter and area.                                               grade above TN SPI.

Geometry & GLE0606.4.1 Understand and use basic properties of triangles,
Measurement quadrilaterals, and other polygons.

Geometry & GLE0606.4.3 Develop and use formulas to determine the
Measurement circumference and area of circles, and the area of trapezoids,
and develop strategies to find the area of composite shapes.

Geometry & CU0606.4.14 Relate the area of a trapezoid to the area of a
Measurement parallelogram.

Geometry & CU0606.4.16 Solve contextual problems involving area and
Measurement circumference of circles, surface areas and volumes of prisms,
pyramids, cones, and cylinders.
Mathematical GLE0606.1.8 Use technologies/manipulatives appropriately to
Processes develop understanding of mathematical algorithms, to facilitate
problem solving, and to create accurate and reliable models of
mathematical concepts.
Mathematical CU0606.1.10 Use various methods such as dynamic geometry
Processes software to explore properties of triangles and quadrilaterals.

Page 132 of 180
Geometry   Solve real-world and            G.6.2 Find the volume of a right rectangular prism with fractional edge           Geometry & GRADE 5: GLE0506.4.2 Describe polyhedral solids and               *** Common Core Standard is
mathematical problems           lengths by packing it with unit cubes of the appropriate unit fraction edge      Measurement analyze their properties, including volume and surface area.      one grade above TN GLE.
involving area, surface area,   lengths, and show that the volume is the same as would be found by
and volume                      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.

Geometry & GRADE 5: CU0506.4.6 Decompose prisms to calculate surface Common Core Standard is one
Measurement area and volume.                                           grade above TN Check for
Understanding.
Geometry & GRADE 5: SPI0506.4.4 Solve problems involving surface area Common Core Standard is one
Measurement and volume of rectangular prisms and polyhedral solids.    grade above TN SPI.

Geometry   Solve real-world and            G.6.3 Draw polygons in the coordinate plane given coordinates for the              Algebra      GLE0606.3.6 Understand and use the Cartesian coordinate
mathematical problems           vertices; use coordinates to find the length of a side joining points with the                  system.
involving area, surface area,   same first coordinate or the same second coordinate. Apply these
and volume                      techniques in the context of solving real-world and mathematical
problems.

Geometry &  SPI0406.4.3 Construct geometric figures with vertices at points
Measurement on a coordinate grid.
MathematicalGLE0606.1.7 Recognize the historical development of
Processes  mathematics, mathematics in context, and the connections
between mathematics and the real world.
Geometry   Solve real-world and            G.6.4 Represent three-dimensional figures using nets made up of                   Geometry & GRADE 5: GLE0506.4.2 Describe polyhedral solids and             *** Common Core Standard is
mathematical problems           rectangles and triangles, and use the nets to find the surface area of these     Measurement analyze their properties, including volume and surface area.    one grade above TN GLE.
involving area, surface area,   figures. Apply these techniques in the context of solving real-world and
and volume                      mathematical problems.                                                            Geometry & GRADE 5: CU0506.4.3 Build, draw, and work with prisms by       Common Core Standard is one
Measurement means of orthogonal views, projective views, and nets.         grade above TN Check for
Understanding.
Geometry & GRADE 5: CU0506.4.4 Describe and identify the five regular     Common Core Standard is one
Measurement Platonic solids and their properties with respect to faces,    grade above TN Check for
shapes of faces, edges, and vertices.                          Understanding.
Geometry & GRADE 4: SPI0506.4.3 Identify a three-dimensional object from Common Core Standard is one
Measurement two-dimensional representations of that object and vice versa. grade above TN SPI.

Mathematical GLE0606.1.3 Develop independent reasoning to communicate
Processes mathematical ideas and derive algorithms and/or formulas.

Mathematical GLE0606.1.5 Use mathematical ideas and processes in
Processes different settings to formulate patterns, analyze graphs, set up
and solve problems and interpret solutions.

Page 133 of 180
Statistics &   Develop understanding of   SP.6.1 Recognize a statistical question as one that anticipates variability    Data Analysis, GLE0606.5.2 Interpret representations of data from surveys
Probability    statistical variability    in the data related to the question and accounts for it in the answers. For     Probability, and polls, and describe sample bias and how data
example, “How old am I?” is not a statistical question, but “How old are the     Statistics   representations can be misleading.
students in my school?” is a statistical question because one anticipates
variability in students’ ages.
Mathematical GLE0606.1.6 Read and interpret the language of mathematics
Processes and use written/oral communication to express mathematical
ideas precisely.
Statistics &   Develop understanding of   SP.6.2 Understand that a set of data collected to answer a statistical         Data Analysis, GRADE 5: GLE0506.5.2 Describe the shape and important           *** Common Core Standard is
Probability    statistical variability    question has a distribution which can be described by its center, spread,       Probability, features of a set of data using the measures of central          one grade above TN GLE.
and overall shape.                                                               Statistics   tendency.

Data Analysis, GRADE 5: CU0506.5.5 Evaluate how different measures of          Common Core Standard is one
Probability, central tendency describe data.                                  grade above TN Check for
Statistics                                                                   Understanding.

Data Analysis, GRADE 5: SPI0506.5.3 Calculate measures of central              Common Core Standard is one
Probability, tendency to analyze data.                                        grade above TN SPI.
Statistics

Mathematical     SPI0606.1.1 Make conjectures and predictions based on data.
Processes
Statistics &   Develop understanding of   SP.6.3 Recognize that a measure of center for a numerical data set             Data Analysis,   GRADE 5: GLE0506.5.2 Describe the shape and important         *** Common Core Standard is
Probability    statistical variability    summarizes all of its values with a single number, while a measure of           Probability,    features of a set of data using the measures of central       one grade above TN GLE.
variation describes how its values vary with a single number.                    Statistics     tendency.

Data Analysis, GRADE 5: CU0506.5.5 Evaluate how different measures of          Common Core Standard is one
Probability, central tendency describe data.                                  grade above TN Check for
Statistics                                                                   Understanding.

Data Analysis, GRADE 5: SPI0506.5.3 Calculate measures of central              Common Core Standard is one
Probability, tendency to analyze data.                                        grade above TN SPI.
Statistics

Statistics &   Summarize and describe     SP.6.4 Display numerical data in plots on a number line, including dot         Data Analysis, CU0606.5.8 Connect data sets and their graphical
Probability    distributions              plots, histograms, and box plots.                                               Probability, representations such as bar graphs, circle graphs, and stem-
Statistics   and-leaf plots.

Page 134 of 180
Statistics &   Summarize and describe   SP.6.5 Summarize numerical data sets in relation to their context, such         Mathematical GLE0606.1.6 Read and interpret the language of mathematics
Probability    distributions            as by:                                                                           Processes and use written/oral communication to express mathematical
-- a. Reporting the number of observations.                                                 ideas precisely.
-- b. Describing the nature of the attribute under investigation, including
how it was measured and its units of measurement.
-- c. Giving quantitative measures of center (median and/or mean) and
variability (interquartile range and/or mean absolute deviation), as well as
describing any overall pattern and any striking deviations from the overall
pattern with reference to the context in which the data was gathered.
-- d. Relating the choice of measures of center and variability to the        Mathematical     CU0606.1.6 Model situations by devising and carrying out
Processes       experiments and simulations.
Mathematical     CU0606.1.7 Formulate questions, design studies, and collect
Processes       real world data.
Mathematical     CU0606.1.8 Determine an appropriate sample to test an
Processes       hypothesis.
Data Analysis,   CU0606.5.11 Select the appropriate measure of center to
Probability,    describe a data set.
Statistics

Data Analysis, CU0606.5.12 Predict the characteristics of a population based
Probability, on the analysis of sample data.
Statistics

Mathematical     SPI0606.1.1 Make conjectures and predictions based on data.
Processes

Page 135 of 180
Mathematics                                                                                                                                Correlation by Learning Expections with Aligned           Crosswalk Correlation
Mathematics Common Core
Common Core                                                   Mathematics Common Core Standard                             TN Standard      Checks for Understanding and State Performance             Notes (Shaded rows
Cluster
Domain                                                                                                                                                      Indicators                            indicated grade change)

Ratios &           Analyze proportional       RP.7.1 Analyze proportional relationships and use them to solve           Mathematical SPI0706.1.1 Use proportional reasoning to solve
Proportional    relationships and use them to   real-world and mathematical problems. Compute unit rates                   Processes mixture/concentration problems.
Relationships         solve real-world and      associated with ratios of fractions, including ratios of lengths, areas
mathematical problems        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 fraction (1/2)/(1/4) miles per hour,
equivalently 2 miles per hour.

Number &    GLE0706.2.4 Use ratios, rates and percents to solve single-
Operations  and multi-step problems in various contexts.
Algebra    CU0706.3.10 Solve problems involving unit rates e.g., miles
per hour, words per minute.
Ratios &           Analyze proportional     RP.7.2 Analyze proportional relationships and use them to solve             Mathematical SPI0706.1.3 Recognize whether information given in a
Proportional    relationships and use them to real-world and mathematical problems. Recognize and represent                Processes table, graph, or formula suggests a directly proportional,
Relationships         solve real-world and    proportional relationships between quantities.                                           linear, inversely proportional, or other nonlinear
mathematical problems                                                                                               relationship.
Number &     GLE0706.2.3 Develop an understanding of and apply
Operations    proportionality.
Geometry &    GLE0706.4.3 Understand and use scale factor to describe
Measurement    the relationships between length, area, and volume.

Ratios &           Analyze proportional       RP.7.2.a Decide whether two quantities are in a proportional              Mathematical SPI0706.1.2 Generalize a variety of patterns to a symbolic
Proportional    relationships and use them to   relationship, e.g., by testing for equivalent ratios in a table or         Processes rule from tables, graphs, or words.
Relationships         solve real-world and      graphing on a coordinate plane and observing whether the graph is
mathematical problems        a straight line through the origin.

Mathematical SPI0706.1.3 Recognize whether information given in a
Processes table, graph, or formula suggests a directly proportional,
linear, inversely proportional, or other nonlinear
relationship.
Mathematical CU0706.1.4 Recognize quantities that are inversely
Processes proportional such as the relationship between the lengths of
the base and the side of a rectanGLEwith fixed area.

Mathematical   CU0706.1.6 Develop meaning of intercept and rate of
Processes     change in contextual problems.
Number &      GLE0706.2.3 Develop an understanding of and apply
Operations    proportionality.

Page 136 of 180
Algebra     GLE0706.3.5 Understand and graph proportional
relationships.
Algebra     GRADE 8: CU0806.3.8 Recognize a proportion as a special Common Core Standard is
case of a linear equation and understand that the constant one grade below TN Check
of proportionality is the slope, and the resulting graph is a for Understanding.
line through the origin.

Ratios &           Analyze proportional     RP.7.2.b Identify the constant of proportionality (unit rate) in tables,    Mathematical SPI0706.1.3 Recognize whether information given in a
Proportional    relationships and use them to graphs, equations, diagrams, and verbal descriptions of                      Processes table, graph, or formula suggests a directly proportional,
Relationships         solve real-world and    proportional relationships.                                                              linear, inversely proportional, or other nonlinear
mathematical problems                                                                                               relationship.
Number &    GLE0706.2.3 Develop an understanding of and apply
Operations  proportionality.
Algebra    SPI0706.3.5 Represent proportional relationships with
equations, tables and graphs.
Ratios &           Analyze proportional       RP.7.2.c Represent proportional relationships by equations. For           Mathematical CU0706.1.5 Understand that a linear function in which f0 =
Proportional    relationships and use them to   example, if total cost t is proportional to the number n of items          Processes 0 is called a directly proportional relationship.
Relationships         solve real-world and      purchased at a constant price p, the relationship between the total
mathematical problems        cost and the number of items can be expressed as t = pn.

Number &      SPI0706.2.7 Use ratios and proportions to solve problems.
Operations
Algebra    CU0706.3.7 Distinguish proportional relationships y/x = k,
or y = kx from other relationships, including inverse
proportionality xy = k, or y = k/x.
Algebra    CU0706.3.8 Understand slope as the ratio of vertical
change to horizontal change.
Ratios &           Analyze proportional     RP.7.2.d Explain what a point (x, y) on the graph of a proportional         Mathematical SPI0706.1.3 Recognize whether information given in a
Proportional    relationships and use them to relationship means in terms of the situation, with special attention         Processes table, graph, or formula suggests a directly proportional,
Relationships         solve real-world and    to the points (0, 0) and (1, r) where r is the unit rate.                                linear, inversely proportional, or other nonlinear
mathematical problems                                                                                               relationship.
Algebra    GLE0706.3.5 Understand and graph proportional
relationships.
Ratios &           Analyze proportional       RP.7.3 Analyze proportional relationships and use them to solve            Number & GLE0706.2.4 Use ratios, rates and percents to solve single-
Proportional    relationships and use them to   real-world and mathematical problems. Use proportional                     Operations and multi-step problems in various contexts.
Relationships         solve real-world and      relationships to solve multistep ratio and percent problems.
mathematical problems        Examples: simple interest, tax, markups and markdowns, gratuities
and commissions, fees, percent increase and decrease, percent
error.
Number &      SPI0706.2.6 Express the ratio between two quantities as a
Operations    percent, and a percent as a ratio or fraction.
Number &      CU0706.2.7 Write number sentences to solve contextual
Operations    problems involving ratio and percent.

Page 137 of 180
Number &   CU0706.2.80 Apply ratios, rates, proportions and percents
Operations such as discounts, interest, taxes, tips, distance/rate/time,
and percent increase or decrease.
Geometry & GLE0706.4.1 Understand the application of proportionality
Measurement with similar triangles.

Geometry & GLE0706.4.3 Understand and use scale factor to describe
Measurement the relationships between length, area, and volume.

Geometry & GLE0706.4.4 Understand and use ratios, derived
Measurement quantities, and indirect measurements.

Geometry & CU0706.4.5 Solve problems using ratio quantities: velocity
Measurement measured in units such as miles per hour, density
measured in units such as kilograms per liter, pressure
measured in units such as pounds per square foot, and
population density measured in units such as persons per
square mile.
Number    Apply and extend previous         NS.7.1 Apply and extend previous understandings of operations            Number & GLE0706.2.1 Extend understandings of addition,
System   understandings of operations       with fractions to add, subtract, multiply, and divide rational          Operations subtraction, multiplication and division to integers.
with fractions to add, subtract,   numbers. Apply and extend previous understandings of addition
multiply, and divide rational     and subtraction to add and subtract rational numbers; represent
numbers                addition and subtraction on a horizontal or vertical number line
diagram.

Number &      GLE0706.2.2 Understand and work with the properties of
Operations    and operations on the system of rational numbers.
Number &      GLE0706.2.5 Understand and work with squares, cubes,
Operations    square roots and cube roots.
Number &      CU0706.2.1 Understand that the set of rational numbers
Operations    includes any number that can be written as a ratio of two
integers in which the denominator is not zero.
Number &      CU0706.2.2 Develop and analyze algorithms and compute
Operations    efficiently with integers and rational numbers.
Number &      CU0706.2.3 Recognize that rational numbers satisfy the
Operations    commutative and associative laws of addition and
multiplication and the distributive law.
Number &      CU0706.2.6 Use the number line to demonstrate addition
Operations    and subtraction with integers.
Number &      SPI0706.2.1 Simplify numerical expressions involving
Operations    rational numbers.
Number &      SPI0706.2.4 Determine the approximate location of
Operations    square/cube roots on a number line.

Page 138 of 180
Number    Apply and extend previous       NS.7.7.1.a Describe situations in which opposite quantities                  Number &     CU0706.2.4 Understand that a and -a are additive inverses
System   understandings of operations combine to make 0. For example, a hydrogen atom has 0 charge                     Operations   and are located the same distance from zero on the
with fractions to add, subtract, because its two constituents are oppositely charged.                                      number line; relate distance from zero to absolute value.
multiply, and divide rational
numbers                                                                                           Number &     CU0706.2.5 Understand that --a = a for any number a.
Operations
Number    Apply and extend previous         NS.7.1.b Understand p + q as the number located a distance |q|             Number &     CU0706.2.4 Understand that a and -a are additive inverses
System   understandings of operations       from p, in the positive or negative direction depending on whether q       Operations   and are located the same distance from zero on the
with fractions to add, subtract,   is positive or negative. Show that a number and its opposite have a                     number line; relate distance from zero to absolute value.
multiply, and divide rational     sum of 0 (are additive inverses). Interpret sums of rational numbers
numbers                by describing real-world contexts.
Number &     CU0706.2.5 Understand that --a = a for any number a.
Operations
Number    Apply and extend previous         NS.7.1.c Understand subtraction of rational numbers as adding the          Number &     CU0706.2.6 Use the number line to demonstrate addition
System   understandings of operations       additive inverse, p – q = p + (–q). Show that the distance between         Operations   and subtraction with integers.
with fractions to add, subtract,   two rational numbers on the number line is the absolute value of
multiply, and divide rational     their difference, and apply this principle in real-world contexts.
numbers
Number    Apply and extend previous         NS.7.1.d Apply properties of operations as strategies to add and           Number &     GLE0706.2.2 Understand and work with the properties of
System   understandings of operations       su.btract rational numbers.                                                Operations   and operations on the system of rational numbers.
with fractions to add, subtract,
multiply, and divide rational
Number               numbers
Apply and extend previous         NS.7.2 Apply and extend previous understandings of operations              Number &     GLE0706.2.1 Extend understandings of addition,
System   understandings of operations       with fractions to add, subtract, multiply, and divide rational             Operations   subtraction, multiplication and division to integers.
with fractions to add, subtract,   numbers. Apply and extend previous understandings of
multiply, and divide rational     multiplication and division and of fractions to multiply and divide
numbers                rational numbers.
Number &     SPI0706.2.1 Simplify numerical expressions involving
Operations   rational numbers.
Number    Apply and extend previous         NS.7.2.a Understand that multiplication is extended from fractions         Number &     GLE0706.2.2 Understand and work with the properties of
System   understandings of operations       to rational numbers by requiring that operations continue to satisfy       Operations   and operations on the system of rational numbers.
with fractions to add, subtract,   the properties of operations, particularly the distributive property,
multiply, and divide rational     leading to products such as (–1)(–1) = 1 and the rules for
numbers                multiplying signed numbers. Interpret products of rational numbers
by describing real-world contexts.

Number    Apply and extend previous         NS.7.2.b Understand that integers can be divided, provided that the        Number &     SPI0706.2.3 Use rational numbers and roots of perfect
System   understandings of operations       divisor is not zero, and every quotient of integers (with non-zero         Operations   squares/cubes to solve contextual problems.
with fractions to add, subtract,   divisor) is a rational number. If p and q are integers then –(p/q) =
multiply, and divide rational     (–p)/q = p/(–q). Interpret quotients of rational numbers by
numbers                describing real-world contexts.

Page 139 of 180
Number &     GRADE 5: CU0506.2.8 Understand that division by zero is     Common Core Standard is
Operations   undefined.                                                  two grades above TN Check
for Understanding.
Number         Apply and extend previous       NS.7.2.c Apply properties of operations as strategies to multiply          Number &     GLE0706.2.1 Extend understandings of addition,
System        understandings of operations and divide rational numbers.                                                   Operations   subtraction, multiplication and division to integers.
with fractions to add, subtract,
multiply, and divide rational
numbers
Number &     GLE0706.2.2 Understand and work with the properties of
Operations   and operations on the system of rational numbers.
Number &     SPI0706.2.5 Solve contextual problems that involve
Operations   operations with integers.
Number         Apply and extend previous       NS.7.2.d Convert a rational number to a decimal using long                 Number &     GLE0706.2.1 Extend understandings of addition,
System        understandings of operations division; know that the decimal form of a rational number                      Operations   subtraction, multiplication and division to integers.
with fractions to add, subtract, terminates in 0s or eventually repeats.
multiply, and divide rational
numbers

Number &     GRADE 6: GLE0606.2.4 Understand and convert between         *** Common Core Standard is
Operations   fraction, decimal, and percent forms of rational numbers.   one grade above TN GLE.

Number         Apply and extend previous         NS.7.3 Apply and extend previous understandings of operations            Number &     SPI0706.2.3 Use rational numbers and roots of perfect
System        understandings of operations       with fractions to add, subtract, multiply, and divide rational           Operations   squares/cubes to solve contextual problems.
with fractions to add, subtract,   numbers. Solve real-world and mathematical problems involving
multiply, and divide rational     the four operations with rational numbers. (Computations with
numbers                rational numbers extend the rules for manipulating fractions to
complex fractions.)
Number &     SPI0706.2.5 Solve contextual problems that involve
Operations   operations with integers.
Expressions & Use properties of operations to EE.7.1 Use properties of operations to generate equivalent                      Algebra     SPI0706.3.1 Evaluate algebraic expressions involving
Equations        generate equivalent        expressions. Apply properties of operations as strategies to add,                           rational values for coefficients and/or variables.
expressions             subtract, factor, and expand linear expressions with rational
coefficients.
Algebra    CU0706.3.2 Represent and analyze mathematical
situations using algebraic symbols.
Algebra    CU0706.3.1 Perform basic operations on linear expressions
including grouping, order of operations, exponents,
simplifying and expanding.
Expressions & Use properties of operations to       EE.7.2 Use properties of operations to generate equivalent                 Algebra    SPI0706.3.7 Translate between verbal and symbolic
Equations        generate equivalent              expressions. Understand that rewriting an expression in different                     representations of real-world phenomena involving linear
expressions algebraic             forms in a problem context can shed light on the problem and how                      equations.
expressions and equations            the quantities in it are related. For example, a + 0.05a = 1.05a
means that “increase by 5%” is the same as “multiply by 1.05.”

Page 140 of 180
Algebra    CU0706.3.2 Represent and analyze mathematical
situations using algebraic symbols.
Algebra    CU0706.3.11 Relate the features of a linear equation to a
table and/or graph of the equation.
Algebra    CU0706.3.12 Use linear equations to solve problems and
interpret the meaning of slope, m, and the y-intercept, b, in
fx= mx + b in terms of the context.
Expressions & Use properties of operations to   EE.7.3 Solve real-life and mathematical problems using numerical        Mathematical GLE0706.1.2 Apply and adapt a variety of appropriate
Equations        generate equivalent          and algebraic expressions and equations. Solve multi-step real-life      Processes strategies to problem solving, including estimation, and
expressions algebraic         and mathematical problems posed with positive and negative                           reasonableness of the solution.
expressions and equations        rational numbers in any form (whole numbers, fractions, and
decimals), using tools strategically. Apply properties of operations
as strategies 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 \$250. If you want to place a towel bar 9 3/4 inches long in
the center of a door that is 27 1/2 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.

Mathematical GLE0706.1.7 Recognize the historical development of
Processes mathematics, mathematics in context, and the connections
between mathematics and the real world.
Mathematical GLE0706.1.8 Use technologies/manipulatives appropriately
Processes to develop understanding of mathematical algorithms, to
facilitate problem solving, and to create accurate and
reliable models of mathematical concepts.

Algebra      GLE0706.3.2 Understand and compare various
representations of relations and functions.

Algebra    GLE0706.3.7 Use mathematical models involving linear
equations to analyze real-world phenomena.
Mathematical CU0706.1.2 Recognize round-off error and the inaccuracies
Processes it introduces.
Mathematical CU0706.1.3 Check answers both by estimation and by
Processes appropriate independent calculations, using calculators or
computers judiciously.

Page 141 of 180
Mathematical   CU0706.1.10 Model algebraic equations with
Processes     manipulatives, technology, and pencil and paper.
Mathematical   CU0706.1.11 Translate from calculator notation to
Processes     scientific/standard notation.
Algebra      CU0706.3.1 Perform basic operations on linear expressions
including grouping, order of operations, exponents,
simplifying and expanding.
Expressions & Use properties of operations to   EE.7.4 Solve real-life and mathematical problems using numerical           Algebra      GLE0706.3.1 Recognize and generate equivalent forms for
Equations        generate equivalent          and algebraic expressions and equations. Use variables to                               simple algebraic expressions.
expressions algebraic         represent quantities in a real-world or mathematical problem, and
expressions and equations        construct simple equations and inequalities to solve problems by
reasoning about the quantities.
Algebra      GLE0706.3.6 Conceptualize the meanings of slope using
various interpretations, representations, and contexts.

Algebra      GLE0706.3.7 Use mathematical models involving linear
equations to analyze real-world phenomena.
Algebra      GLE0706.3.8 Use a variety of strategies to efficiently solve
linear equations and inequalities.
Algebra      CU0706.3.4 Make tables of inputs x and outputs fx for a
variety of rules that include rational numbers including
negative numbers as inputs.
Algebra      CU0706.3.12 Use linear equations to solve problems and
interpret the meaning of slope, m, and the y-intercept, b, in
fx= mx + b in terms of the context.
Expressions & Use properties of operations to   EE.7.4.a Solve word problems leading to equations of the form px +         Algebra      CU0706.3.2 Represent and analyze mathematical
Equations        generate equivalent          q = r and p(x + q) = r, where p, q, and r are specific rational                         situations using algebraic symbols.
expressions algebraic         numbers. Solve equations of these forms fluently. Compare an
expressions and equations        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?
Algebra      CU0706.3.3 Identify a function from a written description,
table, graph, rule, set of ordered pairs, and/or mapping.
Algebra      CU0706.3.6 Understand that the graph of a linear function f
is the set of points on a line representing the ordered pairs
x, fx.
Algebra      CU0706.3.9 Identify a function exhibiting a constant rate of
change as a linear function and identify the slope as a unit
rate.
Algebra      SPI0706.3.6 Solve linear equations with rational
coefficients symbolically or graphically.

Page 142 of 180
Algebra      SPI0706.3.7 Translate between verbal and symbolic
representations of real-world phenomena involving linear
equations.
Algebra      SPI0706.3.8 Solve contextual problems involving two-step
linear equations.
Expressions & Use properties of operations to   EE.7.4.b Solve word problems leading to inequalities of the form px         Algebra      CU0706.3.14 Understand that when solving linear
Equations        generate equivalent          + q > r or px + q < r, where p, q, and r are specific rational numbers.                  inequalities, multiplication or division by a negative reverses
expressions algebraic         Graph the solution set of the inequality and interpret it in the                         the inequality symbol.
expressions and equations        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.

Algebra    SPI0706.3.9 Solve linear inequalities in one variable with
rational coefficients symbolically or graphically.
Geometry      Draw, construct, and describe   G.7.1 Draw, construct, and describe geometrical figures and               Mathematical GLE0706.1.3 Develop independent reasoning to
geometrical figures and      describe the relationships between them. Solve problems involving          Processes communicate mathematical ideas and derive algorithms
describe the relationships    scale drawings of geometric figures, including computing actual                        and/or formulas.
between them             lengths and areas from a scale drawing and reproducing a scale
drawing at a different scale.
Mathematical GLE0706.1.5 Use mathematical ideas and processes in
Processes different settings to formulate patterns, analyze graphs, set
up and solve problems and interpret solutions.
Mathematical GLE0706.1.7 Recognize the historical development of
Processes mathematics, mathematics in context, and the connections
between mathematics and the real world.
GLE0706.4.3 Understand and use scale factor to describe
the relationships between length, area, and volume.

Mathematical SPI0706.1.4 Use scales to read maps.
Processes
Geometry & SPI0706.4.3 Apply scale factor to solve problems involving
Measurement area and volume.

Mathematical   CU0706.1.7 Explain and demonstrate how scale in maps
Processes     and drawings shows relative size and distance.
Mathematical   CU0706.1.8 Recognize the applications of scale factor by
Processes     exploring blueprints, shadow measuring, and scale models.

Mathematical CU0706.1.12 Use dynamic geometry software to explore
Processes scale factor and similarity.

Page 143 of 180
Geometry & CU0706.4.3 Understand that if a scale factor describes how
Measurement corresponding lengths in two similar objects are related,
then the square of the scale factor describes how
corresponding areas are related, and the cube of the scale
factor describes how corresponding volumes are related.

Geometry   Draw, construct, and describe   G.7.2 Draw, construct, and describe geometrical figures and                Geometry & GRADE 6: CU0606.4.2 Relate the sum of the angles in a          Common Core Standard is
geometrical figures and      describe the relationships between them. Draw (freehand, with             Measurement trianGLEto the sum of the angles in polygons.                  one grade above TN Check
describe the relationships    ruler and protractor, and with technology) geometric shapes with                                                                                     for Understanding.
between them             given conditions. 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.

Geometry & GRADE 6: CU0606.4.3 Verify the basic properties of             Common Core Standard is
Measurement triangles and quadrilaterals using a protractor and ruler.     one grade above TN Check
for Understanding.
Geometry & GRADE 6: CU0606.4.4 Classify triangles by side lengths         Common Core Standard is
Measurement scalene, isosceles, and equilateral and anGLEmeasure           one grade above TN Check
acute, right, obtuse, isosceles and equiangular.               for Understanding.

Geometry & GRADE 6: CU0606.4.5 Model and use the                          Common Core Standard is
Measurement TrianGLEInequality Theorem.                                    one grade above TN Check
for Understanding.
Geometry & GLE0706.4.1 Understand the application of proportionality
Measurement with similar triangles.

Geometry & GLE0706.4.3 Understand and use scale factor to describe
Measurement the relationships between length, area, and volume.

Geometry & CU0706.4.1 Solve problems involving indirect
Measurement measurement such as finding the height of a building by
comparing its shadow with the height and shadow of a
known object.
Geometry   Draw, construct, and describe   G.7.3 Draw, construct, and describe geometrical figures and                Geometry & GRADE 8: GLE0806.4.5 Use visualization to describe or          *** Common Core Standard is
geometrical figures and      describe the relationships between them. Describe the two-                Measurement identify intersections, cross-sections, and various views of   one grade below TN GLE.
describe the relationships    dimensional figures that result from slicing three-dimensional                        geometric figures.
between them             figures, as in plane sections of right rectangular prisms and right
rectangular pyramids.

Geometry & GRADE 8: CU0806.4.7 Visualize or describe the cross-           Common Core Standard is
Measurement section resulting from the intersection of a plane with a 3-   one grade below TN Check
dimensional figure.                                            for Understanding.

Page 144 of 180
Geometry & GRADE 8: CU0806.4.8 Build, draw, and work with 2- and 3-       Common Core Standard is
Measurement dimensional figures by means of orthogonal views,              one grade below TN Check
projective views, and/or nets.                                 for Understanding.
Geometry          Solve real-life and       G.7.4 Solve real-life and mathematical problems involving angle          Geometry & GRADE 6: GLE0606.4.3 Develop and use formulas to               Common Core Standard is
mathematical problems        measure, area, surface area, and volume. Know the formulas for          Measurement determine the circumference and area of circles, and the       one grade above TN Check
involving angle measure, area,   the area and circumference of a circle and use them to solve                        area of trapezoids, and develop strategies to find the area    for Understanding.
surface area, and volume      problems; give an informal derivation of the relationship between                   of composite shapes.
the circumference and area of a circle.

Geometry & GRADE 6: SPI0606.4.4 Calculate with circumferences and Common Core Standard is
Measurement areas of circles.                                      one grade above TN SPI.

Geometry & GRADE 6: CU0606.4.11 Relate the circumference of a             Common Core Standard is
Measurement circle with the perimeter of a polygonal figure.               one grade above TN Check
for Understanding.
Geometry & GRADE 6: CU0606.4.12 Derive the meaning of Pi using            Common Core Standard is
Measurement concrete models and/or appropriate technology.                 one grade above TN Check
for Understanding.
Geometry & GRADE 6: CU0606.4.13 Understand the relationships              Common Core Standard is
Measurement among the radius, diameter, circumference and area of a        one grade above TN Check
circle, and that the ratio of the circumference to the         for Understanding.
diameter is the same as the ratio of the area to the square
of the radius, and that this ratio is called Pi.
Geometry          Solve real-life and       G.7.5 Solve real-life and mathematical problems involving angle          Geometry & GRADE 8: GLE0806.4.2 Understand the relationships              *** Common Core Standard is
mathematical problems        measure, area, surface area, and volume. Use facts about                Measurement among the angles formed by parallel lines cut by               one grade below TN GLE.
involving angle measure, area,   supplementary, complementary, vertical, and adjacent angles in a                    transversals.
surface area, and volume      multi-step problem to write and solve simple equations for an
unknown angle in a figure.
Geometry & GRADE 8: CU0806.4.5 Analyze the congruent and                  Common Core Standard is
Measurement supplementary relationships of angles formed by parallel       one grade below TN Check
lines and transversals such as alternate interior, alternate   for Understanding.
exterior, corresponding, and adjacent.
Geometry & GRADE 8: SPI0806.4.3 Find measures of the angles               Common Core Standard is
Measurement formed by parallel lines cut by a transversal.                 one grade below TN SPI.

Geometry          Solve real-life and       G.7.6 Solve real-life and mathematical problems involving angle          Geometry & GRADE 6: GLE0606.4.4 Develop and use formulas for              *** Common Core Standard is
mathematical problems        measure, area, surface area, and volume. Solve real-world and           Measurement surface area and volume of 3-dimensional figures.              one grade above TN GLE.
involving angle measure, area,   mathematical problems involving area, volume and surface area of
surface area, and volume      two- and three-dimensional objects composed of triangles,
quadrilaterals, polygons, cubes, and right prisms.

Page 145 of 180
Geometry & GRADE 6: CU0606.4.16 Solve contextual problems                Common Core Standard is
Measurement involving area and circumference of circles, surface areas    one grade above TN Check
and volumes of prisms, pyramids, cones, and cylinders.        for Understanding.

Geometry & GRADE 6: CU0606.4.17 Use manipulatives to discover the        Common Core Standard is
Measurement volume of a pyramid is one-third the volume of the related    one grade above TN Check
prism the heights and base areas are equal.                   for Understanding.
Geometry & GRADE 6: CU0606.4.18 Use manipulatives to discover the        Common Core Standard is
Measurement volume of a cone is one-third the volume of the related       one grade above TN Check
cylinder the heights and base areas are equal.                for Understanding.
Geometry & GRADE 6: SPI0606.4.5 Determine the surface area and           Common Core Standard is
Measurement volume of prisms, pyramids and cylinders.                     one grade above TN SPI.

Geometry & GRADE 6: SPI0606.4.6 Given the volume of a                    Common Core Standard is
Measurement cone/pyramid, find the volume of the related cylinder/prism   one grade above TN SPI.
or vice versa.
Statistics &   Use random sampling to draw SP.7.1 Use random sampling to draw inferences about a                    Data,      GRADE 6: GLE0606.5.2 Interpret representations of data     *** Common Core Standard is
Probability    inferences about a population population. Understand that statistics can be used to gain         Probability, & from surveys and polls, and describe sample bias and how   one grade above TN GLE.
information about a population by examining a sample of the          Statistics   data representations can be misleading.
population; generalizations about a population from a sample are
valid only if the sample is representative of that population.
Understand that random sampling tends to produce representative
samples and support valid inferences.

Data,      GRADE 6: CU0606.5.10 Distinguish between a random and Common Core Standard is
Probability, & nonrandom sample.                                         one grade above TN Check
Statistics                                                             for Understanding.
Data,      GLE0706.5.3 Formulate questions and design studies to
Probability, & collect data about a characteristic shared by two
Statistics   populations, or different characteristics within one
population.
Data,      CU0706.5.3 Predict and compare the characteristics of two
Probability, & populations based on the analysis of sample data.
Statistics
Data,      CU0706.5.5 Evaluate the design of an experiment.
Probability, &
Statistics

Page 146 of 180
Statistics &   Use random sampling to draw SP.7.2 Use random sampling to draw inferences about a                          Data,      GRADE 6: GLE0606.5.2 Interpret representations of data   *** Common Core Standard is
Probability    inferences about a population population. Use data from a random sample to draw inferences             Probability, & from surveys and polls, and describe sample bias and how one grade above TN GLE.
about a population with an unknown characteristic of interest.             Statistics   data representations can be misleading.
Generate multiple samples (or simulated samples) of the same size
to gauge the variation in estimates or predictions. For example,
estimate the mean word length in a book by randomly sampling
words from the book; predict the winner of a school election based
on randomly sampled survey data. Gauge how far off the estimate
or prediction might be.

Data,        GRADE 6: CU0606.5.10 Distinguish between a random and Common Core Standard is
Probability, &   nonrandom sample.                                      one grade above TN Check
Statistics                                                            for Understanding.
Data,        GRADE 6: SPI0606.5.3 Determine whether or not a sample Common Core Standard is
Probability, &   is biased.                                             one grade above TN SPI.
Statistics
Statistics &    Draw informal comparative    SP.7.3 Draw informal comparative inferences about two                        Data,        GRADE 6: CU0606.5.12 Predict the characteristics of a       Common Core Standard is
Probability        inferences about two      populations. Informally assess the degree of visual overlap of two       Probability, &   population based on the analysis of sample data.            one grade above TN Check
populations          numerical data distributions with similar variabilities, measuring the     Statistics                                                                 for Understanding.
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 plot, the separation
between the two distributions of heights is noticeable.

Data,        GLE0706.5.1 Collect, organize, and analyze both single-
Probability, &   and two-variable data.
Statistics
Data,        GLE0706.5.2 Select, create, and use appropriate graphical
Probability, &   representations of data.
Statistics
Data,      GLE0706.5.3 Formulate questions and design studies to
Probability, & collect data about a characteristic shared by two
Statistics   populations, or different characteristics within one
population.
Data,      GLE0706.5.4 Use descriptive statistics to summarize and
Probability, & compare data.
Statistics

Page 147 of 180
Statistics &     Draw informal comparative      SP.7.4 Draw informal comparative inferences about two                      Data,      GLE0706.5.1 Collect, organize, and analyze both single-
Probability         inferences about two        populations. Use measures of center and measures of variability for    Probability, & and two-variable data.
populations            numerical data from random samples to draw informal comparative          Statistics
inferences about two populations. For example, decide whether the
words in a chapter of a seventh-grade science book are generally
longer than the words in a chapter of a fourth-grade science book.

Data,        GLE0706.5.2 Select, create, and use appropriate graphical
Probability, &   representations of data.
Statistics
Data,      GLE0706.5.3 Formulate questions and design studies to
Probability, & collect data about a characteristic shared by two
Statistics   populations, or different characteristics within one
population.
Data,      GLE0706.5.4 Use descriptive statistics to summarize and
Probability, & compare data.
Statistics
Statistics &    Investigate chance processes SP.7.5 Investigate chance processes and develop, use, and                     Data,      GLE0706.5.5 Understand and apply basic concepts of
Probability    and develop, use, and evaluate evaluate probability models. Understand that the probability of a        Probability, & probability.
probability models      chance event is a number between 0 and 1 that expresses the                Statistics
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.
Data,        GRADE 6: GLE0606.5.1 Understand the meaning of                *** Common Core Standard is
Probability, &   probability and how it is expressed.                          one grade above TN GLE.
Statistics
Data,        GRADE 6: CU0606.5.1 Understand that the probability of        Common Core Standard is
Probability, &   an event is a number between zero and one that expresses      one grade above TN Check
Statistics     the likelihood of its occurrence.                             for Understanding.
Data,        GRADE 6: CU0606.5.2 Identify the probability of an event      Common Core Standard is
Probability, &   as the ratio of the number of its actual occurrences to the   one grade above TN Check
Statistics     total number of its possible occurrences.                     for Understanding.

Statistics &    Investigate chance processes SP.7.6 Investigate chance processes and develop, use, and                     Data,      GRADE 6: GLE0606.5.2 Interpret representations of data   *** Common Core Standard is
Probability    and develop, use, and evaluate evaluate probability models. Approximate the probability of a            Probability, & from surveys and polls, and describe sample bias and how one grade above TN GLE.
probability models      chance event by collecting data on the chance process that                 Statistics   data representations can be misleading.
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.

Page 148 of 180
Data,        GRADE 6: CU0606.5.5 Analyze a situation that involves     Common Core Standard is
Probability, &   probability of an independent event.                      one grade above TN Check
Statistics                                                               for Understanding.
Data,      GRADE 6: CU0606.5.6 Estimate the probability of simple      Common Core Standard is
Probability, & and compound events through experimentation or              one grade above TN Check
Statistics   simulation.                                                 for Understanding.
Mathematical   GLE0706.1.4 Move flexibly between concrete and abstract
Processes     representations of mathematical ideas in order to solve
problems, model mathematical ideas, and communicate
solution strategies.
Statistics &    Investigate chance processes SP.7.7 Investigate chance processes and develop, use, and                       Data,      GRADE 6: SPI0606.5.1 Determine the theoretical              Common Core Standard is
Probability    and develop, use, and evaluate evaluate probability models. Develop a probability model and use it        Probability, & probability of simple and compound events in familiar       one grade above TN SPI.
probability models      to find probabilities of events. Compare probabilities from a model          Statistics   contexts.
to observed frequencies; if the agreement is not good, explain
possible sources of the discrepancy.

Mathematical GLE0706.1.4 Move flexibly between concrete and abstract
Processes representations of mathematical ideas in order to solve
problems, model mathematical ideas, and communicate
solution strategies.
Statistics &    Investigate chance processes SP.7.7.a Develop a uniform probability model by assigning equal             Mathematical GLE0706.1.3 Develop independent reasoning to
Probability    and develop, use, and evaluate probability to all outcomes, and use the model to determine                 Processes communicate mathematical ideas and derive algorithms
probability models      probabilities of events. For example, if a student is selected at                       and/or formulas.
random from a class, find the probability that Jane will be selected
and the probability that a girl will be selected.
Data,        CU0706.5.7 Use a tree diagram or organized list to
Probability, &   determine all possible outcomes of a simple probability
Statistics     experiment.
Statistics &    Investigate chance processes SP.7.7.b Develop a probability model (which may not be uniform)                 Data,        SPI0706.5.4 Use theoretical probability to make
Probability    and develop, use, and evaluate by observing frequencies in data generated from a chance process.          Probability, &   predictions.
probability models      For example, find the approximate probability that a spinning penny          Statistics
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?

Data,        GRADE 8: CU0806.5.1 Solve simple problems involving       Common Core Standard is
Probability, &   probability and relative frequency.                       one grade below TN Check
Statistics                                                               for Understanding.
Statistics &    Investigate chance processes SP.8 Investigate chance processes and develop, use, and evaluate                Data,        GRADE 8: GLE0806.5.1 Explore probabilities for            *** Common Core Standard is
Probability    and develop, use, and evaluate probability models. Find probabilities of compound events using            Probability, &   compound, independent and/or dependent events.            one grade below TN GLE.
probability models      organized lists, tables, tree diagrams, and simulation.                      Statistics

Page 149 of 180
Data,        GRADE 8: SPI0806.5.1 Calculate probabilities of events for Common Core Standard is
Probability, &   simple experiments with equally probable outcomes.         one grade below TN SPI.
Statistics
Statistics &    Investigate chance processes SP.7.8.a Understand that, just as with simple events, the probability          Data,        GLE0706.5.5 Understand and apply basic concepts of
Probability    and develop, use, and evaluate of a compound event is the fraction of outcomes in the sample             Probability, &   probability.
probability models      space for which the compound event occurs.                                  Statistics
Data,        GRADE 8: CU0806.5.3 Recognize common                           Common Core Standard is
Probability, &   misconceptions associated with dependent and                   one grade below TN Check
Statistics     independent events.                                            for Understanding.
Data,        GRADE 8: SPI0806.5.1 Calculate probabilities of events for     Common Core Standard is
Probability, &   simple experiments with equally probable outcomes.             one grade below TN SPI.
Statistics
Statistics &    Investigate chance processes SP.7.8.b Represent sample spaces for compound events using                     Data,        GRADE 6: CU0606.5.9 Determine the sample space for a           Common Core Standard is
Probability    and develop, use, and evaluate methods such as organized lists, tables and tree diagrams. For an         Probability, &   given situation.                                               one grade above TN Check
probability models      event described in everyday language (e.g., “rolling double sixes”),        Statistics                                                                    for Understanding.
identify the outcomes in the sample space which compose the
event.

Statistics &    Investigate chance processes SP.7.8.c Design and use a simulation to generate frequencies for               Data,      GRADE 8: CU0806.5.1 Solve simple problems involving              *** Common Core Standard is
Probability    and develop, use, and evaluate compound events. For example, use random digits as a simulation           Probability, & probability and relative frequency.                              one grade below TN GLE.
probability models      tool to approximate the answer to the question: If 40% of donors            Statistics
have type A blood, what is the probability that it will take at least 4
donors to find one with type A blood?
Data,        GRADE 8: CU0806.5.2 Compare probabilities of two or            Common Core Standard is
Probability, &   more events and recognize when certain events are equally      one grade below TN Check
Statistics     likely.                                                        for Understanding.
Data,        GRADE 8: SPI0806.5.2 Use a variety of methods to               Common Core Standard is
Probability, &   compute probabilities for compound events e.g.,                one grade below TN SPI.
Statistics     multiplication, organized lists, tree diagrams, area models.

Page 150 of 180
Introduction
Mathematic

Taught

Tested
s Common      Mathematics Common Core                                                                                   Correlation by Learning Expections with Aligned Checks
Mathematics Common Core Standard                    TN Standard
Core                Cluster                                                                                            for Understanding and State Performance Indicators
Domain

Number     Know that there are numbers     NS.8.1 Know that numbers that are not rational are called    Number &      GLE0806.2.1 Extend understanding of the real number
System     that are not rational, and      irrational. Understand informally that every number has a    Operations    system to include irrational numbers.
approximate them by rational    decimal expansion; for rational numbers show that the
numbers.                        decimal expansion repeats eventually, and convert a
decimal expansion which repeats eventually into a rational
number.
Number &      GRADE 6: CU0606.2.9 Recognize that the decimal form of
Operations    a rational number either terminates or repeats.
Number     Know that there are numbers     NS.8.2 Use rational approximations of irrational numbers     Number &      GLE0806.2.1 Extend understanding of the real number
System     that are not rational, and      to compare the size of irrational numbers, locate them       Operations    system to include irrational numbers.
approximate them by rational    approximately on a number line diagram, and estimate the
numbers.                        value of expressions (e.g., π^2). For example, by
truncating the decimal expansion of √2 (square root 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.
Number &      GRADE 7: CU0706.2.10 Recognize that when a whole
Operations    number is not a perfect square, then its square root is not
rational and cannot be written as the ratio of two integers.
Number &      GRADE 7: CU0706.2.11 Estimate square/cube roots and
Operations    use calculators to find approximations.
Number &      GRADE 7: SPI0706.2.4 Determine the approximate location
Operations    of square/cube roots on a number line.

Number &      SPI0806.2.1 Order and compare rational and irrational
Operations    numbers and locate on the number line.
Expressions Work with radicals and integer EE.8.1 Know and apply the properties of integer exponents      Number &      GRADE 7: GLE0706.2.3 Develop an understanding of and
& Equations exponents.                     to generate equivalent numerical expressions. For              Operations    apply proportionality.
example, 3^2 × 3^(–5) = 3^(–3) = 1/(3^3) = 1/27.

Number &      GLE0806.2.4 Understand and use the laws of exponents.
Operations
Number &      CU0806.2.1 Recognize and use exponential, scientific, and
Operations    calculator notation.
Number &      CU0806.2.6 Simplify expressions using the laws of
Operations    exponents.
Number &      GRADE 5: CU0506.2.10 Use exponential notation to
Operations    represent repeated multiplication of whole numbers.
Expressions Work with radicals and integer EE.8.2 Use square root and cube root symbols to                Number &      GRADE 7: GLE0706.2.5 Understand and work with squares,
& Equations exponents.                     represent solutions to equations of the form x^2 = p and       Operations    cubes, square roots and cube roots.
x^3 = 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.
Number &      GRADE 7: CU0706.2.9 Efficiently compare and order
Operations    rational numbers and roots of perfect squares/cubes;
determine their approximate locations on a number line.

Page 151 of 180
Number &     GRADE 7: CU0706.2.12 Recognize √mn =√m √n and √m^2
Operations   = m.
GRADE 7: SPI0706.2.3 Use rational numbers and roots of
perfect squares/cubes to solve contextual problems.

Number &     CU0806.2.2 Square numbers and simplify square roots.
Operations
Expressions Work with radicals and integer EE.8.3 Use numbers expressed in the form of a single              Number &     SP```