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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 addition. 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 addition. 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 addition. 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. categories; ask and answer questions about the 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 addition. 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 addition. 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 operations to add 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 addends. 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 grade change) 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 is one grade 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. reasoning about 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. addition 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 understand one grade concepts of area below TN and relate area to Check for multiplication and to Understanding. addition 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 understand one grade concepts of area below TN and relate area to Check for multiplication and to Understanding. addition 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. addition 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. addition Geometry & GRADE 4: CU0406.4.10 Connect area measure to multiplication using Common Core Measurement a rectangular area model. Standard is one grade 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. addition 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 addition 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 one grade 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 one grade 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 additive comparison. 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 does your answer lie? 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 Domain grade change) 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, candidate C received nearly three votes.” 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 & SPI0806.2.3 Use scientific notation to compute products & Equations exponents. digit times an integer power of 10 to estimate very large or Operations and quotients. very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 10^8 and the population of the world as 7 × 10^9, and determine that the world population is more than 20 times larger. Expressions Work with radicals and integer EE.8.4. Perform operations with numbers expressed in Number & GLE0806.2.2 Solve problems involving exponents and & Equations exponents. scientific notation, including problems where both decimal Operations scientific notation using technology appropriately. and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. Number & CU0806.2.7 Add, subtract, multiply, and divide numbers Operations expressed scientific notation. Number & SPI0806.2.4 Solve real-world problems requiring scientific Operations notation. Number & GRADE 7: GLE0706.2.7 Understand and use scientific Operations notation. Number & GRADE 7: CU0706.2.13 Use the meaning of negative Operations exponents to represent small numbers; translate between scientific and standard notation. Number & GRADE 7: CU0706.2.14 Express numbers in scientific Operations notation and recognize its importance in representing the magnitude of a number. Expressions Understand the connections EE.8.5 Graph proportional relationships, interpreting the Mathematical GLE0806.1.6 Read and interpret the language of & Equations between proportional unit rate as the slope of the graph. Compare two different Processes mathematics and use written/oral communication to express relationships, lines, and linear proportional relationships represented in different ways. For mathematical ideas precisely. equations. example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. Geometry and GRADE 7: GLE0706.4.2 Apply proportionality to converting Measurement among different units of measurements to solve problems involving rates such as motion at a constant speed. Algebra GRADE 7: GLE0706.3.6 Conceptualize the meanings of slope using various interpretations, representations, and contexts. Page 152 of 180 Mathematical GRADE 7: CU0706.1.4 Recognize quantities that are Processes inversely proportional such as the relationship between the lengths of the base and the side of a rectanGLEwith fixed area. Mathematical GRADE 7: SPI0706.1.3 Recognize whether information Processes given in a table, graph, or formula suggests a directly proportional, linear, inversely proportional, or other nonlinear relationship. Expressions Understand the connections EE.8.6 Use similar triangles to explain why the slope m is Algebra GRADE 7: CU0706.3.12 Use linear equations to solve & Equations between proportional the same between any two distinct points on a non-vertical problems and interpret the meaning of slope, m, and the y- relationships, lines, and linear line in the coordinate plane; derive the equation y =mx for a intercept, b, in fx= mx + b in terms of the context. equations. line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. Algebra GRADE 7: CU0706.3.13 Given a graph that exhibits the intersection of a line and the y-axis, write a linear function in slope-intercept form: y = mx + b. Geometry and GRADE 7: CU0706.4.2 Use similar triangles and Measurement proportionality to find the lengths of unknown line segments in a triangle. Algebra GRADE 7: SPI0706.3.4 Interpret the slope of a line as a unit rate given the graph of a proportional relationship. Expressions Analyze and solve linear EE.8.7 Solve linear equations in one variable. Algebra GLE0806.3.2 Represent, analyze, and solve problems & Equations equations and pairs of involving linear equations and inequalities in one and two simultaneous linear equations. variables. Algebra GRADE 6: GLE0606.3.1 Write and solve two-step equations and inequalities. Expressions Give examples of linear EE.8.7.a Show which of these possibilities is the case by Algebra GLE0806.3.2 Represent, analyze, and solve problems & Equations equations in one variable with successively transforming the given equation into simpler involving linear equations and inequalities in one and two one solution, infinitely many forms, until an equivalent equation of the form x = a, a = a, variables. solutions, or no solutions. or a = b results (where a and b are different numbers). Algebra GRADE 6: GLE0606.3.1 Write and solve two-step equations and inequalities. Algebra GRADE 6: SPI0606.3.2 Use order of operations and parentheses to simplify expressions and solve problems. Algebra GRADE 6: SPI0606.3.6 Solve two-step linear equations using number sense, properties, and inverse operations. Expressions Give examples of linear EE.8.7.b Solve linear equations with rational number Algebra GRADE 6: GLE0606.3.1 Write and solve two-step equations & Equations equations in one variable with coefficients, including equations whose solutions require and inequalities. one solution, infinitely many expanding expressions using the distributive property and solutions, or no solutions. collecting like terms. Algebra GRADE 6: GLE0606.3.3 Extend order of operations to include grouping symbols and exponents. Algebra GRADE 6: CU0606.3.5 Use the commutative, associative and distributive properties to show that two expressions are equivalent. Page 153 of 180 Algebra GRADE 6: SPI0606.3.2 Use order of operations and parentheses to simplify expressions and solve problems. Algebra GRADE 6: SPI0606.3.6 Solve two-step linear equations using number sense, properties, and inverse operations. Algebra GRADE 7: SPI0706.3.6 Solve linear equations with rational coefficients symbolically or graphically. Algebra CU0806.3.1 Perform basic operations on algebraic expressions including grouping, order of operations, exponents, square/cube roots, simplifying and expanding. Expressions Analyze and solve linear EE.8.8 Analyze and solve pairs of simultaneous linear Algebra GLE0806.3.3 Solve systems of linear equations in two & Equations equations and pairs of equations. variables. simultaneous linear equations. Algebra CU0806.3.3 Solve systems of linear equations in two variables and relate the systems to pairs of lines that intersect, are parallel, or are the same line. Expressions Analyze and solve linear EE.8.8.a Understand that solutions to a system of two Algebra CU0806.3.2 Represent algebraic relationships with & Equations equations and pairs of linear equations in two variables correspond to points of equations and inequalities. simultaneous linear equations. intersection of their graphs, because points of intersection satisfy both equations simultaneously. Algebra CU0806.3.3 Solve systems of linear equations in two variables and relate the systems to pairs of lines that intersect, are parallel, or are the same line. Algebra SPI0806.3.2 Solve the linear equation fx = gx. Algebra SPI0806.3.6 Analyze the graph of a linear function to find solutions and intercepts. Expressions Analyze and solve linear EE.8.8.b Solve systems of two linear equations in two Algebra GLE0806.3.3 Solve systems of linear equations in two & Equations equations and pairs of variables algebraically, and estimate solutions by graphing variables. simultaneous linear equations. the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. Algebra SPI0806.3.1 Find solutions to systems of two linear equations in two variables. Algebra CU0806.3.13 Represent situations and solve real-world problems using symbolic algebra. Functions Define, evaluate, and compare F.8.1 Understand that a function is a rule that assigns to Algebra GLE0806.3.3 Solve systems of linear equations in two functions. each input exactly one output. The graph of a function is variables. the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade ) Algebra GRADE 7: GLE0706.3.2 Understand and compare various representations of relations and functions. Algebra GRADE 7: GLE0706.3.3 Understand the concept of function as a rule that assigns to a given input one and only one number the output. Algebra GRADE 7: GLE0706.3.4 Use function notation where fx represents the output that the function f assigns to the input x. Algebra GRADE 7: SPI0706.3.2 Determine whether a relation represented in various ways is a function. Page 154 of 180 Functions Define, evaluate, and compare F.8.2 Compare properties of two functions each Algebra GLE0806.3.4 Translate among verbal, tabular, graphical functions. represented in a different way (algebraically, graphically, and algebraic representations of linear functions. numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. Algebra SPI0806.3.4 Translate between various representations of a linear function. Algebra GRADE 7: CU0706.3.3 Identify a function from a written description, table, graph, rule, set of ordered pairs, and/or mapping. Algebra GRADE 7: 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 GRADE 7: CU0706.3.5 Plot points to represent tables of linear function values. Functions Define, evaluate, and compare F.8.3 Interpret the equation y = mx + b as defining a linear Algebra GLE0806.3.4 Translate among verbal, tabular, graphical functions. function, whose graph is a straight line; give examples of and algebraic representations of linear functions. functions that are not linear. For example, the function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. Algebra SPI0806.3.4 Translate between various representations of a linear function. Algebra GRADE 7: CU0706.3.9 Identify a function exhibiting a constant rate of change as a linear function and identify the slope as a unit rate. Functions Use functions to model F.8.4 Construct a function to model a linear relationship Algebra GLE0806.3.5 Use slope to analyze situations and solve relationships between between two quantities. Determine the rate of change and problems. quantities. initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. Algebra CU0806.3.6 Identify x- and y-intercepts and slope of linear equations from an equation, graph or table. Algebra SPI0806.3.5 Determine the slope of a line from an equation, two given points, a table or a graph. Algebra GRADE 7: GLE0706.3.7 Use mathematical models involving linear equations to analyze real-world phenomena. Algebra GRADE 7: 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. Page 155 of 180 Functions Use functions to model F.8.5 Describe qualitatively the functional relationship Algebra GLE0806.3.5 Use slope to analyze situations and solve relationships between between two quantities by analyzing a graph (e.g., where problems. quantities. the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. Algebra SPI0806.3.5 Determine the slope of a line from an equation, two given points, a table or a graph. Algebra GRADE 7: SPI0706.3.3 Given a table of inputs x and outputs fx, identify the function rule and continue the pattern. Algebra GRADE 7: SPI0706.3.7 Translate between verbal and symbolic representations of real-world phenomena involving linear equations. Geometry Understand congruence and G.8.1 Verify experimentally the properties of rotations, Geometry and GLE0806.4.5 Use visualization to describe or identify similarity using physical reflections, and translations: Measurement intersections, cross-sections, and various views of models, transparencies, or -- a. Lines are taken to lines, and line segments to line geometric figures. geometry software. segments of the same length. -- b. Angles are taken to angles of the same measure. -- c. Parallel lines are taken to parallel lines. Geometry Understand congruence and G.8.2 Understand congruence and similarity using physical Geometry and GRADE 4: GLE0406.4.4 Understand the representation of similarity using physical models, transparencies, or geometry software. Understand Measurement location and movement within the first quadrant of a models, transparencies, or that a two-dimensional figure is congruent to another if the coordinate system. geometry software. second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. Geometry and GRADE 4: CU0406.4.16 Examine transformations in the Measurement coordinate plane. Geometry and GRADE 4: CU0406.4.17 Predict the results of a Measurement transformation of a geometric shape. Geometry and GRADE 4: SPI0406.4.10 Identify images resulting from Measurement reflections, translations, or rotations. Geometry and GRADE 6: GLE0606.4.2 Use the concepts of translation, Measurement rotation, reflection, and symmetry to understand congruence in the plane. Geometry and CU0806.4.8 Build, draw, and work with 2- and 3-dimensional Measurement figures by means of orthogonal views, projective views, and/or nets. Page 156 of 180 Geometry and GRADE 4: CU0406.4.18 Determine whether a geometric Measurement shape has line and/or rotational symmetry. Geometry Understand congruence and G.8.3 Describe the effect of dilations, translations, Geometry and GRADE 4: GLE0406.4.4 Understand the representation of similarity using physical rotations and reflections on two-dimensional figures using Measurement location and movement within the first quadrant of a models, transparencies, or coordinates. coordinate system. geometry software. Geometry and GRADE 4: CU0406.4.16 Examine transformations in the Measurement coordinate plane. Geometry and GRADE 4: CU0406.4.17 Predict the results of a Measurement transformation of a geometric shape. Geometry and GRADE 4: CU0406.4.18 Determine whether a geometric Measurement shape has line and/or rotational symmetry. Geometry and GRADE 4: SPI0406.4.10 Identify images resulting from Measurement reflections, translations, or rotations. Geometry and GRADE 6: GLE0606.4.2 Use the concepts of translation, Measurement rotation, reflection, and symmetry to understand congruence in the plane. Geometry and GRADE 6: CU0606.4.7 Work with transformations in a plane Measurement and explore their meanings through drawings and manipulatives. Geometry and GRADE 6: CU0606.4.9 Analyze the differences between Measurement congruence and similarity. Geometry and GRADE 6: CU0606.4.10 Describe the effect of a Measurement transformation on a 2-dimensional figure and the resulting symmetry. Geometry Understand congruence and G.8.4 Understand that a two-dimensional figure is similar Geometry and GRADE 4: GLE0406.4.4 Understand the representation of similarity using physical to another if the second can be obtained from the first by a Measurement location and movement within the first quadrant of a models, transparencies, or sequence of rotations, reflections, translations, and coordinate system. geometry software. dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. Geometry and GRADE 4: CU0406.4.16 Examine transformations in the Measurement coordinate plane. Geometry and GRADE 4: CU0406.4.17 Predict the results of a Measurement transformation of a geometric shape. Geometry and GRADE 4: CU0406.4.18 Determine whether a geometric Measurement shape has line and/or rotational symmetry. Page 157 of 180 Geometry and GRADE 4: SPI0406.4.10 Identify images resulting from Measurement reflections, translations, or rotations. Geometry and GRADE 6: GLE0606.4.2 Use the concepts of translation, Measurement rotation, reflection, and symmetry to understand congruence in the plane. Geometry and GRADE 6: CU0606.4.7 Work with transformations in a plane Measurement and explore their meanings through drawings and manipulatives. Geometry and GRADE 6: CU0606.4.9 Analyze the differences between Measurement congruence and similarity. Geometry and GRADE 6: CU0606.4.10 Describe the effect of a Measurement transformation on a 2-dimensional figure and the resulting symmetry. Geometry Understand congruence and G.8.5 Use informal arguments to establish facts about the Geometry and GRADE 6: CU0606.4.1 Investigate the sum of the angles in similarity using physical angle sum and exterior angle of triangles, about the angles Measurement a trianGLEand a quadrilateral using various methods. models, transparencies, or created when parallel lines are cut by a transversal, and geometry software. the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the three angles appear to form a line, and give an argument in terms of transversals why this is so. Geometry and GRADE 6: CU0606.4.6 Use the properties of interior and Measurement exterior angles of polygons to solve problems. Geometry Understand and apply the G.8.6 Explain a proof of the Pythagorean Theorem and its Geometry and GLE0806.4.1 Derive the Pythagorean theorem and Pythagorean Theorem. converse. Measurement understand its applications. Geometry and CU0806.4.1 Model the Pythagorean Theorem. Measurement Geometry and CU0806.4.2 Use the converse of the Pythagorean Theorem Measurement to determine if a trianGLEis a right triangle. Geometry Understand and apply the G.8.7 Apply the Pythagorean Theorem to determine Geometry and CU0806.4.2 Use the converse of the Pythagorean Theorem Pythagorean Theorem. unknown side lengths in right triangles in real-world and Measurement to determine if a trianGLEis a right triangle. mathematical problems in two and three dimensions. Geometry and SPI0806.4.1 Use the Pythagorean Theorem to solve Measurement contextual problems. Page 158 of 180 Geometry Understand and apply the G.8.8 Apply the Pythagorean Theorem to find the distance Geometry and SPI0806.4.2 Apply the Pythagorean theorem to find Pythagorean Theorem. between two points in a coordinate system. Measurement distances between points in the coordinate plane to measure lengths and analyze polygons and polyhedra. Geometry Solve real-world and G.8.9 Know the formulas for the volume of cones, Geometry and GRADE 6: GLE0606.4.4 Develop and use formulas for mathematical problems cylinders, and spheres and use them to solve real-world Measurement surface area and volume of 3-dimensional figures. involving volume of cylinders, and mathematical problems. cones and spheres. Geometry and GRADE 6: CU0606.4.16 Solve contextual problems Measurement involving area and circumference of circles, surface areas and volumes of prisms, pyramids, cones, and cylinders. Geometry and GRADE 6: CU0606.4.17 Use manipulatives to discover the Measurement volume of a pyramid is one-third the volume of the related prism the heights and base areas are equal. Geometry and GRADE 6: CU0606.4.18 Use manipulatives to discover the Measurement volume of a cone is one-third the volume of the related cylinder the heights and base areas are equal. Geometry and GRADE 6: SPI0606.4.5 Determine the surface area and Measurement volume of prisms, pyramids and cylinders. Geometry and GRADE 6: SPI0606.4.6 Given the volume of a Measurement cone/pyramid, find the volume of the related cylinder/prism or vice versa. Statistics & Investigate patterns of SP.8.1 Construct and interpret scatter plots for bivariate Data GLE0806.5.2 Select, create, and use appropriate graphical Probability association in bivariate data. measurement data to investigate patterns of association Analysis, representations of data including scatterplots with lines of between two quantities. Describe patterns such as Statistics, & best fit to make and test conjectures. clustering, outliers, positive or negative association, linear Probability association, and nonlinear association. Data CU0806.5.4 Explain the benefits and the limitations of Analysis, various representations i.e., bar graphs, line graphs, circle Statistics, & graphs, histograms, stem-and-leaf plots, box plots, Probability scatterplots of data. Data SPI0806.5.3 Generalize the relationship between two sets of Analysis, data using scatterplots and lines of best fit. Statistics, & Probability Statistics & Investigate patterns of SP.8.2 Know that straight lines are widely used to model Data CU0806.5.4 Explain the benefits and the limitations of Probability association in bivariate data. relationships between two quantitative variables. For Analysis, various representations i.e., bar graphs, line graphs, circle scatter plots that suggest a linear association, informally fit Statistics, & graphs, histograms, stem-and-leaf plots, box plots, a straight line, and informally assess the model fit by Probability scatterplots of data. judging the closeness of the data points to the line. Data CU0806.5.7 Estimate lines of best fit to make and test Analysis, conjectures. Statistics, & Probability Page 159 of 180 Statistics & Investigate patterns of SP.8.3 Use the equation of a linear model to solve Data GLE0806.5.2 Select, create, and use appropriate graphical Probability association in bivariate data. problems in the context of bivariate measurement data, Analysis, representations of data including scatterplots with lines of interpreting the slope and intercept. For example, in a Statistics, & best fit to make and test conjectures. linear model for a biology experiment, interpret a slope of Probability 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height. Data CU0806.5.4 Explain the benefits and the limitations of Analysis, various representations i.e., bar graphs, line graphs, circle Statistics, & graphs, histograms, stem-and-leaf plots, box plots, Probability scatterplots of data. Data SPI0806.5.3 Generalize the relationship between two sets of Analysis, data using scatterplots and lines of best fit. Statistics, & Statistics & Investigate patterns of SP.8.4 Understand that patterns of association can also Probability Data CU0806.5.5 Create and interpret box-and-whisker plots and Probability association in bivariate data. be seen in bivariate categorical data by displaying Analysis, scatterplots. frequencies and relative frequencies in a two-way table. Statistics, & Construct and interpret a two-way table summarizing data Probability on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores? Data SPI0806.5.3 Generalize the relationship between two sets of Analysis, data using scatterplots and lines of best fit. Statistics, & Probability Page 160 of 180 Page 161 of 180 Page 162 of 180 Page 163 of 180 Page 164 of 180 Page 165 of 180 Page 166 of 180 Page 167 of 180 Page 168 of 180 Page 169 of 180 Page 170 of 180 Page 171 of 180 Page 172 of 180 Page 173 of 180 Page 174 of 180 Page 175 of 180 Page 176 of 180 Page 177 of 180 Page 178 of 180 Page 179 of 180 Page 180 of 180

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