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Strand Standard Standard Grade Matched Matched Standard Strand # Grade OA 1 CC.2.OA.1 Represent and 2 K-4 NM.K-4.A.2 K-4 Benchmark A solve problems involving A.2: Represent and analyze addition and subtraction. Use mathematical situations and addition and subtraction within structures using algebraic 100 to solve one- and two-step symbols. word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. OA 1 CC.2.OA.1 Represent and 2 4 NM.4.A.2.1 Identify symbols A solve problems involving and letters that represent the addition and subtraction. Use concept of a variable as an addition and subtraction within unknown quantity. 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. OA 1 CC.2.OA.1 Represent and 2 1 NM.1.A.3.2 Describe situations A solve problems involving that involve addition and addition and subtraction. Use subtraction of whole numbers addition and subtraction within including objects, pictures, and 100 to solve one- and two-step symbols (e.g., Robert has four word problems involving apples, Maria has five more). situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. OA 2 CC.2.OA.2 Add and subtract 2 K-4 NM.K-4.N.3 K-4 Benchmark N within 20. Fluently add and N.3: Compute fluently and subtract within 20 using make reasonable estimates. mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. OA 3 CC.2.OA.3 Work with equal 2 2 NM.2.N.1.1 Understand the N groups of objects to gain relationship between numbers, foundations for multiplication. quantities, and place value in Determine whether a group of whole numbers up to 1,000 objects (up to 20) has an odd and develop flexible ways of or even number of members, thinking about numbers: e.g., by pairing objects or -- a. use multiple models to counting them by 2s; write an explore place value and the equation to express an even base-ten number system, number as a sum of two equal -- b. represent whole addends. numbers and use them in flexible ways including decomposing and recombining numbers and see their relationships (e.g., 3 is one less than 4, one more than 2, two less than 5), -- c. identify whether a set of objects has an odd or even number of elements, -- d. compare and order numbers using a variety of terms (e.g., tens, less than, odd numbers), -- e. apply strategies for computation utilizing an understanding of place value (e.g., 48 + 25 would be 40 + 20 is 60, 8 + 5 is 13, 60 + 13 is 73) OA 4 CC.2.OA.4 Work with equal 2 2 NM.2.N.2.4 Identify and N groups of objects to gain describe situations that require foundations for multiplication. multiplication and division and Use addition to find the total develop strategies to solve number of objects arranged in problems for repeated joining rectangular arrays with up to 5 of groups and partitioning into rows and up to 5 columns; equal subgroups or shares write an equation to express (e.g., repeated addition and the total as a sum of equal subtraction, counting by addends. multiples, equal sharing). NBT 1 CC.2.NBT.1 Understand place 2 2 NM.2.N.1.1 Understand the N value. Understand that the relationship between numbers, three digits of a three-digit quantities, and place value in number represent amounts of whole numbers up to 1,000 hundreds, tens, and ones; and develop flexible ways of e.g., 706 equals 7 hundreds, 0 thinking about numbers: tens, and 6 ones. Understand -- a. use multiple models to the following as special cases: explore place value and the -- a. 100 can be thought of base-ten number system, as a bundle of ten tens — -- b. represent whole called a “hundred.” numbers and use them in -- b. The numbers 100, 200, flexible ways including 300, 400, 500, 600, 700, 800, decomposing and recombining 900 refer to one, two, three, numbers and see their four, five, six, seven, eight, or relationships (e.g., 3 is one nine hundreds (and 0 tens and less than 4, one more than 2, 0 ones). two less than 5), -- c. identify whether a set of objects has an odd or even number of elements, -- d. compare and order numbers using a variety of terms (e.g., tens, less than, odd numbers), -- e. apply strategies for computation utilizing an understanding of place value (e.g., 48 + 25 would be 40 + 20 is 60, 8 + 5 is 13, 60 + 13 is 73) NBT 1 CC.2.NBT.1 Understand place 2 2 NM.2.N.1.2 Apply counting N value. Understand that the skills and number sense three digits of a three-digit through meaningful activities: number represent amounts of -- a. count and recognize hundreds, tens, and ones; "how many" in sets of objects e.g., 706 equals 7 hundreds, 0 up to 1,000, tens, and 6 ones. Understand -- b. count forward and the following as special cases: backward from given numbers -- a. 100 can be thought of to 1,000, as a bundle of ten tens — -- c. connect number words called a “hundred.” and numerals to the quantities -- b. The numbers 100, 200, they represent using physical 300, 400, 500, 600, 700, 800, models and other 900 refer to one, two, three, representations (e.g., 23 can four, five, six, seven, eight, or be twenty-three 1s, one 10 and nine hundreds (and 0 tens and thirteen 1s, or two 10s and 0 ones). three 1s), -- d. model how many parts make a whole using equal fractional parts (e.g., 1⁄2, 1⁄3, 1⁄4, and 1/6 as equal parts of a whole) NBT 2 CC.2.NBT.2 Understand place 2 1 NM.1.N.1.1 Demonstrate an N value. Count within 1000; skip- understanding of the place- count by 5s, 10s, and 100s. value structure of the base-ten number system: -- a. read, write, model, and sequence whole numbers up to 100 (including filling in missing numbers in a sequence), -- b. count with understanding and recognize "how many" in sets of objects up to 50, -- c. count orally by 2s to 20 and by 5s and 10s to 100, -- d. count orally backward from 100, -- e. compare and order numbers up to 100, -- f. decompose and recombine numbers using manipulatives (e.g., by breaking numbers apart and recombining) to create and construct equivalent representations for the same number (e.g., 10 = 3 + 7 or 1 + 2 + 7 or 3 + 2 + 5), -- g. group objects by 10s and 1s to explore place value (e.g., 24 equals two tens and four ones), -- h. use ordinal numbers NBT 3 CC.2.NBT.3 Understand place 2 2 (e.g., what position?) and NM.2.N.1.2 Apply counting N value. Read and write skills and number sense numbers to 1000 using base- through meaningful activities: ten numerals, number names, -- a. count and recognize and expanded form. "how many" in sets of objects up to 1,000, -- b. count forward and backward from given numbers to 1,000, -- c. connect number words and numerals to the quantities they represent using physical models and other representations (e.g., 23 can be twenty-three 1s, one 10 and thirteen 1s, or two 10s and three 1s), -- d. model how many parts make a whole using equal fractional parts (e.g., 1⁄2, 1⁄3, 1⁄4, and 1/6 as equal parts of a whole) NBT 4 CC.2.NBT.4 Understand place 2 2 NM.2.N.1.2 Apply counting N value. Compare two three-digit skills and number sense numbers based on meanings through meaningful activities: of the hundreds, tens, and -- a. count and recognize ones digits, using >, =, and < "how many" in sets of objects symbols to record the results up to 1,000, of comparisons. -- b. count forward and backward from given numbers to 1,000, -- c. connect number words and numerals to the quantities they represent using physical models and other representations (e.g., 23 can be twenty-three 1s, one 10 and thirteen 1s, or two 10s and three 1s), -- d. model how many parts make a whole using equal fractional parts (e.g., 1⁄2, 1⁄3, 1⁄4, and 1/6 as equal parts of a whole) NBT 5 CC.2.NBT.5 Use place value 2 2 NM.2.N.1.1 Understand the N understanding and properties relationship between numbers, of operations to add and quantities, and place value in subtract. Fluently add and whole numbers up to 1,000 subtract within 100 using and develop flexible ways of strategies based on place thinking about numbers: value, properties of -- a. use multiple models to operations, and/or the explore place value and the relationship between addition base-ten number system, and subtraction. -- b. represent whole numbers and use them in flexible ways including decomposing and recombining numbers and see their relationships (e.g., 3 is one less than 4, one more than 2, two less than 5), -- c. identify whether a set of objects has an odd or even number of elements, -- d. compare and order numbers using a variety of terms (e.g., tens, less than, odd numbers), -- e. apply strategies for computation utilizing an understanding of place value (e.g., 48 + 25 would be 40 + 20 is 60, 8 + 5 is 13, 60 + 13 is 73) NBT 6 CC.2.NBT.6 Use place value 2 2 NM.2.N.1.1 Understand the N understanding and properties relationship between numbers, of operations to add and quantities, and place value in subtract. Add up to four two- whole numbers up to 1,000 digit numbers using strategies and develop flexible ways of based on place value and thinking about numbers: properties of operations. -- a. use multiple models to explore place value and the base-ten number system, -- b. represent whole numbers and use them in flexible ways including decomposing and recombining numbers and see their relationships (e.g., 3 is one less than 4, one more than 2, two less than 5), -- c. identify whether a set of objects has an odd or even number of elements, -- d. compare and order numbers using a variety of terms (e.g., tens, less than, odd numbers), -- e. apply strategies for computation utilizing an understanding of place value (e.g., 48 + 25 would be 40 + 20 is 60, 8 + 5 is 13, 60 + 13 is 73) NBT 7 CC.2.NBT.7 Use place value 2 2 NM.2.N.1.2 Apply counting N understanding and properties skills and number sense of operations to add and through meaningful activities: subtract. Add and subtract -- a. count and recognize within 1000, using concrete "how many" in sets of objects models or drawings and up to 1,000, strategies based on place -- b. count forward and value, properties of backward from given numbers operations, and/or the to 1,000, relationship between addition -- c. connect number words and subtraction; relate the and numerals to the quantities strategy to a written method. they represent using physical Understand that in adding or models and other subtracting three-digit representations (e.g., 23 can numbers, one adds or be twenty-three 1s, one 10 and subtracts hundreds and thirteen 1s, or two 10s and hundreds, tens and tens, ones three 1s), and ones; and sometimes it is -- d. model how many parts necessary to compose or make a whole using equal decompose tens or hundreds. fractional parts (e.g., 1⁄2, 1⁄3, 1⁄4, and 1/6 as equal parts of a whole) NBT 8 CC.2.NBT.8 Use place value 2 2 NM.2.N.1.1 Understand the N understanding and properties relationship between numbers, of operations to add and quantities, and place value in subtract. Mentally add 10 or whole numbers up to 1,000 100 to a given number 100- and develop flexible ways of 900, and mentally subtract 10 thinking about numbers: or 100 from a given number -- a. use multiple models to 100-900. explore place value and the base-ten number system, -- b. represent whole numbers and use them in flexible ways including decomposing and recombining numbers and see their relationships (e.g., 3 is one less than 4, one more than 2, two less than 5), -- c. identify whether a set of objects has an odd or even number of elements, -- d. compare and order numbers using a variety of terms (e.g., tens, less than, odd numbers), -- e. apply strategies for computation utilizing an understanding of place value (e.g., 48 + 25 would be 40 + 20 is 60, 8 + 5 is 13, 60 + 13 is 73) NBT 9 CC.2.NBT.9 Use place value 2 2 NM.2.N.1.1 Understand the N understanding and properties relationship between numbers, of operations to add and quantities, and place value in subtract. Explain why addition whole numbers up to 1,000 and subtraction strategies and develop flexible ways of work, using place value and thinking about numbers: the properties of operations. -- a. use multiple models to (Explanations may be explore place value and the supported by drawings or base-ten number system, objects.) -- b. represent whole numbers and use them in flexible ways including decomposing and recombining numbers and see their relationships (e.g., 3 is one less than 4, one more than 2, two less than 5), -- c. identify whether a set of objects has an odd or even number of elements, -- d. compare and order numbers using a variety of terms (e.g., tens, less than, odd numbers), -- e. apply strategies for computation utilizing an understanding of place value (e.g., 48 + 25 would be 40 + 20 is 60, 8 + 5 is 13, 60 + 13 is 73) MD 1 CC.2.MD.1 Measure and 2 2 NM.2.M.1.6 Select and use M estimate lengths in standard appropriate measurement units. Measure the length of tools (e.g., ruler, yardstick, an object by selecting and meter stick) using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. MD 2 CC.2.MD.2 Measure and 2 2 NM.2.M.1.3 Measure and M estimate lengths in standard compare common objects units. Measure the length of using standard and non- an object twice, using length standard units of length. units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. MD 3 CC.2.MD.3 Measure and 2 2 NM.2.M.2.3 Estimate M estimate lengths in standard measurements and develop units. Estimate lengths using precision in measuring objects. units of inches, feet, centimeters, and meters. MD 4 CC.2.MD.4 Measure and 2 2 NM.2.M.1.2 Use direct M estimate lengths in standard comparison to compare and units. Measure to determine order objects according to how much longer one object is length, mass, and area. than another, expressing the length difference in terms of a standard length unit. MD 4 CC.2.MD.4 Measure and 2 2 NM.2.M.1.3 Measure and M estimate lengths in standard compare common objects units. Measure to determine using standard and non- how much longer one object is standard units of length. than another, expressing the length difference in terms of a standard length unit. MD 5 CC.2.MD.5 Relate addition 2 2 NM.2.A.3.1 Model situations of A and subtraction to length. Use addition and subtraction of addition and subtraction within whole numbers using objects, 100 to solve word problems pictures, and symbols. involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. MD 5 CC.2.MD.5 Relate addition 2 3 NM.3.N.3.4 Demonstrate N and subtraction to length. Use reasonable estimation addition and subtraction within strategies for measurement, 100 to solve word problems computation, and problem involving lengths that are solving. given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. MD 6 CC.2.MD.6 Relate addition 2 2 NM.2.N.1.1 Understand the N and subtraction to length. relationship between numbers, Represent whole numbers as quantities, and place value in lengths from 0 on a number whole numbers up to 1,000 line diagram with equally and develop flexible ways of spaced points corresponding thinking about numbers: to the numbers 0, 1, 2, … , -- a. use multiple models to and represent whole-number explore place value and the sums and differences within base-ten number system, 100 on a number line diagram. -- b. represent whole numbers and use them in flexible ways including decomposing and recombining numbers and see their relationships (e.g., 3 is one less than 4, one more than 2, two less than 5), -- c. identify whether a set of objects has an odd or even number of elements, -- d. compare and order numbers using a variety of terms (e.g., tens, less than, odd numbers), -- e. apply strategies for computation utilizing an understanding of place value (e.g., 48 + 25 would be 40 + 20 is 60, 8 + 5 is 13, 60 + 13 is 73) MD 7 CC.2.MD.7 Work with time 2 2 NM.2.M.1.7 Tell time to the M and money. Tell and write time nearest quarter hour. from analog and digital clocks to the nearest five minutes, using a.m. and p.m. MD 8 CC.2.MD.8 Work with time 2 2 NM.2.M.1.4 Find and M and money. Solve word represent the value of a problems involving dollar bills, collection of coins and dollars quarters, dimes, nickels, and up to $5.00, using appropriate pennies, using $ (dollars) and notation. ¢ (cents) symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? MD 9 CC.2.MD.9 Represent and 2 3 NM.3.D.1.2 Represent data D interpret data. Generate using tables and graphs (e.g., measurement data by line plots, bar graphs, and line measuring lengths of several graphs). objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole- number units. MD 10 CC.2.MD.10 Represent and 2 3 NM.3.D.1.2 Represent data D interpret data. Draw a picture using tables and graphs (e.g., graph and a bar graph (with line plots, bar graphs, and line single-unit scale) to represent graphs). a data set with up to four categories. Solve simple put- together, take-apart, and compare problems using information presented in a bar graph. MD 10 CC.2.MD.10 Represent and 2 3 NM.3.D.3.1 Analyze data D interpret data. Draw a picture displayed in a variety of graph and a bar graph (with formats to make reasonable single-unit scale) to represent inferences and predictions, a data set with up to four answer questions, and make categories. Solve simple put- decisions. together, take-apart, and compare problems using information presented in a bar graph. G 1 CC.2.G.1 Reason with shapes 2 2 NM.2.G.1.1 Identify and G and their attributes. Recognize describe the attributes of and draw shapes having common figures in a plane and specified attributes, such as a common objects in space: given number of angles or a -- a. sort, describe, and given number of equal faces. analyze plane and solid Identify triangles, geometric shapes (e.g., circle, quadrilaterals, pentagons, triangle, square, rectangle, hexagons, and cubes. (Sizes sphere, pyramid, cube, are compared directly or rectangular prism) based on visually, not compared by various attributes (e.g., faces, measuring.) edges, and corners), -- b. put shapes together and take them apart to form other shapes (e.g., two congruent right triangles can be arranged to form a rectangle), -- c. explore lines of symmetry in two-dimensional shapes G 2 CC.2.G.2 Reason with shapes 2 3 NM.3.G.4.4 Use geometric G and their attributes. Partition a models to solve problems in rectangle into rows and other areas of mathematics columns of same-size squares (e.g., using arrays as models and count to find the total of multiplication or area). number of them. G 2 CC.2.G.2 Reason with shapes 2 3 NM.3.M.2.1 Find the area of M and their attributes. Partition a rectangles using appropriate rectangle into rows and tools (e.g., grid paper, tiles). columns of same-size squares and count to find the total number of them. G 3 CC.2.G.3 Reason with shapes 2 2 NM.2.N.1.2 Apply counting N and their attributes. Partition skills and number sense circles and rectangles into through meaningful activities: two, three, or four equal -- a. count and recognize shares, describe the shares "how many" in sets of objects using the words halves, thirds, up to 1,000, half of, a third of, etc., and -- b. count forward and describe the whole as two backward from given numbers halves, three thirds, four to 1,000, fourths. Recognize that equal -- c. connect number words shares of identical wholes and numerals to the quantities need not have the same they represent using physical shape. models and other representations (e.g., 23 can be twenty-three 1s, one 10 and thirteen 1s, or two 10s and three 1s), -- d. model how many parts make a whole using equal fractional parts (e.g., 1⁄2, 1⁄3, 1⁄4, and 1/6 as equal parts of a whole) Standard Grade Degree of Notes # Differenc Match e 2 2 to -2 1 = Weak none of the standards align ith the idea of match, using a symbolto represent and unknown in major an equation i.e. algebraic thinking at second aspects of grade the CCSS not addressed 2.1 -2 none of the standards align ith the idea of using a symbolto represent and unknown in an equation i.e. algebraic thinking at second grade 3.2 1 none of the standards align ith the idea of using a symbolto represent and unknown in an equation i.e. algebraic thinking at second grade 3 2 to -2 The NM one is a benchmark, not a performance standard and is not specific. 1.1 0 NM standard mentions odd and even, but not as a foundation for multiplication. 2.4 0 1 = Weak NMSS is not as specific. Ronda match, major aspects of the CCSS not addressed 1.1 0 2 = Good NM standards includes flexible/number sense match, with ideas (decomposing rcombining) as well as minor even/odd and has more components and aspects of rigor the CCSS CC very procedural not addressed 1.2 0 NM standards includes flexible/number sense ideas (decomposing rcombining) as well as even/odd and has more components and rigor CC very procedural 1.1 1 2 = Good CCS to 1000 for second grade only list skills match, with 5, 10 etc without connecting to notation or minor meaningful counting again procedural without aspects of number sensecjk the CCSS not addressed 1.2 0 2 = Good NM standards show more flexible ways match, with ofcounting and they don't include expanded minor notation in this 2nd grade standard. aspects of terminology is different (numeral number the CCSS names CCS) (NM numerals quantities words) not addressed 1.2 0 1 = Weak the focus of CCS is comparing place value of match, three digit numbers using notation CJK major aspects of the CCSS not addressed 1.1 0 2 = Good the NM standard again focuses on number match, with sense based on place value (decomposing minor and recombining and relationships between aspects of operations) a more formal study of properties the CCSS of operations begins in 3rd grade in NM CJK not addressed 1.1 0 1 = Weak one component of the NM is focused on match, computation but CCS is specific about 4 two major digit numbers using strategies based on place aspects of value and properties of operations.(eg the CCSS number strings and turn around=commutative not or any order for adding)CJK addressed 1.2 0 1 = Weak CCS focuses on computation for addition and match, subtraction within 1000 using models, place major value and decomposing etc. The prior CC aspects of standard aid compute up to 100 this one is the CCSS about using models/representations to not understand. Our NM standard is focused on addressed number sense and counting up to 1000 perhaps more developmentally appropriate CJK 1.1 0 1 = Weak CCS mental computation based on 10, and match, 100s major aspects of the CCSS not addressed 1.1 0 1 = Weak use place value understanding to apply match, computation strategies in NM but lacks the major properties which are often used in the aspects of addition and subtraction but not explicit. CJK the CCSS not addressed 1.6 0 3= Excellent match between the two documents 1.3 0 3= Excellent match between the two documents 2.3 0 2 = Good not specific to units being used/ match, with minor aspects of Need to add specific units in NM standards. the CCSS (Mia Toya 7/6/10) not addressed 1.2 0 difference in terms of standard length units are not here/ The second NM standard is not specific find the difference but it does indicate to measure and compare common objects which to could mean find the difference. (Mia Toya 7/6/10) 1.3 0 difference in terms of standard length units are not here/ The second NM standard is not specific find the difference but it does indicate to measure and compare common objects which to could mean find the difference. (Mia Toya 7/6/10) 3.1 0 1 = Weak not specific to length/ Not specific to any unit match, but it does address solving problems for major measurement. (Mia Toya 7/6/10) aspects of the CCSS not addressed 3.4 -1 not specific to length/ Not specific to any unit but it does address solving problems for measurement. (Mia Toya 7/6/10) 1.1 0 1 = Weak models and representations are used to match, represent quantities in NM standards but not major the explicit use of number lines for addition aspects of and subtraction which is a powerful model.cjk the CCSS not addressed 1.7 0 1 = Weak quarter hours not five minutes. Third grade match, then goes to the nearest minute so I chose major this one aspects of the CCSS not addressed 1.4 0 3= Excellent match between the two documents 1.2 -1 1 = Weak does not address length but is the first time match, line plots are addressed in the NM standards major aspects of the CCSS not addressed 1.2 -1 3= Excellent match between the two documents 3.1 -1 1.1 0 3= NMSS is much more involved than the CCSS. Excellent Ronda Harmon match between the two documents 4.4 -1 3= Excellent match if grade level is changed Excellent (Debbie Scruggs/Mia Toya 7/6/10) match between the two documents 2.1 -1 Excellent match if grade level is changed (Debbie Scruggs/Mia Toya 7/6/10) 1.2 0 1 = Weak Only part d. refers to the CC for fractions, but match, the NM standard does not go to the depth of major the CC standard. (Mia Toya/Debbie Scruggs aspects of 7/6/10) the CCSS not addressed

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