# 10 07 07 grade 2 CCSS crosswalk

Document Sample

```					Strand Standard Standard                        Grade Matched Matched Standard                 Strand

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
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
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).
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
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
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,
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)
#        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
the CCSS
not

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

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
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
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

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

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
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

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
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

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
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

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
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

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

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
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

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