10 07 07 grade 2 CCSS crosswalk

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10 07 07 grade 2 CCSS crosswalk Powered By Docstoc
					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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