Elementary Overview Summary of Major Revisions Across K 5

Transcription

1 Elementary Overview Summary of Major Revisions Across K 5 Overall Most revisions in K-5 are the result of clarifying the intention of the standards. Some standards that shared similar concepts and expectations were combined. Kindergarten s regarding perceptual and conceptual subitizing were clarified. First Grade Two problem types were removed (compare-bigger unknown, compare-smaller unknown). Revised counting to 150 instead of 120 and read and write numerals to 100 instead of 120 Coin identification was added. Removed the word quarter from partitioning. Second Grade Two problem types were added (compare-bigger unknown, compare-smaller unknown). Removed line plot. Removed partitioning into rows and columns. Third Grade Two-step word problems are limited to addition, subtraction, and multiplication. Measurement is limited to customary units. Finding the area of rectilinear figures has been moved to Grade 4. Data involving fractional values on a line plot has been removed and the focus is on only categorical data. Fourth Grade Finding factors of a number is now limited to 50 instead of 100. The range of numbers for place value is 100,000 and addition and subtraction is 10,000. Measurement is limited to only metric units. Data standard involving fractional values on a line plot has been removed and the focus is on working with categorical and numerical data. Fifth Grade Dividing decimals is expected to only be done with models (decimal grids) and repeated subtraction. Exponents to denote powers of 10 moved to sixth. Data involving fractional values on a line plot has been removed and the focus is data that changes over time, categorical, and numerical data. Finding the volume of combined rectangular prisms is limited to prisms with one-digit dimensions.

2 Kindergarten s for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Know number names and the count sequence. Counting and Cardinality K.CC.1 Count to 100 by ones and by tens. NC.K.CC.1 Count forward beginning from a given number within the K.CC.2 known sequence (instead of having to begin at 1). Write numbers from 0 to 20. Represent a number of objects K.CC.3 with a written numeral 0-20 (with 0 representing a count of no objects). Count to tell the number of objects. Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only K.CC.4 one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is First Draft Know number names and the counting sequence. Know number names and recognize patterns in the counting sequence by: Counting to 100 by ones. Counting to 100 by tens. Count forward beginning from a given number within the known NC.K.CC.2 sequence, instead of having to begin at 1. NC.K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20, with 0 representing a count of no objects. Count to tell the number of objects. NC.K.CC.4 Understand the relationship between numbers and quantities. Connect counting to cardinality. Apply cardinality by stating the number of objects in a group, of up to 5 objects, without counting the objects (perceptual subitizing). NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

3 K.CC.5 the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 20, count out that many objects. Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another K.CC.6 group, e.g., by using matching and counting strategies. 1 (Note: Include groups with up to ten objects.) Compare two numbers between 1 and 10 presented as written K.CC.7 numerals. Count to answer How many? in the following situations: 20 objects arranged in a line, a rectangular array, and a NC.K.CC.5 circle. 10 objects in a scattered configuration. Given a number from 1 20, count out that many objects. Compare numbers. NC.K.CC.6 NC.K.CC.7 Identify whether the number of objects, within 10, in one group is greater than, less than, or equal to the number of objects in another group, by using matching and counting strategies. Compare two numbers, within 10, presented as written numerals. NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

4 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. K.OA.1 K.OA.2 K.OA.3 K.OA.4 K.OA.5 Represent addition and subtraction with objects, fingers, mental images, drawings 1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Note: Drawings need not show details, but should show the mathematics in the problem - this applies wherever drawings are mentioned in the s.) Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = and 5 = 4 + 1). For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. NEW STANDARD Fluently add and subtract within 5. Operations and Algebraic Thinking Understand addition and subtraction. NC.K.OA.1 NC.K.OA.2 NC.K.OA.3 NC.K.OA.4 NC.K.OA.6 First Draft Represent addition and subtraction, within 10, with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, OR equations. Solve addition and subtraction word problems, within 10, using objects or drawings to represent the problem, when solving: Add to/take from-result Unknown Put Together/ Take Apart (Result Unknown and Two Addends Unknown) Decompose numbers less than or equal to 10 into pairs in more than one way using objects or drawings, and record each decomposition by a drawing OR equation. For any number from 0 to 10, find the number that makes 10 when added to the given number using objects or drawings, and record the answer with a drawing OR equation. Recognize and combine groups with totals up to 5 (conceptual subitizing). NC.K.OA.5 Demonstrate fluency with addition and subtraction within 5. NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

5 Work with numbers to gain foundations for place value. K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = ); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Number and Operations in Base Ten First Draft Build foundation for place value. Compose and decompose numbers from 11 to 19 into ten ones and some further ones by: Using objects or drawings Recording each composition or decomposition by a drawing NC.K.NBT.1 OR equation Understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

6 Describe and compare measureable attributes. Describe measurable attributes of objects, such as length or K.MD.1 weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has more of / less of the K.MD.2 attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Classify objects and count the number of objects in each category. Classify objects into given categories; count the numbers of K.MD.3 objects in each category and sort the categories by count. (Note: Limit category counts to be less than or equal to 10.) Measurement and Data First Draft Describe and compare measureable attributes. NC.K.MD.1 NC.K.MD.2 Describe measurable attributes of objects; and describe several different measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has more of / less of the attribute, and describe the difference. Classify objects and count the number of objects in each category. NC.K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

7 Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). K.G.1 K.G.2 K.G.3 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, flat ) or three-dimensional ( solid ). Analyze, compare, create, and compose shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to K.G.4 describe their similarities, differences, parts (e.g., number of sides and vertices/ corners ) and other attributes (e.g., having sides of equal length). Model shapes in the world by building shapes from K.G.5 components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, K.G.6 Can you join these two triangles with full sides touching to make a rectangle? Geometry Identify and describe shapes. First Draft Describe objects in the environment using names of shapes, and NC.K.G.1 describe the relative positions of these objects using positional terms. Correctly name squares, circles, triangles, rectangles, hexagons, NC.K.G.2 cubes, cones, cylinders, and spheres regardless of their orientations or overall size. Identify squares, circles, triangles, rectangles, hexagons, cubes, NC.K.G.3 cones, cylinders, and spheres as two-dimensional or threedimensional. Analyze, compare, create, and compose shapes. NC.K.G.4 NC.K.G.5 NC.K.G.6 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, attributes and other properties. Model shapes in the world by building shapes from components and drawing shapes. Compose larger shapes from simple shapes. NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

8 1 st Grade s for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Represent and solve problems involving addition and subtraction. 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Note: See Glossary, Table 1). Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using 1.OA.2 objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.3 Apply properties of operations as strategies to add and subtract. 2 Examples: If = 11 is known, then = 11 is also known. (Commutative property of addition.) To add , the second two numbers can be added to make a ten, so = = 12. (Associative property of addition.) Operations and Algebraic Thinking First Draft Represent and solve problems. Represent and solve addition and subtraction word problems, within 20, with unknowns in all positions, by using objects, drawings, and equations with a symbol for the unknown number to NC.1.OA.1 represent the problem, when solving: Add to/take from-change Unknown Put together/take Apart-Addend Unknown Compare-Difference Unknown Represent and solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, by using NC.1.OA.2 objects, drawings, and equations with a symbol for the unknown number. Understand and apply the properties of operations. NC.1.OA.3 Apply the commutative and associative properties as strategies for solving addition problems within 20. NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

9 1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. Add and subtract within 20. NC.1.OA.4 Solve an unknown-addend problem by using addition strategies and/or changing it to a subtraction problem, within 20. Add and subtract within 20. Add and subtract within 20. Relate counting to addition and subtraction (e.g., by counting 1.OA.5 STANDARD REMOVED on 2 to add 2). NEW STANDARD NC.1.OA.7 Demonstrate fluency with addition and subtraction within 10. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as Add and subtract, within 20, using strategies such as: counting on; making ten (e.g., = = = Counting on 14); decomposing a number leading to a ten (e.g., 13 4 = 13 Making ten 1.OA = 10 1 = 9); using the relationship between addition NC.1.OA.6 Decomposing a number leading to a ten and subtraction (e.g., knowing that = 12, one knows 12 Using the relationship between addition and subtraction 8 = 4); and creating equivalent but easier or known sums Creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). Work with addition and subtraction equations. Analyze addition and subtraction equations within OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, = 2 + 5, = NC.1.OA.7 1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = _ 3, = _. NC.1.OA.8 Apply understanding of the equal sign to determine if equations involving addition and subtraction are correct. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

10 Extend the counting sequence. Count to 120, starting at any number less than 120. In this 1.NBT.1 range, read and write numerals and represent a number of objects with a written numeral. Part of 1.NBT.1 Understand place value. 1.NBT.2 1.NBT.3 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones called a ten. b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Use place value understanding and properties of operations to add and subtract. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, 1.NBT.4 and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 1.NBT.5 1.NBT.6 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range from multiples of 10 in the range (positive or zero differences), using Number and Operations in Base Ten First Draft Extend and recognize patterns in the counting sequence. NC.1.NBT.1 Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a NC.1.NBT.7 written numeral, to 100. Understand place value. NC.1.NBT.2 NC.1.NBT.3 Understand that the two digits of a two-digit number represent amounts of tens and ones. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Demonstrate that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens, with 0 ones. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Use place value understanding and properties of operations. NC.1.NBT.4 NC.1.NBT.5 NC.1.NBT.6 Add, within 100, using concrete models or drawings and strategies based on place value, and properties of operations in the following situations: A two-digit number and a one-digit number. A two-digit number and a multiple of 10. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range from multiples of 10 in the range 10-90, explaining the reasoning, using: NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

11 concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

12 Measure lengths indirectly and by iterating length units. Order three objects by length; compare the lengths of two 1.MD.1 objects indirectly by using a third object. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an 1.MD.2 object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Tell and write time. 1.MD.3 Represent and interpret data. 1.MD.4 Tell and write time in hours and half-hours using analog and digital clocks. NEW STANDARD Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Measurement and Data First Draft Measure lengths. Order three objects by length; compare the lengths of two objects NC.1.MD.1 indirectly by using a third object. NC.1.MD.2 Measure lengths with non-standard units. Express the length of an object as a whole number of non-standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Build understanding of time and money. Tell and write time in hours and half-hours using analog and NC.1.MD.3 digital clocks. Identify quarters, dimes, and nickels, and relate their values to NC.1.MD.5 pennies. Represent and interpret data. Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. NC.1.MD.4 Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

13 Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). 1.G.1 1.G.2 1.G.3 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Note: Students do not need to learn formal names such as right rectangular prism. ) Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Geometry Reason with shapes and their attributes. NC.1.G.1 NC.1.G.2 NC.1.G.3 First Draft Distinguish between defining and non-defining attributes; build and draw shapes with defining attributes. Create composite shapes by: Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, right rectangular prisms, right circular cones, and right circular cylinders naming the components of the new shape. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of Describe the whole as two of, or four of the shares Explain that decomposing into more equal shares creates smaller shares. NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

14 2 nd Grade s for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Operations and Algebraic Thinking First Draft Represent and solve problems involving addition and subtraction. Represent and solve problems. Represent and solve addition and subtraction word problems, within 100, with unknowns in all positions, by using 2.OA.1 representations and equations with a symbol for the unknown Use addition and subtraction within 100 to solve one- and number to represent the problem, when solving: two-step word problems involving situations of adding to, One-Step problems: taking from, putting together, taking apart, and comparing, NC.2.OA.1 Add to/take from-start Unknown with unknowns in all positions, e.g., by using drawings and Compare-Bigger Unknown equations with a symbol for the unknown number to represent Compare-Smaller Unknown the problem. (See Glossary, Table 1.) Two-Step problems involving single digits Add to/take from- Change Unknown Add to/take From- Result Unknown Add and subtract within 20. Add and subtract within OA.2 Fluently add and subtract within 20 using mental strategies. Demonstrate fluency with addition and subtraction, within 20, NC.2.OA.2 (Note: See standard 1.0A.6 for a list of mental using mental strategies. NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

15 strategies). By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. 2.OA.3 2.OA.4 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. Work with equal groups. Determine whether a group of objects, within 20, has an odd or even number of members by: Pairing objects or counting them by 2s. NC.2.OA.3 Determining whether objects can be placed into two equal groups. Writing an equation to express an even number as a sum of two equal addends. NC.2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

16 Understand place value. 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens called a hundred. b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, Number and Operations in Base Ten First Draft Understand place value. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Unitize by making a hundred from a collection of ten tens. NC.2.NBT.1 Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones. Compose and decompose numbers using various groupings of hundreds, tens, and ones. eight, or nine hundreds (and 0 tens and 0 ones). 2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s. NC.2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s. 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, Read and write numbers, within 1000, using base-ten numerals, NC.2.NBT.3 number names, and expanded form. number names, and expanded form. Compare two three-digit numbers based on meanings of the Compare two three-digit numbers based on meanings of the 2.NBT.4 hundreds, tens, and ones digits, using >, =, and < symbols to NC.2.NBT.4 hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. record the results of comparisons. Use place value understanding and properties of operations to add and subtract. 2.NBT.5 2.NBT.6 2.NBT.7 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place value understanding and properties of operations. NC.2.NBT.5 NC.2.NBT.6 NC.2.NBT.7 Demonstrate fluency with addition and subtraction, within 100, by: Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy to efficiently compute numbers. Add up to three two-digit numbers using strategies based on place value and properties of operations. Add and subtract, within 1000, using: Concrete models or drawings Strategies based on place value Properties of operations Relationship between addition and subtraction Relate the strategy to a written method. NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

17 2.NBT.8 2.NBT.9 Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number Explain why addition and subtraction strategies work, using place value and the properties of operations. (Note: Explanations may be supported by drawings or objects.) NC.2.NBT.8 Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number STANDARD REMOVED NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

18 Measure and estimate lengths in standard units. Measure the length of an object by selecting and using 2.MD.1 appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object twice, using length units of 2.MD.2 different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. Estimate lengths using units of inches, feet, centimeters, and 2.MD.3 meters. Measure to determine how much longer one object is than 2.MD.4 another, expressing the length difference in terms of a standard length unit. Relate addition and subtraction to length. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, 2.MD.5 e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the 2.MD.6 numbers 0, 1, 2,..., and represent whole-number sums and differences within 100 on a number line diagram. Work with time and money. Tell and write time from analog and digital clocks to the 2.MD.7 nearest five minutes, using a.m. and p.m. 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Represent and interpret data. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated 2.MD.9 measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. Measurement and Data First Draft Measure and estimate lengths. Measure the length of an object in standard units by selecting and NC.2.MD.1 using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object twice, using length units of NC.2.MD.2 different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. Estimate lengths using standard units of inches, feet, yards, NC.2.MD.3 centimeters, and meters. NC.2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Relate addition and subtraction to length. NC.2.MD.5 NC.2.MD.6 Use addition and subtraction, within 100, to solve word problems involving lengths that are given in the same units, using equations with a symbol for the unknown number to represent the problem. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points and represent whole-number sums and differences, within 100, on a number line diagram. Build understanding of time and money. Tell and write time from analog and digital clocks to the nearest NC.2.MD.7 five minutes, using a.m. and p.m. Solve word problems involving: Quarters, dimes, nickels, and pennies within 99, using NC.2.MD.8 symbols appropriately. Whole dollar amounts, using the $ symbol appropriately. Represent and interpret data. STANDARD REMOVED NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

19 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (Note: See Glossary, Table 1.) NC.2.MD.10 Organize, represent, and interpret data with up to four categories. Draw a picture graph and a bar graph with a single-unit scale to represent a data set. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

20 Reason with shapes and their attributes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. 2.G.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (Note: Sizes are compared directly or visually, not compared by measuring.) Partition a rectangle into rows and columns of same-size 2.G.2 squares and count to find the total number of them. 2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Geometry First Draft Reason with shapes and their attributes. NC.2.G.1 NC.2.G.3 Recognize and draw triangles, quadrilaterals, pentagons, and hexagons, having specified attributes; recognize and describe attributes of rectangular prisms and cubes. STANDARD REMOVED Partition circles and rectangles into two, three, or four equal shares. Describe the shares using the words halves, thirds, half of, a third of, fourths, fourth of Describe the whole as two halves, three thirds, four fourths. Explain that equal shares of identical wholes need not have the same shape. NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

21 3 rd Grade s for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Represent and solve problems involving multiplication and division. Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For 3.OA.1 example, describe a context in which a total number of objects can be expressed as 5 7. Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number 3.OA.2 of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations Operations and Algebraic Thinking First Draft Represent and solve problems involving multiplication and division. NC.3.OA.1 NC.3.OA.2 Use strategies to solve multiplication problems using factors up to and including 10. Illustrate and explain strategies including arrays, decomposing a factor, and the commutative property. Use strategies, such as arrays and repeated subtraction, to solve division problems with a one-digit divisor and a one-digit quotient, to find the number of groups or the number in each group. Understand properties of multiplication and the relationship between multiplication and division. Represent and solve problems relating three whole numbers involving multiplication and division. NC.3.OA.3 Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

22 with a symbol for the unknown number to represent the problem. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, 3.OA.4 determine the unknown number that makes the equation true in each of the equations 8? = 48, 5 = _ 3, 6 6 =? Understand properties of multiplication and the relationship between multiplication and division. 3.OA.5 3.OA.6 Apply properties of operations as strategies to multiply and divide. 2 Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = = 56. (Distributive property.) Understand division as an unknown-factor problem. For example, find 32 8 by finding the number that makes 32 when multiplied by 8. and/or equations with a symbol for the unknown number to represent the problem. Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. COMBINED WITH 3.OA.3 Understand the properties of multiplication. NC.3.OA.5 Use strategies to solve multiplication problems using factors up to and including 10. Illustrate and explain strategies including arrays, decomposing a factor, and the commutative property. COMBINED WITH 3.OA.5 Multiply and divide within 100. Multiply and divide within OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Solve problems involving the four operations, and identify and explain patterns in arithmetic. NC.3.OA.7 Solve two-step problems. Demonstrate fluency with multiplication and division. Demonstrate fluency with the multiplication of two whole numbers up to and including 10. Know from memory all products with factors up to and including 10. Demonstrate fluency with the division of a whole number where the divisor and quotient are both less than or equal to 10. Illustrate and explain using the relationship between multiplication and division. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

23 3.OA.8 3.OA.9 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. NC.3.OA.8 Explore patterns of numbers NC.3.OA.9 Solve two-step word problems using addition, subtraction, and multiplication. Identify and explain patterns of multiplication on a hundreds board and/or multiplication table. NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

24 Use place value understanding and properties of operations to perform multi-digit arithmetic. (Note: A range of algorithms may be used.) Use place value understanding to round whole numbers to the 3.NBT.1 nearest 10 or NBT.2 3.NBT.3 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Multiply one-digit whole numbers by multiples of 10 in the range (e.g., 9 80, 5 60) using strategies based on place value and properties of operations. Number and Operations in Base Ten Use place value to add and subtract. First Draft STANDARD INCORPORATED INTO 3.NBT.2 Add and subtract up to and including 1,000. Use estimation strategies to assess reasonableness of answers. Model and explain how the relationship between addition and NC.3.NBT.2 subtraction can be applied to solve addition and subtraction problems. Use expanded form to add and subtract whole numbers less than or equal to 1,000. Generalize place value understanding for multi-digit numbers. NC.3.NBT.3 Use models to find the product of a one-digit whole number by a multiple of 10 in the range NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

25 Develop understanding of fractions as numbers. Understand a fraction 1/b as the quantity formed by 1 part 3.NF.1 when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Understand a fraction as a number on the number line; represent fractions on a number line diagram. a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each 3.NF.2 part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. 3.NF.3 Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Number and Operations Fractions First Draft Understand fractions as numbers. Understand fractions with denominators of 2, 3, 4, 6, and 8 as NC.3.NF.1 quantities formed when a whole is partitioned into equal parts; understand that the unit fraction is one of those parts. NC.3.NF.2 NC.3.NF.3 3.NF.? Explain that a fraction with a numerator greater than one can be composed by repeatedly adding the unit fraction. Represent fractions with denominators or 2, 3, 4, 6, and 8 with area models and on a number line. Represent equivalent fractions with area and length models by composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and sixths. Compare two fractions with the same numerator or the same denominator by reasoning about their size and using area and length models. Recognize that comparisons are valid only when the two fractions refer to the same whole with denominators: halves, fourths and eighths; thirds and sixths. NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

26 Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 3.MD.1 3.MD.2 Represent and interpret data. 3.MD.3 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). 1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Note: Excludes multiplicative comparison problems- problems involving notions of times as much ; see Glossary, Table 2.) Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step how many more and how many less problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by 3.MD.4 making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters. Geometric measurement: understand concepts of area and relate area to multiplication and to addition. 3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called a unit square, is said to have one square unit of area, and can be used to measure area. Measurement and Data Solve problems involving measurement. NC.3.MD.1 NC.3.MD.2 NC.3.MD.3 First Draft Tell and write time to the nearest minute. Solve word problems involving addition and subtraction of time intervals within the same hour. Solve problems involving customary measurement. Estimate and measure lengths in customary units to the quarter-inch and half-inch, and feet and yards to the whole unit. Estimate and measure capacity and weight in customary units to a whole number: cups, pints, quarts, gallons, ounces, and pounds. Add, subtract, multiply, or divide to solve one-step word problems involving whole number measurements of length, weight, and capacity in the same customary units. Use scaled picture and bar graphs to: Collect data by asking a question that yields data in up to four categories. Make a representation of data and interpret data in a frequency table, scaled picture graph, and/or scaled bar graph with axes provided. Solve one- and two-step how many more and how many less problems using information from these graphs. STANDARD INCORPORATED WITH 3.MD.2; LINE PLOT MOVED TO 4 TH GRADE. Understand the concept of area. NC.3.MD.5 Find the area of a rectangle with whole-number side lengths by tiling the shape and counting unit squares. NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY

27 3.MD.6 3.MD.7 3.MD.8 b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. Measure areas by counting unit squares (square cm, square m, square in., square ft, and improvised units). Relate area to the operations of multiplication and addition. a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a b and a c. Use area models to represent the distributive property in mathematical reasoning. d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the nonoverlapping parts, applying this technique to solve real world problems. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. NC.3.MD.7 COMBINED WITH 3.MD.5 Relate area to the operations of multiplication and addition. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. Multiply side lengths to find areas of rectangles with wholenumber side lengths in the context of solving problems, and represent whole-number products as rectangular areas in mathematical reasoning. Use tiles and/or arrays to illustrate and explain that the area of a rectangle can be found by partitioning it into two smaller rectangles, and that the area of the large rectangle is the sum of the two smaller rectangles. Understand the concept of perimeter. NC.3.MD.8 Solve problems involving perimeters of polygons, including finding the perimeter given the side lengths, and finding an unknown side length. NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST DRAFT-JANUARY