# SOUTH CAROLINA CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) for MATHEMATICS

Size: px
Start display at page:

Transcription

1 SOUTH CAROLINA CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) for MATHEMATICS

2 SOUTH CAROLINA CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) for MATHEMATICS Grade K

3 SERIES YABISÍ (SANTILLANA USA) KINDER CCSS Teacher s Guide Student Edition Student Workbook Counting and Cardinality K.CC Know number names and the count sequence. 1. Count to 100 by ones and by tens , 38-40, 42-43, 46-49, 51, 5355, 62-70, 72-73, 75-76, 78-79, 83-84, 92-94, 98-99, 102, 115, 119, , 136, , , 22-24, 30-32, 35, , 46-51, 53, 56-57, 59-60, 62-63, 67-69, 76, 78, 82, 84, 86, , 120, , , 22, 24-25, 30, 32, 37, 53, 55-56, 62, 76, 95, , , (Note: Count to 30) (Note: Count to 30) (Note: Count to 30) 2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 55, 60-61, 70-71, 77, 92, 98, , 103, 107, , 44-45, 55, 61, 77, , 60, 76, 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) , 38-39, 42-43, 46-50, 51, 53, 61-62, 64-54, 68, 70, 72, 75-78, 80, 83, 85, 92, 94 98, 100, 105, 108, , , , 22-23, 26-27, 29-30, 32-34, 35, , 48-49, 52, 54-56, 59-62, 64, 67, 76, 78, 82, 84, 86, 89, 92, 132, , , , 22-23, 25, 27, 31,33-35, 44-45, 47, 59, 52-53, 55, 57, 60-63, 68, 70-73, 75, 77, 81, 83, 85, 88-89, 91, 105, , , 140, 142, 144, Count to tell the number of objects. 4. 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 one number name and each number name with one and only 32-35, 38-40, 42-43, 46-51, 55, 62, 64, 69-73, 76-80, 82-83, 94, 98, 100, 106, 109, 124, , , , 22-23, 26-27, 30-35, 39, 46, 48, 53, 55-56, 60-64, 66-67, 78, 82-84, 90, , 131, , 22, 24-25, 27, 30, 33, 53, 55, 84, 90,

4 SERIES YABISÍ (SANTILLANA USA) KINDER CCSS Teacher s Guide Student Edition Student Workbook one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is 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. 5. Count to answer how many? questions about as many as 20 thing 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 , 68, 72, 7-80, 82-83, 88-90, 92, 94, 100, 106, 109, 128-, , 160, , 52, 56, 61-64, 66-67, 72-74, 76, 78, 84, 90112, , 144, , 64-65, 68, 70-71, 73, 84, , Compare numbers. 6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects In another group, e.g., by using matching and counting strategies. 7. Compare two numbers between 1 and 10 presented as written numerals , 90-91, 113, , , , 88, , 72, ,

5 SERIES YABISÍ (SANTILLANA USA) KINDER CCSS Teacher s Guide Student Edition Student Workbook Operations and Algebraic Thinking K.OA Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. 1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations , 53, 78, 80-81, 99, 110, 113, , 135, , , , 37, 94, 97, , 119, , , 92-93, , 142, 145, Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem , 108, , 120, , 135, 145, , , 119, 129, , Decompose numbers less than or equal to 10 into pairs in one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 +3 and 5 = 4 + 1). 4. 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. 156, ,

6 SERIES YABISÍ (SANTILLANA USA) KINDER 5. Fluently add and subtract within , 122, , , 145 4

7 SERIES YABISÍ (SANTILLANA USA) KINDER CCSS Teacher s Guide Student Edition Student Workbook Number and Operations in Base Ten K.NBT Work with numbers to gain foundations for place value. 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 (e.g., 18 = ); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. 78, 99, 101, 124, 157, , 141, Measurement and Data K.MD Describe and compare measurable attributes. 1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. 36, 74, 96, 104, 129, , , , , , 37, 58, 80, 88, 113, , 130, , 78-79, 86-87, , 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. For example, directly compare the heights of two children and describe one child as 36, 74, 96, 104, , 58, 80, 88, , 58-58, 78, 86-87,

8 SERIES YABISÍ (SANTILLANA USA) KINDER CCSS Teacher s Guide Student Edition Student Workbook taller/shorter. Classify objects and count the number of objects in each category. 3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count , 34-35, 38-40, 42-44, 46, 48-52, 62-64, 67, 73-74, 82-83, 88-90, 95, 103, , , 126, 134, , 12-15, 18-19, 22-24, 26-27, 30, 32-36, 47, 49, 51, 66-67, 72-74, 91, 95-96, 118, , 10-15, 18, 22, 32, 63, 70-71, 79, 82 Geometry K.G Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres.) 1. 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. 44, 53, 56-59, 66-67, 86-87, , , 37, 40-43, 50-51, 70-71, 100, , 36-37, 40-43, 50-51, 66-67, 82, Correctly name shapes regardless of their orientation or overall size. 3. Identify shapes as two- dimensional (lying in a plane, flat ) or three- dimensional ( solid ). 27, 57, 71, 87, 117, , , 41, 71, 101, , , 38, 48, 68-69, 8498, 100, 110, , 155, 159, , Analyze, compare, create, and compose shapes. 6

9 SERIES YABISÍ (SANTILLANA USA) KINDER CCSS Teacher s Guide Student Edition Student Workbook 4. Analyze and compare two- and three- dimensional shapes, in different sizes, and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/ corners ) and other attributes (e.g., having sides of equal length). 27, 37, 57, 87, 97, , , 21, 41, 71, 81, , , Model shapes in the world by building shapes from components (e.g., sticks and class balls) and drawing shapes. 6. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? 27, , , 100 Kindergarten Deleted Content Identify ordinal positions through 31 st Analyze simple repeating and growing relationships to extend patterns. Use the directional words left and right to describe movement. Identify a penny, a nickel, a dime, a quarter, and a dollar and the value of each Identify rulers, yardsticks, and tape , , ,

10 SERIES YABISÍ (SANTILLANA USA) KINDER CCSS Teacher s Guide Student Edition Student Workbook measures as devices used to measure length; scales and balances as devices used to measure weight; calendars and analog and digital clocks as devices used to measure time; and digital and standard thermometers as devices used to measure temperature. 8

11 SOUTH CAROLINA CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) for MATHEMATICS Grade 1

12 SERIES YABISÍ (SANTILLANA USA) FIRST GRADE Operations and Algebraic Thinking 1.OA Represent and solve problems involving addition and subtraction. 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. 29, 42-43, 48-49, 50-53, 56-5, 61-62, 65, 69-71, 74, 79-81, 87, 99, 102, 07, , 122, , 26-27, 33-37, 40-41, 45-46, 53-55, 58, 63-65, 67, 83, 96, 91, 96, 106, , 41 Juego y repaso: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 63, , 125, , , Juego y repaso: 9 Understand and apply properties of operations and the 1

14 SERIES YABISÍ (SANTILLANA USA) FIRST GRADE number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). Work with addition and subtraction equations. 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, = , 72-73, 82, , 56-57, 66, 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, =. 53, 55, 58-59, 64, 73, 84, , , 39, 42-43, 48, 57, 68, 94-95, , 17, 19, 36 Juego y repaso: 6-7 3

15 SERIES YABISÍ (SANTILLANA USA) FIRST GRADE Number and Operations in Base Ten 1.NBT Extend the counting sequence. 1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral , 46, 48-49, 86-88, 92-94, (Note: Count to 100) 8-19, 30, 32-33, 70-72, 76-78, , , 30-31, 64 Juego y repaso: 11 Understand place value. 2. 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). 90, 124, , 185, , , , 169, , , 65-66, 69 Juego y repaso: 7-8, Compare two two- digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, 36 (one digit) 37 (one- and two- digit) 96-97, (one digit) 21 (one- and two- digit) 80-81, , 69 4

16 SERIES YABISÍ (SANTILLANA USA) FIRST GRADE and <. Use place value understanding and properties of operations to add and subtract. 4. 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, 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. 5. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 6. Subtract multiples of 10 in the range from multiples of 10 in the range (positive or zero differences), using concrete models , , , 68, 70 Juego y repaso: 8, Juego y repaso: 10 N/A 5

17 SERIES YABISÍ (SANTILLANA USA) FIRST GRADE 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. Measurement and Data 1.MD Measure lengths indirectly and by iterating length units. 1. Order three objects by length; compare the lengths of two objects indirectly by using a third object , 141, , 25, , 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 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 , , , 152, , , , 136, , 46-48, 53 6

18 SERIES YABISÍ (SANTILLANA USA) FIRST GRADE 3. Tell and write time in hours and half- hours using analog and digital clocks. 205, , 224, , , 208, , 76, 80 Represent and interpret data. 4. 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 , , 173, 227, 273, , , , 157, 211, 257, , , Juego y repaso: 15 Geometry 1.G Reason with shapes and their attributes. 1. 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. 158, , , 175, 251, , 150, , 159, 235, Compose two- dimensional shapes (rectangles, squares, trapezoids, triangles, half- circles, and quarter- circles) or three- dimensional shapes (cubes, right 165, 225, , 266, , , 250, Juego y repaso:

19 SERIES YABISÍ (SANTILLANA USA) FIRST GRADE rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 3. 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. Grade 1 Deleted Content Use estimation to determine the approximate number of objects in a set of 20 to 100 objects. Represent quantities in word form through ten. Recognize whole- number words that correspond to numerals through twenty. Analyze the magnitude of digits through 999 on the basis of their , , , 28,

20 SERIES YABISÍ (SANTILLANA USA) FIRST GRADE place values. Analyze numeric relationship to complete and extend simple patterns. 187, , , 67 Classify numbers as odd or even. Classify change over time as quantitative or qualitative Identify the three- dimensional geometric shapes prism, pyramid, and cone. Analyze two- dimensional shapes circle, square, triangle, and rectangle Juego y repaso: 12 Identify a line of symmetry Use the positional and directional terms north, south, east, and west to describe location and movement. Use a counting procedure to determine the value of a collection of pennies, nickels, dimes and quarters totaling less than a dollar ,

21 SERIES YABISÍ (SANTILLANA USA) FIRST GRADE Represent a nickel, a dime, a quarter, a half- dollar, and a dollar in combinations of coins. Represent money by using the cent and dollar notations , , , Generate common referents for whole inches. Use common referents to make estimates in whole inches. Use nonstandard units to measure the weight of objects. Illustrate past and future dates on a calendar , , , Represent dates in standard form (June 1, 2007, for example) and numeric form ( , for example). Use Celsius and Fahrenheit thermometers to measure temperature. Use survey questions to collect data N/A

22 SERIES YABISÍ (SANTILLANA USA) FIRST GRADE Predict on the basis of data whether events are likely or unlikely to occur

23 SOUTH CAROLINA CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) for MATHEMATICS Grade 2

24 SERIES YABISÍ (SANTILLANA USA) SECOND GRADE Operations and Algebraic Thinking 2.OA Represent and solve problems involving addition and subtraction. 1. Use addition and subtraction within 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. 27, 29, 41, 45-47, 62, 69, 71, 75, 82-83, 86, , , 113, 25, 29, 31, 46, 53, 55, 59, 66-67, 70, 98-99, , 21, 23-24, 40 Juego y repaso: 3, 10 Add and subtract within Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one- digit numbers. 44, , , 44 Juego y repaso: 4, 9 Work with equal groups of objects to gain foundations for multiplication. 1

25 SERIES YABISÍ (SANTILLANA USA) SECOND GRADE 3. 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 , 230, , 214, , 13, 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. Number and Operations in Base Ten 2.NBT Understand place value. 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, 00, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens , , 243, , , 227, , Juego y repaso: , 165, 171, , 149, 155, ,

26 SERIES YABISÍ (SANTILLANA USA) SECOND GRADE and 0 ones). 2. Count within 1000 skip- count by 5s, 10s, and 100s. 3. Read and write numbers to 1000 using base- ten numerals, number names, and expanded form. 25, 30 9, , 27, 36-37, , 11, , 11, 54-55, 56, Compare two three- digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons (two- digit) , , Use place value understanding and properties of operations to add and subtract. 5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction , 46-48, 50-53, 58-59, 67, 70-73, 76-77, , 30-32, 34-37, 42-43, 51, 54-57, 60-61, 64 6, 14-17, 19, 22-25, 62 Juego y repaso: 4, 9 6. Add up to four two- digit numbers using strategies based on place value and properties of operations , , Juego y repaso: 6 7. Add and subtract within 1000, using concrete models or drawings 51, , , , , , , , ,

27 SERIES YABISÍ (SANTILLANA USA) SECOND GRADE 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. 8. 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. Measurement and Data 2.MD Measure and estimate lengths in standard units. 1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, 169, , , 56, 63, , , 210, 227, , 194, 211, , 82 4

28 SERIES YABISÍ (SANTILLANA USA) SECOND GRADE meter sticks, and measuring tapes. 2. Measure the length of an object twice, using length units of different lengths for the measurements; describe how the two measurements relate to the size of the unit chosen Estimate lengths using units of inches, feet, centimeters, and meters. 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. 5. Use addition and subtraction within 100 to solve word problems 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. 6. Represent whole numbers as lengths from 0 on a number line , , 193,

29 SERIES YABISÍ (SANTILLANA USA) SECOND GRADE diagram with equally spaced points corresponding to the numbers 0, 1, 2, and represent whole- number sums and differences within 100 on a number line diagram. Work with time and money. 7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m , 126, 129 (Note: a.m. & p.m. was not used.) 92-97, 110, , Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ and symbols appropriate. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Represent and interpret data. 9. Generate measurement data by measuring lengths of several 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. 10. Draw a picture graph and a bar graph (with single- unit scale) to , , , , , 53 N/A 87, 149, 205, , , 133, 189, , ,

30 SERIES YABISÍ (SANTILLANA USA) SECOND GRADE 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. Geometry 2.G Reason with shapes and their attributes. 1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 66, 97-98, 101, 106, , , , 81-82, 85, 90, , 251, 252, , 92-94, 99 Juego y repaso: 13, 17, Partition a rectangle into rows and columns of same- size squares and count to find the total number of them , , , 262, 263, , 81, 84, 89, 90, , , 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 share of identical wholes need to have the same shape , ,

31 SERIES YABISÍ (SANTILLANA USA) SECOND GRADE Deleted Content Grade 2 Generate estimation strategies to determine the approximate number of objects in a set of no more than 1,000 objects , 78-79, , 183, 196, 197 (Note: Estimation strategies in addition and subtraction.) 39, 62-63, , 167, , 26-27, 64, 70 Interpret models of sharing equally (division) as repeated subtraction and arrays. Generate strategies to round numbers through 90 to the nearest 10. Identify quantitative and qualitative change over time. Analyze quantitative and qualitative change over time N/A N/A Analyze the three dimensional , , shapes spheres, cubes, cylinders, prisms, pyramids, and cones according to the number and shape of the faces, edges, corners, and bases of each. Identify multiple lines of symmetry , , , 98 Juego y repaso: 14 Use coins to make change up to a , 53 8

32 SERIES YABISÍ (SANTILLANA USA) SECOND GRADE dollar. Measuring volume, weight, and temperature. Measuring length in yards. Create survey questions to collect data. Infer trends in a data set as increasing, decreasing, or random. Predict on the basis of data whether events are more likely or less likely to occur , 83 N/A N/A , 107 9

33 SOUTH CAROLINA CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) for MATHEMATICS Grade 3

34 SERIES YABISÍ (SANTILLANA USA) THIRD GRADE Operations and Algebraic Thinking 3.OA Represent and solve problems involving multiplication and division. 1. Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 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 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 Use multiplication and division within 100 to solve word problems in situations involving equal , , , , 133, 137, 147, 155, , 117, 121, 131, 139, , 48, 51, 55, 57-58, 60, 65, 105 1

35 SERIES YABISÍ (SANTILLANA USA) THIRD GRADE groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8? = 48, 5 = 3, 6 6 =? , 152, , 136, Understand properties of multiplication and the relationship between multiplication and division. 5. Apply properties of operations as strategies to multiply and divide. 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 = , , 151, , 165, , , 135, , 149, , 49-50, 52, 55, 62-63, 65 Juego y repaso:

36 SERIES YABISÍ (SANTILLANA USA) THIRD GRADE 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = = 56. (Distributive property.) 6. Understand division as an unknown- factor problem. For example, find 32 8 by finding the number that makes 32 when multiplied by , 161, , 145, , Multiply and divide within 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 , , , 150, , , , , 122, , 134, , , , 49, 50-52, 54-57, 104, 108 Solve problems involving the four operations, and identify and explain patterns in arithmetic. 8. 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 N/A 3

37 SERIES YABISÍ (SANTILLANA USA) THIRD GRADE mental computation and estimation strategies including rounding. 9. 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. Number and Operations in Base Ten 3.NBT Use place value understanding and properties of operations to perform multi- digit arithmetic. 1. Use place value understanding to round whole numbers to the nearest 10 or 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 , , , , , , 106 Juego y repaso: , 61, 70-81, , , 45, 54-65, 73-85, , Juego y repaso: 6 3. Multiply one- digit whole , , , 61 4

38 SERIES YABISÍ (SANTILLANA USA) THIRD GRADE numbers by multiples of 10 in the range (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations. Number and Operations Fractions 3.NF Develop understanding of fractions as numbers. 1. Understand a fraction 1/b as the quantity formed by 1 part 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. 2. Understand a fraction as a number on the number line; represent fractions on a number line diagram , , , Juego y repaso: 10 N/A Juego y repaso: 11 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 part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 5

39 SERIES YABISÍ (SANTILLANA USA) THIRD GRADE 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. 3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size , 70, 73 Juego y repaso: 9 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. 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. 6

40 SERIES YABISÍ (SANTILLANA USA) THIRD GRADE 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. Measurement and Data 3.MD Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 1. 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 (Note: Use a.m. and p.m. to tell time: ) (Note: Use a.m. and p.m. to tell time: ) 38-39, (Note: Use a.m. and p.m. to tell time: 40, 43.) Juego y repaso: 7 2. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), , ,

41 SERIES YABISÍ (SANTILLANA USA) THIRD GRADE kilograms (kg), and liters (l). 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. Represent and interpret data. 3. 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. 4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters , 273, , 253, , , , , 76, 84 Geometric measurement: 8

42 SERIES YABISÍ (SANTILLANA USA) THIRD GRADE understand concepts of area and relate area to multiplication and to addition. 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. 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). 7. Relate area to the operations of multiplication and addition , , 85 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. 9

43 SERIES YABISÍ (SANTILLANA USA) THIRD GRADE 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 non- overlapping parts, applying this technique to solve real world problems. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and 10

44 SERIES YABISÍ (SANTILLANA USA) THIRD GRADE area measures. 8. 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 Geometry 3.G Reason with shapes and their attributes. 1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Flat: Solid: Congruent & Similar: Flat: Solid: Congruent & Similar: Flat: 86 Flat: 87 Congruent & Similar: 93 Juego y repaso: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the , , , , , , 68, 70 11

45 SERIES YABISÍ (SANTILLANA USA) THIRD GRADE whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. Deleted Content Grade 3 Compare whole number quantities using is less than, is greater than, and is equal to and the symbols <, >, and =. Represent in word form whole numbers through nine hundred ninety-nine thousand. Generate strategies to multiply whole numbers by using one single-digit factor and one multidigit factor. Analyze the magnitude of digits on the basis of their place value. Create numeric patterns that involve whole-number operations , , , , , 50-53, , 34-37, , 17, 19, 23 N/A Apply procedures to find missing numbers in numeric patterns that involve whole-number operations. Juego y repaso: 2-3, 8 Illustrate situations that show change N/A 12

46 SERIES YABISÍ (SANTILLANA USA) THIRD GRADE over time as increasing. Identify specific attributes of circles: center, radius, circumference, and diameter. N/A (See Grade 4, Chapter 5, pp , 130) (See Grade 4, Chapter 5, pp , 112) (See Grade 4, Chapter 5, p. 41) Classify polygons, lines, line segments, angles, and triangles , (Also, see Grade 4, Chapter 5) , Exemplify points, lines, line segments, rays and angles. Predict the results of one transformation of a geometric shape. Use the fewest possible number of coins when making change. Recall equivalencies related to time and length 60 seconds = 1 minute and 36 inches = 1 yard. Apply a procedure to find the range of a data set. Predict on the basis of data whether events are likely, unlikely, certain, or impossible to occur , , , Juego y repaso: Juego y repaso: 16 N/A , , , , , , 103 Compare the benefits of using tables, 260, ,

47 SERIES YABISÍ (SANTILLANA USA) THIRD GRADE bar graphs, and dot plots as representations of a given data set. Understand when the probability of an event is 0 or 1. N/A 14

48 SOUTH CAROLINA CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) for MATHEMATICS Grade 4

49 SERIES YABISÍ (SANTILLANA USA) FOURTH GRADE Operations and Algebraic Thinking 4.OA Use the four operations with whole numbers to solve problems. 1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. 3. Solve multistep word problems posed with whole numbers and having whole- number answers using the four operations, including problems in which remainders 165, 167, , 149, , , ,

50 SERIES YABISÍ (SANTILLANA USA) FOURTH GRADE must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Gain familiarity with factors and multiples. 4. Find all factor pairs for a whole number in the range Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range is a multiple of a given one- digit number. Determine whether a given whole number in the range is prime or composite , 86, 89, , , , 68, 71, , , , 60, Generate and analyze patterns. 5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule Add 3 and the starting number 1, generate terms in the resulting sequence and observe that 36-37, ,

51 SERIES YABISÍ (SANTILLANA USA) FOURTH GRADE the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Number and Operations in Base Ten 4.NBT Generalize place value understanding for multi- digit whole numbers. 1. Recognize that in a multi- digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that = 10 by applying concepts of place value and division , , , 194, , , , 176, , Read and write multi- digit whole numbers using base- ten numerals, number names, and expanded form. Compare two multi- digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. 3. Use place value understanding to round multi- digit whole numbers to 26-31, 38, , 22, , 12 Juego y repaso: , 41, 56-57, , , 25, 38-39, , 18, 61, 69, 71 3

52 SERIES YABISÍ (SANTILLANA USA) FOURTH GRADE any place. Use place value understanding and properties of operations to perform multi- digit arithmetic. 4. Fluently add and subtract multi- digit whole numbers using the standard algorithm. 5. Multiply a whole number of up to four digits by a one- digit whole number, and multiply two two- digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 6. Find whole- number quotients and remainders with up to four- digit dividends and one- digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models , , 104, , 86, , 36-37, 64, 67-68,

53 SERIES YABISÍ (SANTILLANA USA) FOURTH GRADE Number and Operations Fractions 4.NF Extend understanding of fraction equivalence and ordering. 1. Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model , 222, , , , Build fractions from unit 5

54 SERIES YABISÍ (SANTILLANA USA) FOURTH GRADE fractions by applying and extending previous understandings of operations on whole numbers. 3. Understand a fraction a/b with a > 1 as a sum of fraction 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = /8 = 8/8 + 8/8 + 1/8. c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction , 228, , 210, Juego y repaso: 5 6

55 SERIES YABISÍ (SANTILLANA USA) FOURTH GRADE d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. 4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number , , , 81 a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 (1/4), recording the conclusion by the equation 5/4 = 5 (1/4). b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 (2/5) as 6 (1/5), recognizing this product as 6/5. (In general, n (a/b) = (n a)/b.) c. Solve word problems involving 7

56 SERIES YABISÍ (SANTILLANA USA) FOURTH GRADE multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie? Understand decimal notation for fractions, and compare decimal fractions. 5. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/ Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line N/A , , , 84, 88 8

57 SERIES YABISÍ (SANTILLANA USA) FOURTH GRADE diagram. 7. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model , 86 Measurement and Data 4.MD Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two- column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake , 150, , , , 132, , , 52-53,

58 SERIES YABISÍ (SANTILLANA USA) FOURTH GRADE as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 139, 145, , 152, , , 127, , 134, , 238, 239, , 51, 53, Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor , , Juego y repaso: 14 Represent and interpret data. 10

### Kindergarten CCSS Alignments to the Dimensions Math Series Singapore Math Inc.

CCS: Common Core Standards DM: Dimensions Math Series Kindergarten CCSS Alignments to the Dimensions Math Series Singapore Math Inc. www.singaporemath.com Counting & Cardinality K.CC. Count to 00 by ones

### the count sequence. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Trajectory ID State ID 01_011 01_010 K.CC1 01_009 01_015 K.CC2 Standard Description Level 1 Standard Description Level 2 Standard Description Level 3 Standard Description Level 4 Knowing number names and

### Elementary Overview Summary of Major Revisions Across K 5

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

### Common Core State Standards - Standards for Mathematical Practice

Common Core State Standards - Standards for Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop

### Sand Springs Public Schools 3rd Grade Math Common Core State Standards

1 st Six Weeks Patterns and Relationships Algebraic Reasoning: Patters and Re la tio n s h ip s The student will use a variety of problem-solving approaches to extend and create patterns. A 1.1 Describe

### Mathematics Correlation: Kindergarten

Mathematics Correlation: Kindergarten Standard Theme Standard Classroom Suite Templates Counting and Cardinality Know number names and the count sequence - Count to 100 by ones and by tens - Count forward

### KASC Core Academic Standards Checklist

User's Name: Date: Purpose: K.CC.1 KASC Core Academic Standards Checklist Elementary Mathmatics Use the columns to track any curriculum issue you are considering. For instance, you might list the marking

### Second Quarter Benchmark Expectations for Sections 4 and 5. Count orally by ones to 50. Count forward to 50 starting from numbers other than 1.

Mastery Expectations For the Kindergarten Curriculum In Kindergarten, Everyday Mathematics focuses on procedures, concepts, and s in two critical areas: Representing and comparing whole numbers, initially

### Week 1 Week 2 Week 3 Week Know number names and the count sequence. K.CC.1. Count to 100 by ones and by tens.

Kindergarten Year Long Week 1 Week 2 Week 3 Week 4 1 2 Know number names and the count sequence. K.CC.1. Count to 100 by ones and by tens. Know number names and the count sequence. K.CC.2. Count forward

### Presents. The Common Core State Standards Checklist Grades 3-5

Presents The Common Core State Standards Checklist Grades 3-5 Third Grade Common Core State Standards Third Grade: Operations and Algebraic Thinking Represent and Solve problems involving Multiplication

### Mathematics Grade 4. COMMON CORE STATE STANDARDS for MATHEMATICS

Mathematics Grade 4 In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing

Grade 4 In grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients

MA Adopted Standard Grade Evidence of Student Attainment Kindergarten Math [K.CC.1] Count to 100 by ones and by tens. K Students: ~Use the pattern and regularity in the counting sequence to orally count

### Common Core Standards for Mathematics. Grade 4. Operations and Algebraic Thinking Date Taught

Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. 4.OA.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that

### Introduction. Alignment Tools Alignment to Math Content Standards

Introduction Unique Learning System maintains alignment with state standards through instructional targets. These targets are the bridge between the general content standards adopted by a state and relevant

### Correlation of Mathematics Florida Standards (MAFS) to i-ready Diagnostic & Instruction Mathematics Lessons

Correlation of to i-ready Diagnostic & Instruction Mathematics Lessons Grade K MAFS.K.CC.1.1 Count to 100 by ones... Counting and Ordering to 100 MAFS.K.CC.1.1 Count to 100 by ones and by tens. Counting

### Grade 4. Massachusetts Curriculum Framework for Mathematics 42

Grade 4 Introduction In grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing

### 3rd grade students: 4th grade students: 5th grade students: 4.A Use the four operations with whole numbers to solve problems.

3rd grade students: 4th grade students: 5th grade students: 3.A Represent and solve problems involving multiplication and division. A.1 Interpret the factors and products in whole number multiplication

### Mathematics Kindergarten

Mathematics Kindergarten In Kindergarten, instructional time should focus on two critical areas: (1) representing, relating, & operating on whole numbers, initially with sets of objects; (2) describing

### Common Core Standards 4 th Grade - Mathematics

Common Core Standards 4 th Grade - Mathematics Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. 1. Interpret a multiplication equation as a comparison, e.g.,

### Common Core Math Curriculum Map

Module 1 - Math Test: 8/2/2013 Draw and identify lines and angles, and classify shapes by properties of their lines and angles. 4.G.1 4.G.2 4.G.3 Draw points, lines, line segments, rays, angles, (right,

### Oklahoma C 3 Mathematics Standards

Oklahoma C 3 Mathematics Standards Fourth Grade Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and

### School District of Marshfield Mathematics Standards

MATHEMATICS Counting and Cardinality, Operations and Algebraic Thinking, Number and Operations in Base Ten, Measurement and Data, and Geometry Operations and Algebraic Thinking Use the Four Operations

### 4 th Grade Math - Year at a Glance

4 th Grade Math - Year at a Glance Quarters Q1 Q2 Q3 Q4 *4.1.1 (4.NBT.2) *4.1.2 (4.NBT.1) *4.1.3 (4.NBT.3) *4.1.4 (4.NBT.1) (4.NBT.2) *4.1.5 (4.NF.3) Bundles 1 2 3 4 5 6 7 8 Read and write whole numbers

### 4.OA.1 4.OA.2. The Common Core Institute

Operations and Algebraic Thinking Cluster: Use the four operations with whole numbers to solve problems. 4.OA.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement

### Third Grade Math: I Can Statements

Third Grade Math: I Can Statements Processes, Content Statements & Expectations (Disciplinary Knowledge) Operations and Algebraic Thinking 3.OA Represent and solve problems involving multiplication and

### Mathematics Grade 4 Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations- Fractions Measurement and Data

Mathematics Grade 4 All West Virginia teachers are responsible for classroom instruction that integrates content standards and mathematical habits of mind. Students in the fourth grade will focus on three

### Grade 4 Mathematics Scope and Sequence

Grade 4 Mathematics Scope and Sequence Common Core I Can Statements Curriculum Materials & Assessment Standards (Knowledge & Skills) Resources /Comments Place Value, Rounding, and Algorithms for Addition

### FOURTH GRADE Mathematics Standards for the Archdiocese of Detroit

FOURTH GRADE Mathematics Standards for the Archdiocese of Detroit *Provide 3 dates for each standard Initial Date(s) Operations and Algebraic Thinking. Use the four operations with whole numbers to solve

### DRAFT EAST POINSETT CO. SCHOOL DIST. - GRADE 4 MATH

Module 1 - Math Test: 9/25/2015 Use the four operations with whole numbers to solve problems. 4.OA.3 * Solve multistep word problems posed with whole numbers and having whole number answers using the four

### Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document. Grade 4

Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document Grade 4 Operations and Algebraic Thinking (OA) Use the four operations with whole numbers to solve problems 4.OA.1

### CURRENT RESOURCES THAT SUPPORT TEACHING AND LEARNING OF THE COMMON CORE STATE STANDARDS IN MATHEMATICS

CURRENT RESOURCES THAT SUPPORT TEACHING AND LEARNING OF THE COMMON CORE STATE STANDARDS IN MATHEMATICS GRADE 4 Operations & Algebraic Thinking Use the four operations with whole numbers to solve problems.

### Common Core Math Curriculum Map

Module 1 - Math Test: 11/7/2013 Use place value understanding and properties of operations to perform multi-digit arithmetic. 4.NBT.4 4.NBT.5 * 4.NBT.6 Fluently add and subtract multi-digit whole numbers

### Grade 4 Overview. 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively.

Grade 4 Overview Grade 4 content is organized into five domains of focused study as outlined below in the column to the left. The Grade 4 domains listed in bold print on the shaded bars are Operations

### Sequence of Grade 4 Modules Aligned with the Standards

Sequence of Grade 4 Modules Aligned with the Standards Module 1: Place Value, Rounding, and Algorithms for Addition and Subtraction Module 2: Unit Conversions and Problem Solving with Metric Measurement

### Math Services Align with the Common Core State Standards Mathematics (K 6)

CORE Elementary Math Academy Alignment with Core State Standards CORE Elementary Math Academy emphasizes throughout each day the importance of teaching along the five proficiency strands identified by

### DCS Math Pacing Guide- Fourth Grade

In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients

### WCSD 4th Math Pacing Guide 9 weeks MCCRS Skills

WCSD 4th Math Pacing Guide 1 4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal

### Gain familiarity with factors and multiples. Use place value understanding and properties of operations to perform multi-digit arithmetic.

Prairie-Hills Elementary School District 144 4 th Grade ~ MATH Curriculum Map Quarter 1 Month: August, September, October Domain(s): Operations and Algebraic Thinking Number Base Ten (NBT) Cluster(s):

### Reason A & Q. Make sense. Repeated Reasoning. Construct & Critique Model Tools Precision Structure

In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients

### Mathematics Georgia Standards of Excellence for Grade 4 Correlated to Moving with Math Math-by-Topic Level B

Mathematics Georgia Standards of Excellence for Grade 4 Correlated to Moving with Math Math-by-Topic Level B 4.OA OPERATIONS AND ALGEBRAIC THINKING Use the four operations with whole numbers to solve problems.

### Diocese of Erie Mathematics Curriculum Fourth Grade August 2012

Operations and Algebraic Thinking 4.OA Use the four operations with whole numbers to solve problems 1 1. Interpret a multiplication equation as a comparison. Interpret 35=5x7 as a statement that 35 is

### California Standard Study Island Topic Common Core Standard

State: CA Subject: Math Grade Level: 4 California Standard Study Island Topic Standard NUMBER SENSE 1.0: Students understand the place value of whole numbers and decimals to two decimal places and how

### Topic: 1-One to Five

Mathematics Curriculum Kindergarten Suggested Blocks of Instruction: 12 days /September Topic: 1-One to Five Know number names and the count sequence. K.CC.3. Write numbers from 0 to 20. Represent a number

### Bailey Kirkland Education Group, LLC Common Core State Standard I Can Statements 4 th Grade Mathematics 6/18/2013

Bailey Kirkland Education Group, LLC Common Core State Standard 4 th Grade Mathematics 6/18/2013 CCSS Key: Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Numbers and Operations

### SECOND GRADE Mathematic Standards for the Archdiocese of Detroit

SECOND GRADE Mathematic Standards for the Archdiocese of Detroit Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. 2.OA. A. 1 Use addition and subtraction

### Ballston Spa Central School District The Common Core State Standards in Our Schools. Third Grade Math

1 Ballston Spa Central School District The Common Core State s in Our Schools Third Grade Math Operations and Algebraic Thinking Represent and solve problems involving multiplication and division 3.OA.1.Interpret

### Ballston Spa Central School District The Common Core State Standards in Our Schools Fourth Grade Math

1 Ballston Spa Central School District The Common Core State s in Our Schools Fourth Grade Math Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems 4.OA.1. Interpret

### 4th Grade Math Curriculum Map

Standards Quarter 1 Key Vocabulary Pre/Post Test Dates Taught (For Teacher Use) Number and Operations in Base Ten 4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten

### MISSOURI MATHEMATICS CORE ACADEMIC STANDARDS CROSSWALK TO MISSOURI GLES/CLES CONTENT ALIGNMENTS AND SHIFTS Grade 3 DRAFT

Grade 3 Critical Areas In Grade 3, instructional time should focus on four critical areas: 1. developing understanding of multiplication and division and strategies for multiplication and division within

### Sand Creek Zone Curriculum Map

Quarter 1 Concept: Add and subtract 0. 3.NBT.2 Fluently add and subtract 0 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

### Add and subtract within 20.

Represent and solve problems involving addition and subtraction. 2.OA.1. Use addition and subtraction within 100 to solve one- and twostep word problems involving situations of adding to, taking from,

### DCSD 4 th Grade Math Curriculum Guide Pacing Notes/ Key Comments/ Vocabulary/ Date(s) Concepts Introduced

DCSD Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. : 4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement

### Brookhaven School District Pacing Guide Fourth Grade Math

Brookhaven School District Pacing Guide Fourth Grade Math 11 days Aug. 7- Aug.21 1 st NINE WEEKS Chapter 1- Place value, reading, writing and comparing whole numbers, rounding, addition and subtraction

### Counting and Cardinality (CC) K 2 Know number names and the count sequence.

Counting and Cardinality (CC) K 2 Know number names and the count sequence. K.1 Count to 100 by ones and by tens. Essence: Counting E1: Count up to 50 by 1s or 10s. E2: Count up to 20 by 1s. E3: Using

### Mathematics Kindergarten

Mathematics Kindergarten Counting and Cardinality Know number names and the count sequence. 1. Count to 100 by ones and by tens. 2. Count forward beginning from a given number within the known sequence

### North Carolina Standard Course of Study Kindergarten Mathematics

North Carolina Standard Course of Study Kindergarten Mathematics Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3.

### Domain: Multiplication and Division Emphasis: Problem solving with multiplication and division. Third Grade

Domain: Multiplication and Division Emphasis: Problem solving with multiplication and division Major Cluster (green): Represent and solve problems involving multiplication and division. Major Cluster (green):

### Gain familiarity with factors and multiples. Use place value understanding and properties of operations to perform multi-digit arithmetic.

Prairie-Hills Elementary School District 144 4 th Grade ~ MATH Curriculum Map Quarter 1 Month: August, September, October Domain(s): Operations and Algebraic Thinking Number Base Ten (NBT) Cluster(s):

### 4th Grade Math Curriculum Snapshot

4.NBT.1. Recognize that in a multidigit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 70 = 10 by applying concepts

### Quarter Core Standards Grade 4 Deconstructed Standard I Can Vocabulary Resources Technology Resources Assessments

1 OPERATIONS AND ALGEBRAIC THINKING.OA.2: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent

### Grade 4 Math Performance Rubric

4 Grade 4 Math Performance Rubric Math Content Areas Operations and Algebraic Thinking Numbers and Operations in Base Ten Numbers and Operations Fractions Measurement and Data Geometry Operations and Algebraic

Grade 4 Math Required fluency Math equence 4 OA 5 4 NBT 2 4 NBT 4 p 4NBT 3 4 NBT 1 4 NBT 1 MLD Grade 4 Math 2014-2015 Add/ubtract within 1,000,000 (Fluent in the standards means fast and accurate. When

### 3teacherchicks.blogspot.com

Represent and solve problems involving multiplication and division. 3.OA.1.Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example,

### K HS

Page 36 Grade Four Content Standards Overview Critical Areas for COHERENCE in Grade Four Operations and Algebraic Thinking (4.OA) A. Use the four operations with whole numbers to solve problems. OA.1 OA.2

### Weeks 1 through 6 Aug. 6- Sept. 13 Weeks indicate introduction of standards

1 Weeks 1 through 6 Aug. 6- Sept. 13 Weeks indicate introduction of standards NUMBER AND OPERATIONS IN BASE TEN 4.NBT.2: Read and write multi-digit whole numbers using base-ten numerals, number names,

### KINDERGARTEN MATHEMATICS Highlighted quarters represent mastery expected CCSS Q1 Q2 Q3 Q4

KINDERGARTEN MATHEMATICS CCSS Q1 Q2 Q3 Q4 Quarter 1 K.CC.1.a. Count orally by ones to at least 30. (Goal of 100) K.CC.1.b. Count orally by tens to 30. (Goal of 100) K.CC.3.a. Recognize numbers from 0 to

### Alaska State Standards Alignments for Mathematics. Providing rigorous mathematics intervention for K-8 learners with unparalleled precision

Alaska State Standards Alignments for Mathematics Providing rigorous mathematics intervention for K-8 learners with unparalleled precision K.CC.1 K.CC.2 K.CC.3 K.CC.4a K.CC.4b K.CC.4c Count to 100 by ones

### CCSS Standard. CMSD Dynamic Pacing Guide 3 rd Grade Math I Can Statements + Introduced and Assessed Introduced First Nine Weeks

3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter

### Standards Map for a Basic Grade Level Program 2014 Mathematics Primary Adoption envisionmath California Common Core 2015

s Map for a Basic Grade Level Program 2014 Mathematics Adoption envisionmath California Common Core 2015 Common Core State s with California Additions Grade 4 Mathematics Common Core State s with California

### Mathematics - LV 4 (with QuickTables) Correlation of the ALEKS course Mathematics LV 4 to the Common Core State Standards for Grade 4 (2010)

Mathematics - LV 4 (with QuickTables) Correlation of the ALEKS course Mathematics LV 4 to the Common Core State Standards for Grade 4 (2010) 4.OA: Operations & Algebraic Thinking 4.OA.A.1: 4.OA.A.2: 4.OA.A.3:

### California Common Core State Standards Comparison - FIRST GRADE

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. Standards

### North Carolina Standard Course of Study 3-5 Mathematics for Implementation in Adopted June 2017

North Carolina Course of Study 3-5 Mathematics for Implementation in 2018-2019 Adopted June 2017 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct

### Grade 2 Yearlong Mathematics Map

Grade 2 Yearlong Mathematics Map Resources: Approved from Board of Education Assessments: Performance Series, District Benchmark Assessments Common Core State Standards Standards for Mathematical Practice:

### 3 RD GRADE MATH-COMMON CORE PACING GUIDE 1ST 9 WEEKS Standard I Can Statements Date

3 RD GRADE MATH-COMMON CORE PACING GUIDE 1ST 9 WEEKS 2013-2014 Standard I Can Statements Date Taught Operations and Algebraic Thinking (OA) 3.OA.1. Interpret products of whole numbers, e.g., interpret

### Common Core State Standards Mathematics (Subset K-5 Counting and Cardinality, Operations and Algebraic Thinking, Number and Operations in Base 10)

Kindergarten 1 Common Core State Standards Mathematics (Subset K-5 Counting and Cardinality,, Number and Operations in Base 10) Kindergarten Counting and Cardinality Know number names and the count sequence.

### Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document. Grade 2

Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document Grade 2 Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction 2.OA.1

Mathematics Standards GRADE: 4 Domain: OPERATIONS AND ALGEBRAIC THINKING Cluster 1: Use the four operations with whole numbers to solve problems. MAFS.4.OA.1.1 Interpret a multiplication equation as a

### Elementary Math

Elementary Math 2017-2018 Topic 1: Generalizing Place Value Understanding September 5, 2017 September 13, 2017 4.NBT.A Generalize place value understanding for multi-digit whole numbers. 4.NBT.1 Recognize

### Russell County Schools Grade 2 Math Pacing

Operations and Algebraic Thinking [OA] Represent and solve problems involving addition and subtraction. Add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication.

### 4 th Grade Math Pacing Guide

4 th Grade Math Pacing Guide 2016-2017 First 9 Weeks Second 9 Weeks Third 9 Weeks Fourth 9 Weeks Operations and Algebraic Thinking: 4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret

### GREENWOOD PUBLIC SCHOOL DISTRICT Grade Math Pacing Guide

Week Instructional Period/ Date Academic Focus 1 st Nine Weeks Common Core Standards I can statements 1 Aug. 7 th 11 th ( 5 days) 2 Aug. 14 th 18 th ( 5 days) 3 Aug. 7 th 11 th ( 5 days) 4 Aug. 21 st 25

### Unit. 8 Days : August 24 September 2

1 st Trimester Operations and Algebraic Thinking (OA) Geometry (G) OA.3.5 Generate and analyze patterns. Generate a number or shape pattern that follows a given rule. Identify apparent features of the

### Casey County Schools- 2 nd Grade Math Curriculum Map

Week(s) Concept (Big Ideas) Weeks 1 Topic 1 Understanding Addition and Subtraction Standards I can statement Critical Vocabulary 2.OA.1 Use addition and subtraction within 100 to solve oneand two-step

### Mathematics Grade 4. Cluster Standard Days Notes. Weeks. # 1 4.OA.A.1 1 Use the four operations with whole numbers to solve problems.

Unit Multiplication (Basic facts) Six Weeks Code CC # 1 4.OA.A.1 1 Use the four operations with whole Place Value 1 4.NBT.A.1 6 Generalize place value understanding Place Value 1 4.NBT.A.2 7 Generalize

### Grade 4 Common Core State Standards Curriculum Correlations

Grade 4 Common Core State Standards Curriculum Correlations NOTE: The italicized gray JUMP Math lessons contain prerequisite material for the Common Core standards. D Domain OA Operations and Algebraic

### Common Core State Standards for Mathematics

A Correlation of To the Common Core State Standards for Mathematics Units Unit 1 - Arrays, Factors, and Multiplicative Comparison Unit 2 - Generating and Representing Measurement Data Unit 3 - Multiple

### Grade 2 Math Maps 2010

st QUARTER Operations and Algebraic Thinking Work with equal groups of objects to gain foundations for multiplication. Determine whether a group of objects (up to 0) has an odd or even number of members,

### Diocese of Erie Mathematics Curriculum First Grade August 2012

Operations and Algebraic Thinking 1.OA Represent and solve problems involving addition and subtraction 1 1. Use addition within 20 to solve word x+4=10; 4+3=x; 7+x=12 problems involving situations of adding

### GTPS Curriculum 4 th Grade Math. Topic: Topic 1 - Generalize Place Value Understanding

Topic: Topic 1 - Generalize Place Value Understanding Generalize place value understanding for multi-digit numbers. 4.NBT.1. Recognize that in a multi-digit whole number, a digit in one place represents

### DRAFT EAST POINSETT CO. SCHOOL DIST. - GRADE 3 MATH

Module 1 - Math Test: 10/26/2015 Represent and solve problems involving multiplication and division. 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5

### Simpson Elementary School Curriculum Prioritization and Mapping 3rd Grade Math

Timeline Topic Priority Standard Learning Checks Unit 1 August/ September E E 3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or 100. 3.NBT.2: Fluently add and subtract

UNIT 1 CONTENT: Multiplication and Division, Multiplicative comparisons, Comparing multi-digit numbers, Factor Pairs, Prime and Composite Numbers, Word Problems, Estimation I can understand that multiplication

### Kindergarten 5 th Grade Alignment/Comparison of Standards

Kindergarten 5 th Grade Alignment/Comparison of Standards This document was developed based on the 2007 SC Academic Standards for Mathematics (2207) which are shown below in the left-hand column. The content

### The School District of Palm Beach County 3 rd Grade Mathematics Scope st Trimester

1 st Trimester Measurement and Data (MD) MD.2.3 MD.2.4 Represent and interpret data. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step