Kentucky State Standards Alignment Kindergarten through Grade Twelve

Kentucky State Standards Alignment Kindergarten through Grade Twelve Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries. P.O. Box 8036 Wisconsin Rapids, WI 54495-8036 Phone: (800) 338-4204 Fax: (715) 424-4242 www.renlearn.com

Kentucky State Standards Alignment The Report is a standardsoriented document showing the entire list of standards for the subject and grade on the left side of the report with the aligning product objectives on the right side. This alignment report shows the breadth of standards coverage for the purpose and focus of this product. Note to Educator...iii Kindergarten - Grade 3... 1 Grade 4...71 Grade 5...96 Grade 6...121 Grade 7...149 Grade 8...178 Grades 9-12... 199 High School...267 2009 by Renaissance Learning, Inc. All rights reserved. No portion of this document may be reproduced, by any process or technique, without the express written consent of Renaissance Learning, Inc. ii

P.O. Box 8036 Wisconsin Rapids, WI 54495-8036 Phone: (800) 338-4204 Fax: (715) 424-4242 www.renlearn.com Note to Educator: Thank you for your interest in Renaissance Learning technology. The attached document contains the alignment between the software and/or instructional materials and the skills described in the state standards documentation. At Renaissance Learning, we recognize the impact that the standards-based reform movement and high-stakes standardized testing have on schools, and we share the concerns of educators and administrators that students perform well on high-stakes assessments. We hope this report answers your questions regarding the alignment of Renaissance Learning technology and materials to your state standards. If you have any questions about the attached document, please feel free to call us at (800) 338-4204. Sincerely, Renaissance Sales and Funding Staff iii

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Primary, Combined Curriculum Document, State Department of Education - Number Properties and Operations KY 2.7 - Students understand number concepts and use numbers appropriately and accurately. KY 2.8 - Students understand various mathematical procedures and use them appropriately and accurately. Accelerated Math Second Edition Grade 1 KY MA-P-NPO-U-1 - numbers, ways of representing numbers, relationships between numbers and number systems are means of representing real-world quantities. KY MA-P-NPO-S-NS1 - read, write, count and model whole numbers 0-10,000, developing an understanding of place value for ones, tens, hundreds, thousands and ten thousands Topic 1 - Numbers and Operations Obj. 1 - Read a whole number to 30 Obj. 2 - Read a whole number from 31 to 100 Obj. 3 - Determine the word form of a whole number to 30 Obj. 4 - Determine the word form of a whole number from 31 to 100 Obj. 5 - Count objects to 20 Obj. 6 - Count on by ones from a number less than 100 Obj. 7 - Count back by ones from a number less than 20 Obj. 8 - Count back by ones from a number between 20 and 100 Obj. 19 - Count objects grouped in tens and ones Obj. 20 - Model a number to 100 using tens and ones Obj. 21 - Recognize a number from a model of tens and ones to 100 Page 1 of 362 Obj. 22 - Represent a 2-digit number as tens and ones Obj. 23 - Determine the 2-digit number represented as tens and ones Obj. 24 - Determine the value of a digit in a 2-digit number Obj. 25 - Recognize equivalent forms of a 2-digit number using tens and ones

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education KY MA-P-NPO-S-NS2 - apply Topic 1 - Numbers and multiple representations (e.g., Operations drawings, manipulatives, base-10 blocks, number lines, expanded form, symbols) to describe and compare whole numbers and fractions (e.g., halves, thirds, fourths) in mathematical and real-world problems Obj. 9 - Identify a number to 20 represented by a point on a number line Obj. 10 - Locate a number to 20 on a number line Obj. 19 - Count objects grouped in tens and ones Obj. 20 - Model a number to 100 using tens and ones Obj. 21 - Recognize a number from a model of tens and ones to 100 KY MA-P-NPO-S-NS3 - order groups of objects according to quantity KY MA-P-NPO-S-NO1 - develop an understanding of the concepts of addition and subtraction using physical objects and concrete materials KY MA-P-NPO-S-NO2 - explore and develop an understanding of the concepts of multiplication and division using physical models KY MA-P-NPO-S-PNO1 - explore, develop and use the concepts of multiples Page 2 of 362 Topic 1 - Numbers and Operations Obj. 22 - Represent a 2-digit number as tens and ones Obj. 26 - Compare sets of objects using words Obj. 27 - Compare whole numbers to 100 using words Obj. 31 - Determine the missing portion in a partially screened (hidden) collection of up to 10 objects Obj. 32 - Relate a picture model to a basic addition fact Obj. 36 - Relate a picture model to a basic subtraction fact Obj. 37 - Determine the basic subtraction fact shown by a picture model Obj. 40 - Apply the relationship between addition and counting on Obj. 41 - Apply the relationship between subtraction and counting back

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education KY MA-P-NPO-S-PNO2 - skip-count forwards and backwards by 2s, 5s, 10s and 100s, using manipulatives, mental math and written and electronic means to communicate understanding KY MA-P-NPO-S-PNO3 - explore, develop and use the concepts of odd and even numbers KY MA-P-NPO-S-PNO4 - explore and use of properties of numbers for written and mental computation (e.g., 4+7+6 could be mentally regrouped as 4+6+7 using the commutative property of addition) KY MA-EP-1.1.1 - *Students will: KY MA-EP-1.1.1.a - *apply multiple representations (e.g., drawings, manipulatives, base-10 blocks, number lines, expanded form, symbols) to describe whole numbers (0 to 9,999): Topic 1 - Numbers and Operations Topic 1 - Numbers and Operations Topic 1 - Numbers and Operations Topic 1 - Numbers and Operations Obj. 13 - Count by 2s to 50 starting from a multiple of 2 Obj. 14 - Count by 5s or 10s to 100 starting from a multiple of 5 or 10, respectively Obj. 15 - Identify odd and even numbers less than 100 Obj. 51 - Add zero to any number less than 100 Obj. 9 - Identify a number to 20 represented by a point on a number line Obj. 10 - Locate a number to 20 on a number line Obj. 19 - Count objects grouped in tens and ones Obj. 20 - Model a number to 100 using tens and ones Obj. 21 - Recognize a number from a model of tens and ones to 100 KY MA-EP-1.1.1.b - *apply multiple representations (e.g., drawings, manipulatives, base-10 blocks, number lines, symbols) to describe fractions (halves, thirds, fourths); KY MA-EP-1.1.1.c - *apply these numbers to represent real-world problems and KY MA-EP-1.1.1.d - *explain how the base 10 number system relates to place value. Topic 1 - Numbers and Operations Obj. 22 - Represent a 2-digit number as tens and ones Obj. 20 - Model a number to 100 using tens and ones Obj. 21 - Recognize a number from a model of tens and ones to 100 Page 3 of 362

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education Obj. 22 - Represent a 2-digit number as tens and ones Obj. 23 - Determine the 2-digit number represented as tens and ones Obj. 24 - Determine the value of a digit in a 2-digit number Obj. 25 - Recognize equivalent forms of a 2-digit number using tens and KY MA-EP-1.1.2 - Students will read, write and rename whole numbers (0 to 9,999) and apply to real-world and mathematical problems. Topic 1 - Numbers and Operations ones Obj. 1 - Read a whole number to 30 KY MA-EP-1.1.3 - *Students will Topic 1 - Numbers and compare (<, >, =) and order whole Operations numbers to whole numbers, decimals to decimals (as money only) and fractions to fractions (limited to pictorial representations). KY MA-EP-1.3.2 - Students will skipcount forward and backward by 2s, 5s, 10s and 100s. KY MA-EP-1.5.1 - *Students will identify and provide examples of odd numbers, even numbers and multiples of a number, and will apply these numbers to solve real-world problems. Topic 1 - Numbers and Operations Topic 1 - Numbers and Operations Obj. 2 - Read a whole number from 31 to 100 Obj. 3 - Determine the word form of a whole number to 30 Obj. 4 - Determine the word form of a whole number from 31 to 100 Obj. 30 - Determine equivalent forms of a number, up to 10 Obj. 11 - Determine one more than or one less than a given number Obj. 27 - Compare whole numbers to 100 using words Obj. 28 - Order whole numbers to 100 in ascending order Obj. 29 - Order whole numbers to 100 in descending order Obj. 13 - Count by 2s to 50 starting from a multiple of 2 Obj. 14 - Count by 5s or 10s to 100 starting from a multiple of 5 or 10, respectively Obj. 15 - Identify odd and even numbers less than 100 Page 4 of 362

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education KY MA-P-NPO-U-2 - meanings of and relationships among operations provide tools necessary to solve realistic problems encountered in everyday life. KY MA-P-NPO-S-NS4 - order, compare and understand the relative magnitude of numbers from 0-10,000, using the symbols <, >, =, including the use of physical and visual models for smaller numbers Topic 1 - Numbers and Operations Obj. 11 - Determine one more than or one less than a given number KY MA-P-NPO-S-NS5 - develop beginning fractional concepts (e.g., dividing an object into equal parts and naming the equal parts [e.g., halves, thirds, fourths]) KY MA-P-NPO-S-NS6 - expand fraction concepts (e.g., whole to part and part to whole; one-half is larger than one-fourth) KY MA-P-NPO-S-NS7 - be introduced to and use decimals to represent money KY MA-P-NPO-S-NO3 - develop partwhole relations using numbers (e.g., 3 + 2 = 5, 1 + 4 = 5) KY MA-P-NPO-S-NO4 - explore and solve two-digit addition and subtraction problems through the use of manipulatives Page 5 of 362 Topic 1 - Numbers and Operations Topic 1 - Numbers and Operations Topic 1 - Numbers and Operations Obj. 27 - Compare whole numbers to 100 using words Obj. 28 - Order whole numbers to 100 in ascending order Obj. 29 - Order whole numbers to 100 in descending order Obj. 59 - Identify a shape divided into equal parts Obj. 30 - Determine equivalent forms of a number, up to 10 Obj. 31 - Determine the missing portion in a partially screened (hidden) collection of up to 10 objects Obj. 33 - Determine the basic addition fact shown by a picture model Obj. 35 - Determine the basic addition fact shown by a number-line model Obj. 36 - Relate a picture model to a basic subtraction fact Obj. 37 - Determine the basic subtraction fact shown by a picture model Obj. 38 - Determine the basic subtraction fact shown by a numberline model

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education KY MA-P-NPO-S-NO5 - explore and develop factor-factor-product (e.g., 2 x 3 = 6) using manipulatives (e.g., hundreds charts, base-10 blocks, arrays) KY MA-P-NPO-S-NO6 - multiply whole numbers through 10 x 10 KY MA-P-NPO-S-NO7 - relate division facts to multiplication facts (e.g., using factor-factor-product) KY MA-P-NPO-S-NO8 - solve multidigit addition and subtraction problems that contain numerals and symbols KY MA-P-NPO-S-NO9 - add common fractions with like denominators using manipulatives KY MA-P-NPO-S-NO10 - add and subtract decimals using money KY MA-P-NPO-S-PNO4 - explore and use of properties of numbers for written and mental computation (e.g., 4+7+6 could be mentally regrouped as 4+6+7 using the commutative property of addition) Topic 1 - Numbers and Operations Topic 1 - Numbers and Operations Obj. 40 - Apply the relationship between addition and counting on Obj. 41 - Apply the relationship between subtraction and counting back Obj. 49 - Add multiples of 10, sums to 90 Obj. 50 - Subtract multiples of 10 up to 90 Obj. 53 - Add a 2-digit and a 1-digit number without regrouping Obj. 54 - Add two 2-digit numbers without regrouping Obj. 55 - Subtract a 1-digit number from a 2-digit number without regrouping Obj. 56 - Subtract a 2-digit number from a 2-digit number without regrouping Obj. 57 - WP: Add or subtract a 1- and 2-digit number without regrouping Obj. 58 - WP: Add or subtract two 2- digit numbers without regrouping Obj. 51 - Add zero to any number less than 100 Page 6 of 362

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education KY MA-EP-1.3.1 - *Students will analyze real-world problems to identify appropriate representations using mathematical operations, and will apply operations to solve realworld problems with the following constraints: KY MA-EP-1.3.1.a - *add and subtract whole numbers with three digits or less; KY MA-EP-1.3.1.b - *multiply whole numbers of 10 or less; KY MA-EP-1.3.1.c - *add and subtract fractions with like denominators less than or equal to four and KY MA-EP-1.3.1.d - *add and subtract decimals related to money. Topic 1 - Numbers and Operations Obj. 46 - WP: Use basic addition or subtraction facts to solve problems Obj. 57 - WP: Add or subtract a 1- and 2-digit number without regrouping Obj. 58 - WP: Add or subtract two 2- digit numbers without regrouping KY MA-EP-1.3.3 - Students will divide two digit numbers by single digit divisors (with or without remainders) in real-world and mathematical problems. KY MA-EP-1.5.1 - *Students will identify and provide examples of odd numbers, even numbers and multiples of a number, and will apply these numbers to solve real-world problems. KY MA-EP-1.5.2 - Students will use the commutative properties of addition and multiplication, the identity properties of addition and multiplication and the zero property of multiplication in written and mental computation. KY MA-U-P-M-3 - computing fluently and making reasonable estimates increases the ability to solve realistic problems encountered in everyday life. KY MA-P-NPO-S-NS7 - be introduced to and use decimals to represent money Topic 1 - Numbers and Operations Obj. 15 - Identify odd and even numbers less than 100 Page 7 of 362

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education KY MA-P-NPO-S-E1 - explore appropriate estimation procedures for different situations KY MA-P-NPO-S-E2 - apply and describe appropriate strategies for estimating quantities of objects and computational results KY MA-P-NPO-S-NO11 - use mental Topic 1 - Numbers and math, pencil-and-paper methods, Operations calculators and/or computers to explore mathematical concepts and to assist with computation in problem solving situations Obj. 42 - Know basic addition facts to 10 plus 10 Obj. 43 - Know basic subtraction facts to 20 minus 10 Obj. 44 - Add three 1-digit numbers Obj. 46 - WP: Use basic addition or subtraction facts to solve problems Obj. 47 - Complete an addition and subtraction fact family Obj. 49 - Add multiples of 10, sums to 90 Obj. 50 - Subtract multiples of 10 up to 90 Obj. 51 - Add zero to any number less than 100 Obj. 52 - Subtract zero from any number less than 100 Obj. 53 - Add a 2-digit and a 1-digit number without regrouping Obj. 54 - Add two 2-digit numbers without regrouping Obj. 55 - Subtract a 1-digit number from a 2-digit number without regrouping Obj. 56 - Subtract a 2-digit number from a 2-digit number without regrouping Obj. 57 - WP: Add or subtract a 1- and 2-digit number without regrouping Obj. 58 - WP: Add or subtract two 2- digit numbers without regrouping Page 8 of 362

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education KY MA-EP-1.2.1 - *Students will apply and describe appropriate strategies for estimating quantities of objects and computational results (limited to addition and subtraction). - Measurement KY 2.10 - Students understand measurement concepts and use measurements appropriately and accurately. KY 2.11 - Students understand mathematical change concepts and use them appropriately and accurately. KY MA-P-M-U-1 - measurable attributes of objects and the units, systems and processes of measurement are powerful tools for making sense of the world around them. KY MA-P-M-S-MPA2 - use nonstandard units to measure and compare the length, weight, area or volume of familiar objects KY MA-P-M-S-MPA5 - sort/classify or compare and order objects by shape, size and color (e.g., attribute blocks) Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Obj. 74 - Estimate length in nonstandard units Obj. 70 - Compare objects using the vocabulary of measurement Obj. 71 - Compare and order objects by attributes of height or length KY MA-P-M-S-MPA8 - identify, compare and order amounts of money using coins and bills and use correct symbols for money KY MA-P-M-S-MPA10 - relate time to daily activities, tell time to the hour, half-hour, quarter-hour, five minutes and one minute and determine elapsed time Topic 4 - Data Analysis and Statistics Topic 1 - Numbers and Operations Topic 3 - Geometry and Measurement Obj. 84 - Determine the rule used to sort geometric shapes Obj. 87 - Determine the rule used to sort objects Obj. 17 - Determine the value of a collection of like coins Obj. 18 - Determine the value of a collection of mixed coins Obj. 75 - Know the approximate time it takes to complete a task Obj. 76 - Tell time to the hour Obj. 77 - Tell time to the half hour Obj. 78 - Order events by time Page 9 of 362

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education KY MA-EP-2.1.1 - *Students will apply standard units to measure length (to the nearest half-inch or the nearest centimeter) and to determine: KY MA-EP-2.1.1.a - *weight (nearest pound); KY MA-EP-2.1.1.b - *time (nearest quarter hour); and KY MA-EP-2.1.1.c - *money (identify coins and bills by value) and Topic 3 - Geometry and Measurement Topic 1 - Numbers and Operations Obj. 76 - Tell time to the hour Obj. 77 - Tell time to the half hour Obj. 17 - Determine the value of a collection of like coins KY MA-EP-2.1.1.d - *temperature (Fahrenheit). KY MA-P-M-U-2 - measurements are determined by using appropriate techniques, tools and formulas. KY MA-P-M-S-MPA1 - apply standard units to measure length (inches and centimeters), weight (pounds), time (hours, half-hours, quarter-hours, five- and one-minute intervals), money (coins and bills) and temperature (Fahrenheit and Celsius) KY MA-P-M-S-MPA3 - use standard units of measurement to identify, describe and compare measurable attributes of objects (e.g., length, weight, volume) and make estimates using appropriate units of measurement Topic 1 - Numbers and Operations Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Obj. 18 - Determine the value of a collection of mixed coins Obj. 17 - Determine the value of a collection of like coins Obj. 18 - Determine the value of a collection of mixed coins Obj. 76 - Tell time to the hour Obj. 77 - Tell time to the half hour Obj. 70 - Compare objects using the vocabulary of measurement Obj. 71 - Compare and order objects by attributes of height or length KY MA-P-M-S-MPA4 - choose and use appropriate tools for specific measurement tasks KY MA-P-M-S-MPA7 - explore concepts of perimeter and area of rectangles using manipulatives Page 10 of 362 Topic 3 - Geometry and Measurement Obj. 73 - Select the appropriate measurement tool for length, weight, temperature, time, or capacity

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education KY MA-P-M-S-SM1 - determine equivalent U.S. customary measurements KY MA-P-M-S-SM2 - describe, define, give examples of and use to solve real-world and/or mathematical problems both nonstandard and standard (U.S. Customary, metric) units of measurement to include length, time, money, temperature (Fahrenheit and Celsius) and weight KY MA-EP-2.1.2 - Students will use standard units to measure temperature in Fahrenheit and Celsius to the nearest degree. KY MA-EP-2.1.3 - Students will choose and use appropriate tools (e.g., thermometer, scales, balances, clock, ruler) for specific measurement tasks. KY MA-EP-2.1.4 - Students will use nonstandard and standard units of measurement to identify measurable attributes of an object (length - in, cm; weight - oz, lb) and make an estimate using appropriate units of measurement. KY MA-EP-2.1.5 - Students will use units of measurement to describe and compare attributes of objects to include length (in, cm), width, height, money (cost), temperature (F) and weight (oz, lb), and sort objects and compare attributes by shape, size and color. Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Topic 1 - Numbers and Operations Topic 3 - Geometry and Measurement Topic 4 - Data Analysis and Statistics Obj. 73 - Select the appropriate measurement tool for length, weight, temperature, time, or capacity Obj. 74 - Estimate length in nonstandard units Obj. 17 - Determine the value of a collection of like coins Obj. 18 - Determine the value of a collection of mixed coins Obj. 70 - Compare objects using the vocabulary of measurement Obj. 71 - Compare and order objects by attributes of height or length Obj. 84 - Determine the rule used to sort geometric shapes Obj. 87 - Determine the rule used to sort objects Page 11 of 362

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education KY MA-EP-2.1.6 - Students will estimate weight, length, perimeter, area, angle measures and time using appropriate units of measurement. KY MA-EP-2.2.1 - Students will describe, define, give examples of and use to solve real-world and mathematical problems nonstandard and standard (U.S. Customary, metric) units of measurement to include length (in., cm.), time, money, temperature (Fahrenheit) and weight (oz., lb). KY MA-EP-2.2.3 - Students will convert units within the same measurement system including money (dollars, cents), time (minutes, hours, days, weeks, months), weight (ounce, pound) and length (inch, foot). KY MA-P-M-U-3 - for each situation, there is an appropriate degree of accuracy in measurement. Topic 3 - Geometry and Measurement Obj. 75 - Know the approximate time it takes to complete a task KY MA-P-M-S-MPA6 - estimate weight, length, perimeter, area, angle and time using appropriate units of measurement KY MA-P-M-S-MPA9 - combine coins and bills to make a given amount and make change up to a dollar KY MA-EP-2.1.4 - Students will use nonstandard and standard units of measurement to identify measurable attributes of an object (length - in, cm; weight - oz, lb) and make an estimate using appropriate units of measurement. KY MA-EP-2.2.2 - Students will determine elapsed time by half hours. Topic 1 - Numbers and Operations Topic 3 - Geometry and Measurement Obj. 17 - Determine the value of a collection of like coins Obj. 18 - Determine the value of a collection of mixed coins Obj. 74 - Estimate length in nonstandard units - Geometry KY 2.8 - Students understand various mathematical procedures and use them appropriately and accurately. Page 12 of 362

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education KY 2.9 - Students understand space and dimensionality concepts and use them appropriately and accurately. KY MA-P-G-U-1 - characteristics and properties of two-dimensional figures and three-dimensional objects describe the world and are used to develop mathematical arguments about geometric relationships and to evaluate the arguments of others. KY MA-P-G-S-SR1 - identify, describe, model, draw, compare and classify two-dimensional figures and three-dimensional objects using elements, attributes and properties Topic 3 - Geometry and Measurement Obj. 81 - Identify a circle, a triangle, a square, or a rectangle KY MA-P-G-S-SR2 - explore the relationships among two-dimensional figures and three-dimensional objects (e.g., using virtual manipulatives) Obj. 82 - Determine the common attributes in a set of geometric shapes Obj. 83 - Determine the group in which a geometric shape belongs Obj. 84 - Determine the rule used to sort geometric shapes KY MA-P-G-S-SR3 - identify and describe congruent figures in realworld and/or mathematical situations KY MA-P-G-S-SR4 - investigate and solve real-world problems using the elements, attributes and properties of basic two-dimensional figures and three-dimensional objects KY MA-P-G-S-SR5 - identify, draw and represent line segments and angles KY MA-P-G-S-SR6 - determine if simple shapes are congruent Page 13 of 362

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education KY MA-EP-3.1.1 - *Students will describe and provide examples of basic geometric elements and terms (sides, edges, faces, bases, vertices, angles) and will apply these elements to solve real-world and mathematical problems. KY MA-EP-3.1.2 - *Students will describe and provide examples of basic two-dimensional shapes (circles, triangles, squares, rectangles, trapezoids, rhombuses, hexagons) and will apply these shapes to solve real-world and mathematical problems. KY MA-EP-3.1.3 - *Students will describe and provide examples of basic three-dimensional objects (spheres, cones, cylinders, pyramids, cubes) and will apply the attributes to solve real-world and mathematical problems. KY MA-EP-3.1.5 - Students will identify and describe congruent figures in real-world and mathematical problems. KY MA-P-G-U-2 - representational systems, including coordinate geometry, are means for specifying locations and describing spatial relationships and are organizers for making sense of the world around them. KY MA-P-G-S-SR3 - identify and describe congruent figures in realworld and/or mathematical situations KY MA-P-G-S-SR5 - identify, draw and represent line segments and angles KY MA-P-G-S-SR6 - determine if simple shapes are congruent KY MA-P-G-S-CG1 - locate points and figures on a grid representing a positive coordinate system Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Obj. 81 - Identify a circle, a triangle, a square, or a rectangle Obj. 82 - Determine the common attributes in a set of geometric shapes Obj. 83 - Determine the group in which a geometric shape belongs Obj. 83 - Determine the group in which a geometric shape belongs Page 14 of 362

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education KY MA-EP-3.3.1 - Students will locate points on a grid representing a positive coordinate system. KY MA-P-G-U-3 - transformations and symmetry are used to analyze real-world situations (e.g., art, nature, construction and scientific exploration). KY MA-P-G-S-TS1 - determine lines of symmetry in simple shapes and identify and describe symmetrical twodimensional figures Topic 3 - Geometry and Measurement Obj. 85 - Identify a line of symmetry KY MA-P-G-S-TS2 - examine examples of line symmetry in realworld situations and apply one line of symmetry to construct simple geometric designs, using graphic, technological or concrete models/manipulatives to communicate understanding KY MA-P-G-S-TS3 - explore flips, slides and turns with physical models KY MA-P-G-S-TS4 - identify images from flips (reflections), slides (translations) and turns (rotations) in a plane KY MA-EP-3.2.1 - *Students will describe and provide examples of line symmetry in real-world and mathematical problems or will apply one line of symmetry to construct a simple geometric design. KY MA-P-G-U-4 - visualization, spatial reasoning and geometric relationships model real-world situations. KY MA-P-G-S-TS3 - explore flips, slides and turns with physical models KY MA-P-G-S-TS4 - identify images from flips (reflections), slides (translations) and turns (rotations) in a plane Topic 3 - Geometry and Measurement Obj. 85 - Identify a line of symmetry Page 15 of 362

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education KY MA-EP-3.1.1 - *Students will describe and provide examples of basic geometric elements and terms (sides, edges, faces, bases, vertices, angles) and will apply these elements to solve real-world and mathematical problems. KY MA-EP-3.1.3 - *Students will describe and provide examples of basic three-dimensional objects (spheres, cones, cylinders, pyramids, cubes) and will apply the attributes to solve real-world and mathematical problems. KY MA-EP-3.2.1 - *Students will describe and provide examples of line symmetry in real-world and mathematical problems or will apply one line of symmetry to construct a simple geometric design. KY MA-EP-3.3.1 - Students will locate points on a grid representing a positive coordinate system. - Data Analysis and Probability KY 2.7 - Students understand number concepts and use numbers appropriately and accurately. KY 2.8 - Students understand various mathematical procedures and use them appropriately and accurately. KY 2.13 - Students understand and appropriately use statistics and probability. KY MA-P-DAP-U-1 - quantitative literacy is a necessary tool to be an intelligent consumer and citizen. Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Obj. 83 - Determine the group in which a geometric shape belongs Obj. 85 - Identify a line of symmetry KY MA-P-DAP-S-DR6 - analyze and make inferences from data displays (drawings, tables/charts, tally tables, pictographs, bar graphs, circle graphs, line plots, two-circle Venn diagrams) Page 16 of 362 Topic 4 - Data Analysis and Statistics Obj. 88 - Read a 2-category tally chart Obj. 90 - Answer a question using information from a 2-category tally chart Obj. 91 - Read a picture graph

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education KY MA-P-DAP-U-2 - the collection, organization, interpretation and display of data can be used to answer questions. KY MA-P-DAP-S-DR1 - make a graph using concrete manipulatives and read data displayed on a concrete graph KY MA-P-DAP-S-DR2 - display, read and compare data on studentinvented graphs KY MA-P-DAP-S-DR5 - display data in line plots KY MA-P-DAP-S-ES3 - use tools (including technology when appropriate) to organize and display student-collected data KY MA-EP-4.1.1 - *Students will analyze and make inferences from data displays (drawings, tables/charts, tally tables, pictographs, bar graphs, circle graphs with two or three sectors, line plots, two-circle Venn diagrams). Topic 4 - Data Analysis and Statistics Obj. 93 - Answer a question using information from a picture graph Obj. 94 - Read a pictograph (1 symbol = 1 object) Obj. 96 - Answer a question using information from a pictograph (1 symbol = 1 object) Obj. 97 - Read a bar graph Obj. 99 - Answer a question using information from a bar graph Obj. 88 - Read a 2-category tally chart KY MA-EP-4.1.2 - Students will collect data. Page 17 of 362 Obj. 90 - Answer a question using information from a 2-category tally chart Obj. 91 - Read a picture graph Obj. 93 - Answer a question using information from a picture graph Obj. 94 - Read a pictograph (1 symbol = 1 object) Obj. 96 - Answer a question using information from a pictograph (1 symbol = 1 object) Obj. 97 - Read a bar graph Obj. 99 - Answer a question using information from a bar graph

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education KY MA-EP-4.1.3 - Students will organize and display data. KY MA-P-DAP-U-3 - the choice of data display can affect the visual message communicated. KY MA-P-DAP-S-DR3 - read, display, compare and interpret student-collected data KY MA-P-DAP-S-DR4 - display, read and compare data on a pictograph and bar graph KY MA-P-DAP-S-DR5 - display data in line plots KY MA-P-DAP-S-DR7 - use technology to organize and display data collected from student investigations KY MA-P-DAP-S-ES3 - use tools (including technology when appropriate) to organize and display student-collected data KY MA-P-DAP-U-4 - inferences and predictions from data are used to make critical and informed decisions. Topic 4 - Data Analysis and Statistics Topic 4 - Data Analysis and Statistics Obj. 89 - Use a 2-category tally chart to represent groups of objects (1 symbol = 1 object) Obj. 92 - Use a picture graph to represent groups of objects (1 symbol = 1 object) Obj. 95 - Use a pictograph to represent groups of objects (1 symbol = 1 object) Obj. 98 - Use a bar graph to represent groups of objects Obj. 91 - Read a picture graph Obj. 92 - Use a picture graph to represent groups of objects (1 symbol = 1 object) Obj. 94 - Read a pictograph (1 symbol = 1 object) Obj. 95 - Use a pictograph to represent groups of objects (1 symbol = 1 object) Obj. 97 - Read a bar graph Obj. 98 - Use a bar graph to represent groups of objects KY MA-P-DAP-S-DR6 - analyze and make inferences from data displays (drawings, tables/charts, tally tables, pictographs, bar graphs, circle graphs, line plots, two-circle Venn diagrams) Page 18 of 362 Topic 4 - Data Analysis and Statistics Obj. 88 - Read a 2-category tally chart

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education KY MA-P-DAP-S-ES1 - pose questions to generate data KY MA-P-DAP-S-ES2 - use data from student investigations to make predictions or draw simple conclusions KY MA-P-DAP-S-P1 - explore chance through games and events KY MA-P-DAP-S-P2 - compare likely and unlikely outcomes KY MA-EP-4.2.1 - Students will determine the mode (of a set of data with no more than one mode) and the range of a set of data. KY MA-EP-4.3.1 - Students will pose questions that can be answered by collecting data. KY MA-P-DAP-U-5 - probability can be used to make decisions or predictions or to draw conclusions. KY MA-P-DAP-S-P1 - explore chance through games and events KY MA-P-DAP-S-P2 - compare likely and unlikely outcomes KY MA-P-DAP-S-P3 - explore basic concepts of probability through simple experiments KY MA-EP-4.4.3 - Students will describe and give examples of the probability of an unlikely event (near zero) and a likely event (near one). - Algebraic Thinking KY 2.8 - Students understand various mathematical procedures and use them appropriately and accurately. Obj. 90 - Answer a question using information from a 2-category tally chart Obj. 91 - Read a picture graph Obj. 93 - Answer a question using information from a picture graph Obj. 94 - Read a pictograph (1 symbol = 1 object) Obj. 96 - Answer a question using information from a pictograph (1 symbol = 1 object) Obj. 97 - Read a bar graph Obj. 99 - Answer a question using information from a bar graph Page 19 of 362

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education KY 2.11 - Students understand mathematical change concepts and use them appropriately and accurately. KY 2.12 - Students understand mathematical structure concepts including the properties and logic of various mathematical systems. KY MA-P-AT-U-1 - patterns, relations and functions are tools that help explain or predict real-world phenomena. KY MA-P-AT-S-PRF1 - identify and describe patterns in real life and in numerical and geometric situations KY MA-P-AT-S-PRF2 - reproduce and extend patterns using manipulatives KY MA-P-AT-S-PRF3 - use pictures or words to create, reproduce, extend and explain patterns of shapes, objects, movements, sounds and numbers KY MA-P-AT-S-PRF4 - recognize and extend simple number patterns Topic 2 - Algebraic Thinking Obj. 68 - Determine a pattern on a 1 to 100 chart Topic 2 - Algebraic Thinking Obj. 69 - Complete a pattern on a 1 to 100 chart Topic 2 - Algebraic Thinking Obj. 66 - Extend a repeating picture pattern Obj. 67 - Extend a pictorial growth pattern KY MA-EP-5.1.1 - *Students will extend simple patterns (e.g., 2,4,6,8,...). KY MA-P-AT-U-2 - numerical patterns can be written as rules that generate the pattern. KY MA-P-AT-S-PRF6 - use calculators to explore how constant addition produces a pattern and can be expressed as a rule for a pattern KY MA-EP-5.1.1 - *Students will extend simple patterns (e.g., 2,4,6,8,...). Page 20 of 362 Topic 2 - Algebraic Thinking Topic 2 - Algebraic Thinking Obj. 66 - Extend a repeating picture pattern Obj. 67 - Extend a pictorial growth pattern Obj. 69 - Complete a pattern on a 1 to 100 chart Obj. 66 - Extend a repeating picture pattern Obj. 67 - Extend a pictorial growth pattern Obj. 69 - Complete a pattern on a 1 to 100 chart

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education KY MA-P-AT-U-3 - algebra represents mathematical situations and structures for analysis and problem solving (e.g., finding the missing value in open sentences). KY MA-P-AT-S-VEO1 - explore unknowns and open sentences to express relationships KY MA-P-AT-S-EI1 - solve simple equations (e.g., 1 + 1 = [ ]; [ ] - 2 = 7) Topic 1 - Numbers and Operations Topic 2 - Algebraic Thinking Obj. 48 - Apply the inverse relationship between addition facts and subtraction facts Obj. 60 - Determine a missing addend in a basic addition-fact number sentence Obj. 61 - Determine a missing subtrahend in a basic subtraction-fact number sentence Obj. 62 - Determine equivalent addition or subtraction expressions involving 1-digit numbers Obj. 63 - Determine a missing addend in an addition sentence with three 1-digit numbers Obj. 64 - WP: Determine a missing addend or subtrahend in a basic addition- or subtraction-fact number sentence Obj. 65 - WP: Determine a basic addition- or subtraction-fact number sentence for a given situation KY MA-P-AT-S-EI2 - solve simple inequalities (e.g., [ ] < 6) KY MA-P-AT-S-EI3 - solve for unknowns in simple open sentences Topic 1 - Numbers and Operations Topic 2 - Algebraic Thinking Obj. 48 - Apply the inverse relationship between addition facts and subtraction facts Obj. 60 - Determine a missing addend in a basic addition-fact number sentence Obj. 61 - Determine a missing subtrahend in a basic subtraction-fact number sentence Obj. 62 - Determine equivalent addition or subtraction expressions involving 1-digit numbers Obj. 63 - Determine a missing addend in an addition sentence with three 1-digit numbers Page 21 of 362

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education Obj. 64 - WP: Determine a missing addend or subtrahend in a basic addition- or subtraction-fact number sentence Obj. 65 - WP: Determine a basic addition- or subtraction-fact number sentence for a given situation KY MA-P-AT-S-EI5 - use manipulatives, numbers and/or symbols to model real-world situations with simple number sentences KY MA-EP-5.3.1 - *Students will model real-world and mathematical problems with simple number sentences (equations and inequalities) with a missing value (e.g., 2 +? = 7, < 6) and apply simple number sentences to solve mathematical and real-world problems. KY MA-P-AT-U-4 - real-world situations can be represented using mathematical models to analyze quantitative relationships. KY MA-P-AT-S-VEO2 - create stories about mathematical sentences with missing values Topic 2 - Algebraic Thinking Topic 1 - Numbers and Operations Topic 2 - Algebraic Thinking Obj. 65 - WP: Determine a basic addition- or subtraction-fact number sentence for a given situation Obj. 48 - Apply the inverse relationship between addition facts and subtraction facts Obj. 60 - Determine a missing addend in a basic addition-fact number sentence Obj. 61 - Determine a missing subtrahend in a basic subtraction-fact number sentence Obj. 62 - Determine equivalent addition or subtraction expressions involving 1-digit numbers Obj. 63 - Determine a missing addend in an addition sentence with three 1-digit numbers Obj. 64 - WP: Determine a missing addend or subtrahend in a basic addition- or subtraction-fact number sentence Obj. 65 - WP: Determine a basic addition- or subtraction-fact number sentence for a given situation Page 22 of 362

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 1 Primary, Combined Curriculum Document, State Department of Education KY MA-P-AT-S-EI4 - read and create story problems to represent mathematical sentences with missing values KY MA-EP-5.3.1 - *Students will model real-world and mathematical problems with simple number sentences (equations and inequalities) with a missing value (e.g., 2 +? = 7, < 6) and apply simple number sentences to solve mathematical and real-world problems. KY MA-P-AT-U-5 - functions are used to analyze change in various contexts and model real-world phenomena. KY MA-P-AT-S-PRF5 - explore inputoutput machines (e.g., function machines) and solve simple function machine tasks KY MA-EP-5.1.2 - *Students will describe functions (input-output) through pictures and words. KY MA-EP-5.1.3 - Students will determine the value of an output given a function rule and an input value. Topic 1 - Numbers and Operations Topic 2 - Algebraic Thinking Obj. 48 - Apply the inverse relationship between addition facts and subtraction facts Obj. 60 - Determine a missing addend in a basic addition-fact number sentence Obj. 61 - Determine a missing subtrahend in a basic subtraction-fact number sentence Obj. 62 - Determine equivalent addition or subtraction expressions involving 1-digit numbers Obj. 63 - Determine a missing addend in an addition sentence with three 1-digit numbers Obj. 64 - WP: Determine a missing addend or subtrahend in a basic addition- or subtraction-fact number sentence Obj. 65 - WP: Determine a basic addition- or subtraction-fact number sentence for a given situation Page 23 of 362

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Primary, Combined Curriculum Document, State Department of Education - Number Properties and Operations KY 2.7 - Students understand number concepts and use numbers appropriately and accurately. KY 2.8 - Students understand various mathematical procedures and use them appropriately and accurately. Accelerated Math Second Edition Grade 2 KY MA-P-NPO-U-1 - numbers, ways of representing numbers, relationships between numbers and number systems are means of representing real-world quantities. KY MA-P-NPO-S-NS1 - read, write, count and model whole numbers 0-10,000, developing an understanding of place value for ones, tens, hundreds, thousands and ten thousands Topic 1 - Number Sense and Operations KY MA-P-NPO-S-NS2 - apply Topic 1 - Number Sense and multiple representations (e.g., Operations drawings, manipulatives, base-10 blocks, number lines, expanded form, symbols) to describe and compare whole numbers and fractions (e.g., halves, thirds, fourths) in mathematical and real-world problems Obj. 1 - Read a whole number to 1,000 Obj. 2 - Determine the word form of a whole number to 1,000 Obj. 9 - Determine the value of a digit in a 3-digit number Obj. 10 - Determine which digit is in a specified place in a 3-digit whole number Obj. 14 - Represent a 3-digit number as hundreds, tens, and ones Obj. 15 - Determine the 3-digit number represented as hundreds, tens, and ones Obj. 16 - Recognize equivalent forms of a 3-digit number using hundreds, tens, and ones Obj. 12 - Model a number using hundreds, tens, and ones to 1,000 Obj. 13 - Recognize a number from a model of hundreds, tens, and ones to 1,000 Page 24 of 362

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 2 Primary, Combined Curriculum Document, State Department of Education Obj. 14 - Represent a 3-digit number as hundreds, tens, and ones Obj. 15 - Determine the 3-digit number represented as hundreds, tens, and ones Obj. 16 - Recognize equivalent forms of a 3-digit number using hundreds, tens, and ones Obj. 20 - Compare whole numbers to 1,000 using words Obj. 21 - Compare whole numbers to 1,000 using the symbols <, >, and = KY MA-P-NPO-S-NS3 - order groups of objects according to quantity KY MA-P-NPO-S-NO1 - develop an understanding of the concepts of addition and subtraction using physical objects and concrete materials KY MA-P-NPO-S-NO2 - explore and develop an understanding of the concepts of multiplication and division using physical models Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Obj. 58 - Identify a unit fraction as part of a whole Obj. 59 - Identify a unit fraction as part of a set of objects Obj. 60 - Identify a fraction as part of a set of objects Obj. 61 - Identify a fraction as part of a whole Obj. 62 - Relate a fraction equal to a whole to a pictorial model Obj. 63 - Compare unit fractions using pictorial models Obj. 29 - Add two 2-digit numbers with regrouping, given a model Obj. 46 - Determine the sum of equal groups using pictures Obj. 47 - Use a repeated addition sentence to represent the sum of equal groups Obj. 48 - Use a multiplication sentence to represent the sum of equal groups Obj. 50 - Relate a multiplication sentence to an array model Obj. 53 - Recognize the number of equal groups using pictures Obj. 54 - Divide objects into equal groups using pictures Page 25 of 362

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 2 Primary, Combined Curriculum Document, State Department of Education KY MA-P-NPO-S-PNO1 - explore, develop and use the concepts of multiples KY MA-P-NPO-S-PNO2 - skip-count forwards and backwards by 2s, 5s, 10s and 100s, using manipulatives, mental math and written and electronic means to communicate understanding Topic 1 - Number Sense and Operations Obj. 55 - Determine the remainder when dividing objects into equal groups Obj. 56 - Determine the number of equal groups of objects excluding the remainder Obj. 57 - WP: Divide objects into equal groups by sharing Obj. 3 - Complete a skip pattern starting from a multiple of 2, 5, or 10 Obj. 4 - Complete a skip pattern of 2, 5, or 10 starting from any number KY MA-P-NPO-S-PNO3 - explore, develop and use the concepts of odd and even numbers KY MA-P-NPO-S-PNO4 - explore and use of properties of numbers for written and mental computation (e.g., 4+7+6 could be mentally regrouped as 4+6+7 using the commutative property of addition) KY MA-EP-1.1.1 - *Students will: KY MA-EP-1.1.1.a - *apply multiple representations (e.g., drawings, manipulatives, base-10 blocks, number lines, expanded form, symbols) to describe whole numbers (0 to 9,999): Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Obj. 5 - Count on by 100s from any number Obj. 6 - Identify odd and even numbers between 100 and 1,000 Obj. 7 - Solve problems involving the concept of odd and even numbers Obj. 12 - Model a number using hundreds, tens, and ones to 1,000 Obj. 13 - Recognize a number from a model of hundreds, tens, and ones to 1,000 Obj. 14 - Represent a 3-digit number as hundreds, tens, and ones Page 26 of 362 Obj. 15 - Determine the 3-digit number represented as hundreds, tens, and ones

Accelerated Math Kindergarten - Grade 3 Kentucky, Math, 2006, End of Accelerated Math Second Edition Grade 2 Primary, Combined Curriculum Document, State Department of Education Obj. 16 - Recognize equivalent forms of a 3-digit number using hundreds, KY MA-EP-1.1.1.b - *apply multiple representations (e.g., drawings, manipulatives, base-10 blocks, number lines, symbols) to describe fractions (halves, thirds, fourths); Topic 1 - Number Sense and Operations tens, and ones Obj. 58 - Identify a unit fraction as part of a whole KY MA-EP-1.1.1.c - *apply these numbers to represent real-world problems and KY MA-EP-1.1.1.d - *explain how the base 10 number system relates to place value. KY MA-EP-1.1.2 - Students will read, write and rename whole numbers (0 to 9,999) and apply to real-world and mathematical problems. Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Obj. 59 - Identify a unit fraction as part of a set of objects Obj. 60 - Identify a fraction as part of a set of objects Obj. 61 - Identify a fraction as part of a whole Obj. 62 - Relate a fraction equal to a whole to a pictorial model Obj. 9 - Determine the value of a digit in a 3-digit number Obj. 10 - Determine which digit is in a specified place in a 3-digit whole number Obj. 12 - Model a number using hundreds, tens, and ones to 1,000 Obj. 13 - Recognize a number from a model of hundreds, tens, and ones to 1,000 Obj. 14 - Represent a 3-digit number as hundreds, tens, and ones Obj. 15 - Determine the 3-digit number represented as hundreds, tens, and ones Obj. 16 - Recognize equivalent forms of a 3-digit number using hundreds, tens, and ones Obj. 1 - Read a whole number to 1,000 Obj. 2 - Determine the word form of a whole number to 1,000 Page 27 of 362